31 Appropriate Sympathy Gift Ideas
What is an Appropriate Sympathy Gift?
When a loved one experiences a tragedy or loss, we often wish we could do something to ease their pain. Unfortunately, choosing appropriate sympathy gifts to help them through the grieving process can be challenging, especially because each person deals with grief and sadness in their own way. The most important thing to remember is that anything you do to show love and sympathy will be appreciated.
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Sympathy Gift Etiquette
Your main goal when choosing appropriate sympathy gifts is to show love and support. However, your message may be better received when you follow the rules of sympathy gift etiquette:
 - Whether or not there is an official service to attend, it is still encouraged to send a gift or card to express your sympathy.
 - The best time to send gifts is during the first two weeks, but if more time has passed, a simple note or card is still acceptable.
 - Charitable donations are often appreciated, particularly if the family has ties or sentimental feelings toward a specific charity. As a general rule, look for the phrase "in lieu of flowers" on any announcements or in the obituaries and follow the instructions given. Sympathy etiquette suggests that you still write a note or card expressing condolences and letting them know you made a donation.
Chicken and Wild Rice
Use the guide below to find ideas for appropriate sympathy messages and gifts that follow the rules of sympathy etiquette.
1. Classic Sympathy Gift
When you aren't sure what to get someone in need of comfort, these classic ideas are always well received.
 1. Gift basket
 2. Teddy bears/stuffed animal
 3. Balloons
 4. Letters/card
 5. Throw blanket/heated blanket
 6. Acts of Service
 7. Flowers
2. Personalized Sympathy Gift
Another great way to express genuine sympathy is by choosing or creating a gift with a personal touch.
 1. Personalized throw blanket
 2. Sympathy ornament
 3. DIY compassion care package
 4. Photo album with family/friend pictures
 5. Book or jar with memories of the deceased, written by friends and family
 6. Charitable donation
 7. Gift card for home cleaning or other services
3. Decadent Sympathy Gift
 1. Memorial jewelry (necklaces, bracelets, rings, etc.)
 2. Memorial tumbler mug
 3. Memorial flower planter box
 4. Angel wind chime
 5. Memorial garden stone
 6. Plant a tree in their name
 7. Keepsake box
4. Sympathy Food Gifts
In situations of extreme sadness or stress, it is often the simple things that bring the most comfort. Bringing over a meal or special treat is the perfect way to cheer someone up and show you care.
 1. Gourmet soup
 2. Candy
 3. Tea or Hot Chocolate (something warm to drink)
 4. Cookies (Spoonful of Comfort has several great cookie options you can have sent right to their home!)
 5. Ice cream
 6. Fruit or Fruit basket (fresh or dried)
 7. Assorted nuts
 8. Tin of popcorn
 9. Bottle of wine
 10. Favorite soda
Frequently Asked Sympathy Gift Questions:
How do you sympathize with someone who has lost a loved one?
In addition to cards and gifts, the best way to show your sympathy is by providing service. What can you do to take away some stress during this time? Maybe you can provide a meal, mow the lawn, shovel snow, help with cleaning, or take care of kids.
Is it appropriate to give money in a sympathy card?
Yes, in fact, it is often one of the best ways you can support a loved one. The deceased may have been the one bringing in the majority of the household income, or the survivor may be faced with high funeral costs. Put the money in a card with a kind message and simply mention there is a gift inside so the recipient doesn't wait too long to open it.
Is it appropriate to send flowers to a funeral?
There are circumstances where flowers would not be an appropriate gift. In some cultures and religions, sending flowers to show sympathy during mourning may not be part of their tradition. For example, traditionally Jewish people do not have a culture of sending flowers to the funeral. The same applies to Hindus. If you know the family has no such concerns, then flowers are a great gift for a funeral.
Are group sympathy gifts appropriate?
Sending sympathy gifts as a group works well when the person or family you are supporting is affiliated with your group and is not a particular close friend. For example, multiple coworkers can pitch in for a group gift and each sign the same card.
One of the most helpful ways to provide comfort during difficult times is by making sure your loved ones are well fed. During the grieving process, it is not uncommon for people to let their nutrition slide or to skip meals altogether. Send your loved ones a delicious meal from Spoonful of Comfort, which includes delivery of soup, cookies, and rolls, as well as a personalized note card and a ladle for serving. Check out our Sympathy Soup Gift Baskets today, and get more inspiration for appropriate sympathy gifts on the Spoonful of Comfort blog.
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Liberal Brooklyn College Professor Says Math Is Racist: '2+2=4' Is 'White Supremacist Patriarchy'
Brooklyn College Professor of Math Education Laurie Rubel argued this week on Twitter that basic math is culturally problematic and the mathematical equation 2+2=4 "reeks of white supremacist patriarchy.
Rubel's tweet was retweeted and promoted by several leftist academics at universities and liberal colleges around the nation.
According to a report by Campus Reform, Brooklyn College Professor Laurie Rubel, who teaches math education, tried to make the case this week that basic math is "white supremacist.
Breitbart report: The tweets are part of a larger trend on liberal college campuses by liberal academics, many of whom have started to argue that "objective truth," including basic math, is a social construct, and therefore racist.
Along with the 'of course math is neutral because 2+2=4' trope and the related (and creepy) 'math is pure' and 'protect math.' Reeks of white supremacist patriarchy," Rubel added. "I'd rather think on nurturing people & protecting the planet (with math in service of them goals)."
Several academics from institutions around the nation chimed in. Harvard Ph.D. candidate Kareem Carr suggested that math should be reevaluated because it was primarily developed by white men.
People say it's subjectivism to ask if math is Western. I don't get that. It's an objective fact that some groups were more involved in the creation of modern math than others," Carr said. "They may have been *trying* to make it objective but it's not stupid to ask if they actually succeeded!
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WASHINGTON – U.S. Senators Bill Cassidy, M.D. (R-LA) and Jacky Rosen (D-NV) released the following statement after their bipartisan resolution designating National Cybersecurity Education Week unanimously passed the Senate. The resolution designates the week of June 21 through 25 as National Cybersecurity Education Week. The resolution also commits the Senate to raising awareness about cyber education and taking legislative actions to address cybersecurity education expansion and address the cybersecurity workforce shortage.
"Recent cyberattacks demonstrate the need for stronger cybersecurity. Proud to see our resolution to support an all-of-nation response to cyber-threats pass the Senate," said Dr. Cassidy.
"I am thrilled the Senate has unanimously passed my bipartisan resolution with Senator Cassidy, which for the first time designates a National Cybersecurity Education Week. K-12 cyber education is the key to building a cyber-ready workforce," said Senator Rosen. "As our nation faces a dire cybersecurity workforce shortage, this bipartisan resolution will help ensure children, teens, and young adults have access to cybersecurity education before they enter the workforce."
Earlier this week, Cassidy and Rosen introduced a bipartisan resolution designating National Cybersecurity Education Week.
Last year Cassidy and Rosen introduced the PROTECT (Providing Resources for Ongoing Training and Education in Cyber Technologies) Act, legislation that would authorize and provide stability to the Department of Homeland Security's Cybersecurity Education and Training Assistance Program (CETAP). CETAP provides cybersecurity workforce development assistance to K-12 students across the United States.

source: openbmb/Ultra-FineWeb


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Playworks is helping schools continue to reimagine recess.
For the past 24 years, Playworks has partnered with elementary schools to help kids stay active and build valuable social-emotional skills through play. As schools prepare re-opening plans, we want to help provide resources for implementing both in-school and virtual play or recess experiences. We developed Recess Guidelines to include options for what recess could look like based on CDC and state guidelines as of July 2020. We know states, districts, and individual schools are developing many plans for reopening, and no matter what variation of online or in-person experiences they offer next school year, Playworks is here to help.
COVID-19 is changing the way we move, interact, and play on or off the playground.
As we move toward a new school year that will be impacted by COVID-19, we need to approach play differently. This game guide will help with transitioning to safe and healthy play and is appropriate for adaptations of the school experience for kids. It uses the Playworks SEL Game Guide and The Aspen Institute's Return to Play Guidelines to break down the return to play into three phases by using a stoplight system to define risk categories. The recommendations below will help you understand how games can safely be integrated as kids, teachers, and school staff go back to school.
Risk categories are assigned relative to other ways of participating in that game or activity, based on the public health and scientific understandings of COVID-19 and how it can be transmitted as of July 2020. Activities are segmented into three types of risk posed both to participants and others.
For more information about Playworks or any of our programs please contact _EMAIL_.


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An aspect of this that isn't covered by the other answers is the following: you say "we are assuming that an externally applied force is pulling the wall out. It's not the gas that is pushing the wall out." But imagine for a moment that the wall is not moving. The gas is pushing on the wall, so in order for it to remain stationary there must be another force pushing in the other direction.
Now, if we suddenly removed this pushing force and started pulling on the wall, it would move very rapidly, because our pull would be added to the gas's push. If we want the wall to move slowly then we shouldn't stop the force that's pushing the wall inwards, but just reduce it very slightly, and allow the gas to do the work of pushing the wall outwards.
So if the wall is moving slowly then it really is the gas that's doing the work of moving it, and not a pulling force from somewhere else. That's why energy can be lost from the gas in this situation without violating the conservation of energy.
Update to address a comment
Russ comments comments that if the wall wasn't moving then no work would be done. The question, then, is what makes the case of a moving wall different?
The short answer is that work $=$ force $\times$ distance, so if the wall does not move then distance $=0$ and so no work is done, whereas if it does move then the distance is greater than $0$ and so the work is positive.
However, that might not be very enlightening, so let's do a little thought experiment. Let's replace the wall with a piston. We won't assume this piston has an infinite mass. Let's say that the piston is rigid (held together by electromagnetic forces, as Russ says). We'll say that it's not moving right now and is held in place just by being a very tight fit to its mantle. ("Mantle" being the technical term for the cylindrical sleeve that a piston fits into.) Outside of the piston is a vacuum, just so that there's nothing else pushing on it.
This is the same situation as the box - the piston is held in place by its rigidity and its connection to the sides - it's just that making it into a piston makes the next bit easier to explain.
Now let's imagine that the gas starts to push the piston outwards very slowly. In this case the pushing force of the gas is almost, but not completely, balanced by the friction of the piston against the mantle walls. We know there must be friction because if there wasn't then the gas would push the piston out very rapidly.
Now, since there is friction there must be heat generated as the piston rubs against the mantle. Heat is a form of energy, so the question to ask yourself is, where is that energy coming from? There's nothing touching the piston other than the mantle and the gas, so the only place it really can come from is the kinetic energy of the gas molecules. The total amount of heat produced is equal to the force the gas exerts on the piston, multiplied by the distance it moves.
If you understand this example it might help you to see why the case where you remove a sequence of stationary walls is different. In this case there is nothing moving against a frictional force, so there's no heat being generated, and there's nowhere else that the molecules' kinetic energy can go. This is why the energy of a gas does not change when it expands into a vacuum but does change when it pushes against a moving wall.
Finally, it's worth commenting on the difference in approach between this answer and the other ones. In the other answers, the wall was assumed to move slowly not because there was an opposing force but because the wall was infinitely heavy. If there is no opposing force and the wall is not very heavy then the pressure of the gas will accelerate it until it is not travelling slowly any more. The "heavy wall" approach allows you to do the kinematic calculations to see how the energy is lost from individual particles, whereas the "opposing force" picture allows you to see what's happening to the energy on a more macroscopic level. But the same amount of energy will be lost from the gas in either case (the gas can't "know" whether there's a heavy wall or an opposing force), and understanding both cases helps you to get a more complete picture of what's going on.


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Face2: Art 220 Portraits
Face2: Grid-Based Self-Portraits
ART 220, Fall 2008
Wilson Library, 3 Central
Based on the work of Chuck Close, the process of creating the self portraits for this beginning painting class required students to take close-up photos of each other, and to create a grid on the photo and on their canvas.
Next, the image was transferred to the canvas unit by unit, mixing a different color for every unit. They have to average colors when different colors occur in the same unit.
Most paintings have one to three thousand units - an incredibly sophisticated optical color-mixing exercise. It is at the same time a reflection on how an image is constructed digitally.

source: HuggingFaceFW/fineweb-edu


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This study explored the gendered nature of STEM higher education institution through a feminist critical discourse analysis of STEM course syllabi from a Midwest research university. I explored STEM syllabi to understand how linguistic features such as stance and interdiscursivity are used in the syllabus and how language and discourses used in the syllabus replicate the masculine nature of STEM education. Findings suggest that the discourses identified in the syllabi reinforce traditional STEM academic roles, and that power and gender in the STEM syllabi are revealed through exploration of the themes of knowledge, learning, and the teaching and learning environment created by the language used in the syllabus. These findings inform and extend understanding of the STEM syllabus and the STEM higher education institution and lead to recommendations about how to make the STEM syllabus more inclusive for women.
Critical Discourse Analysis, Feminist Research Methods, Poststructuralism, Syllabus, Syllabi, STEM Education
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 License.
Recommended APA Citation
Parson, L. (2016). Are STEM Syllabi Gendered? A Feminist Critical Discourse Analysis. The Qualitative Report, 21(1), 102-116. Retrieved from _URL_


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Mission: The Penobscot River Paddling Trail seeks to establish and maintain a paddling, camping and educational trail down the main stem of the Penobscot River.
Vision and Aspirations:
- Enable exceptional paddling and Leave No Trace camping experiences down the Penobscot River.
- Provide education to paddlers and non-paddlers concerning the ecology, natural history, Wabanaki history and current status, colonial history, industrial history, and present status of the Penobscot River.
- Promote and demonstrate an ethic of watershed conservation.
- Help to connect paddlers to upstream campsites on the West and East Branches of the river, to campsites of the Northern Forest Canoe Trail, and to the saltwater campsites of the Maine Island Trail Association.
- Provide a vehicle for economic growth in the watershed by including commercial outfitters, guides, lodgings, campsites, restaurants and stores in our maps and materials.


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Renault, Louis (lwē rənōˈ) [key], 1843–1918, French jurist, professor of international law at the Univ. of Paris. Renault was one of the founders of the scientific study of international law in France. He sat on the Hague Tribunal (the Permanent Court of Arbitration) and did much to advance the cause of international arbitration. He shared with E. T. Moneta the 1907 Nobel Peace Prize.
The Columbia Electronic Encyclopedia, 6th ed. Copyright © 2012, Columbia University Press. All rights reserved.
More on Louis Renault from Fact Monster:
See more Encyclopedia articles on: Law: Biographies


Central Asian Measures
In much of the Central Asia region, especially Turkestan and Uyguristan, a standard set of weights and measures is used that is not based either on the Roman SI units of pounds and feet, or on the Louisiannan metric system. The Central Asian measures are a standardised version of the traditional units of the region, and are detailed below.
Units of Length
Unit name Metric equivalent Imperial equivalent Central Asian equivalences
çaqırım (çq) 1067.155m 3501'-2" 1 çaqırım = 1528 arçın = 636⅔ qulaş
qulaş (q) 1.67616m 5'-6" 1 qulaş = 12 süyüm
arçın (ar) 69.84cm 2'-3½" 1 arçın = 5 süyüm
süyüm (sü) 13.968cm 5½" 1 süyüm = 8 iliş
iliş (i) 17.46mm 11/16" subdivided into fractions
1 çaqırım is equal to 7,640 süyüm or 61,120 iliş
The qulaş is a slightly odd measure, in that it doesn't divide cleanly into a çaqırım, having instead 636 qulaş and 8 süyüm. It is based on the traditional way of measuring from fingertip to fingertip with arms extended horizontally at one's sides.
Units of Weight
Unit nameMetric equivalentImperial equivalentCentral Asian equivalences
batpan (b)589.68kg1300.02lb1 batpan = 36 put
put (p)16.38kg36lb 1.787oz1 put = 40 qadaq
qadaq (qd)409.5g14.44oz1 qadaq = 100 mişqal
mişqal (mş)4.095g0.144ozsubdivided into fractions
Thus 1 batpan is equal to 1440 qadaq or 144,000 mişqal, and 1 put is equal to 4,000 mişqal.
Liquid Measure
Unit name Metric equivalent Imperial equivalent Central Asian equivalences
toyğazan 125.528 litres 27.625 Imperial gallons 1 toyğazan = 25 çolaq
çolaq 5.02112 litres 1.105 Imperial gallons (8.84 Imperial pints) 1 çolaq = 40 keç
keç 125.528 millilitres 4.42 fluid ounces (0.221 Imperial pints) 1 keç = 8 pişim
pişim 15.691 millilitres 0.5525 fluid ounces subdivided into fractions
1 toyğazan = 1,000 keç, or 8,000 pişim. 1 çolaq = 320 pişim.
Most dry goods are measured by weight, however, spices are measured by volume with a "long pişim" which is one seventh of a keç, instead of the usual pişim which is one eighth.


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Pint Size Heroes
Little heroes who make a big difference!
The Pint Size Hero program is a community service project developed by the American Red Cross to introduce children to the importance of donating blood. Through the program, blood drives are held at elementary schools or middle schools and young students are engaged in the whole process. The program encourages students to volunteer at the blood drive and invite parents, guardians and other adults to give blood on their behalf.
A 10 to 20 minute educational segment is presented at the school by an American Red Cross representative. Students are taught using age-appropriate curriculum. Supplemental materials can be provided for enthusiastic teachers who may wish to discuss the blood drive further. Students are encouraged to take home a letter describing the program and to invite parents, guardians or other adults to donate blood at their school's blood drive.
The Pint Size Hero program teaches students:
- Facts about blood and how it is used as medicine
- Who gives blood
- Who needs blood
- The function of American Red Cross Blood Services
For more information about the Pint Size Hero program:
- To view the program flier CLICK HERE
- Contact program coordinator Nancy Firth at _EMAIL_.


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Insert Line Breaks
Normally, the text entered as first parameter of MessageBox is displayed as a continuous line that the engine breaks where it sees fit according to line's total length and length of separate words. With a bit of hex editing, though, you can make it look more formatted.
Let's say, you want a MessageBox to report the amount of certain enemies you killed like this:
Score: Daedra Lords: 21 Golden Saints:37 Fargoths: 9999
If you try to make a MessageBox with line breaks in the CS, it will take it as several lines with different operators and refuse to compile it. You'll have to deceive the CS. First, you write an operator:
MessageBox "Score:|Daedra Lords: %.0f|Golden Saints:%.0f|Fargoths: %.0f", k_Dae, k_Snt, k_Far
Compile the script and save your mod. Now you'll need a hex editor like WinHex (or any that you prefer). Open your.esp with it and find the message text. It will be found there twice - first time in the body of a compiled script, second in the source text. You'll need the first one. Replace all symbols '|' with the hexadecimal code 0A (line feed) and save the file. Now, when you play the mod, the engine will recognize line breaks properly and display your MessageBox as you wanted it.
Just keep in mind that if you change and recompile the script, imposed linebreaks will be lost and you'll have to repeat the operation again.


How to Do Tombstone Rubbings
by Richard Lupu
with notes by Joel GAzis-SAx
I am really just an amateur, but I have found that rubbings are a beautiful form of art. It is a fairly easy and inexpensive hobby that is a wonderful way to learn about history. There are some basic rules you should follow and some tools you need to get started.
If you plan on doing rubbings of your family or relatives then some of these wont apply. I like to rub very old tombstones. They have a certain charm about them.
 1. Many cemeteries are private property. Be sure and ask before you start rubbing tombstones. Trespassing fines are not cheap. Many do not understand what rubbing is or have ever heard of it.
 2. Treat each tombstone as if it were your own mother's. Somebody loves these people and old tombstones can be delicate.
 3. Make sure and clean off all marks accidently left on tombstones. Leave the cemetery cleaner than when you got there.
 4. If it is a private cemetery or a municipal cemetery, don't rub at night. Your actions will most certainly be mistaken by local law officials. You would think this would not have to be mentioned but a friend of mine wanted to get some rubbings done when he got off of work one night. Bail is not cheap either.
 1. A soft brush. The kind you might use to polish your shoes work well. A tooth brush is also a good thing to bring.
 2. Paper, White or rice paper works best. I like rice paper. It has a really nice feel to it and can be surprisingly strong.¹
 3. Black or gray chalk. I like chalk, it can be messy but if you're careful it makes a very nice texture. Flat black crayons and rubbing wax are the most common, but I still like chalk.²
 4. Scissors or exacto knife.
 5. Masking tape or painters tape
 6. Small spray bottle and a soft absorbent rag.
 7. If you use chalk you will need Chalk spray. Krylon makes the best.³
Once you have found a nice tombstone you need to make sure it is clean. Use the soft brush and remove dirt and debris from the surface. Be gentle, and respectful, if the it looks as if you might scratch the tombstone then move on.
After you get most of the dirt off spray it with the bottle and then wipe with the rag. Let the tombstone become perfectly dry before you go on. Cut the paper larger than the tombstone itself and wrap tightly aroundthe stone. Tape it very securely so that it doesn't move, if the paper moves when you start rubbing you will probably have to start over.
Start rubbing on the outside edges and make yourself a frame of sorts. You don't need to rub real hard, you can always make it darker by going back over it but you can never make it lighter. You should start to see the patterns emerging at this point.
Once you have the darkness down to you liking carefully spray the paper down with the Chalk spray. Be careful not to get any on the tombstone. When it is dry you can remove it and trim it in the shape of the stone or leave a border around it. This is all there is to it. Practice with it and develop your own style.
I live in Texas and have found a couple of old cemeteries that are all but abandoned. The dates on a lot of these date back to the late 1800's. If you also live in Texas, E-mail me ( and I will give you directions.
Remember the respect you show now will ensure that tombstone rubbing will always be looked at as a way to preserve history and not as vandalism.
Caretaker's Notes
¹Rice paper was recommended by nearly all the Caretaker's advisors on this page. Butcher paper was mentioned as a cheaper substitute. I had a bad experience with a grainy drawing paper. Smooth surfaces work much better than grainy ones, though you may decide otherwise.
²In my experience, chalk was a bit messy. Other contributors suggested using charcoal. You can also use ink if you follow the method used in China for making stone rubbings.
³There's an alternative to Krylon and that is hairspray -- "the cheapest you can find" as one advisor put it.
Copyright 1996 by Richard Lupu and Joel GAzis-SAx.
The Caretaker also wishes to thank Lydia Thompson, Carolanne Szoke, and other contributors to alt.society.funerary for their tips.
Do you have samples of your own rubbings? Send me a gif or jpg.
I will display your best work.
Return to City of the Silent
Visit Inscriptions
Do Virtual Rubbings Using Impressionist (JAVA Req.)
Write to the Caretaker (


Tag: date
How to find messages of a specific date on new facebook
Facebook messenger have changed a lot over the time.Lots of features has been added but some of the features requested by the users are still missing.One of the feature is the ability to search for the messages that has been sent in a specific date. Although you can search messages by using specific term that made in that conversation but you still cant search for messages by specific date.In this tutorial lets look how to fix this problem step by step using alternative ways. Read More


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What is the blackest black?
We tell ourselves it isn't there:
We say it is gray, because gray obscures
and night is gray with the graying black
but night is black, so we move on,
into dreams or out of dreams,
we chance upon a different color
and follow its rules, and say it is true
We look at the night, and we say it is red
the red of our eyes, the red over our bones
it is the shifting red, the red where the sun moves,
the red of replacement, the red of night-women,
the red that follows white, the sloughed-off red,
the silent but listening red.
And the night is red in these ways, and
when its gray is reddened, it is blackened
The night is greened with horizons, a
billiard-ball's green, a folded and whispering green
it speaks in bluish-green tones that are soft
Under the shadow of the green wall of the night,
the trees lay hold to infinite space,
their roots dripping thick water behind our eyes
and outside the shadow of the green wall
gold coins tumble on an azure field, fangled with white fire.


Sending Text Messages
You can use the messages node to send text messages to your customers.
Before You Start
You need to meet all the prerequisites listed in the Before You Start section of the Messages documentation.
 - A text message can be a max of 4096 characters long.
Step 1: Make POST Request to /messages
Once you have the WhatsApp ID for the user you want to message, use it to send a text message. Specify text in the type field.
POST /v1/messages
 "preview_url": false | true,
 "recipient_type": "individual",
 "to": "whatsapp-id",
 "type": "text",
 "text": {
 "body": "your-text-message-content"
For more information on parameters, see:
If you want to format your message, see Formatting in Text Messages.
Sending URLs in Text Messages
By default, the mobile WhatsApp application recognizes URLs and makes them clickable. To include a URL preview, include "preview_url": true in the message body and make sure the URL begins with http:// or https://. A hostname is required, IP addresses are not matched.
 "preview_url": true,
 "to": "whatsapp-id",
 "text": {
 "body": "You have to check out this amazing messaging service"
The majority of the time when you send a URL, whether with a preview or not, the receiver of the message will see a URL that they can click on.
URL previews are only rendered after one of the following has happened:
 1. The business has sent a message template to the user.
 2. The user initiates a conversation with a "click to chat" link.
 3. The user adds the business phone number to their address book and initiates a conversation.
Step 2: Check Your Response
A successful response includes a messages object with an ID for the newly created message.
 "messages": [{
 "id": "gBEGkYiEB1VXAglK1ZEqA1YKPrU"
An unsuccessful response contains an error message. See Error and Status Codes for more information.


The Weird, Terrifying Physics Of iOS 7
Among the most powerful things about the first iPhone was how it made old software metaphors — pressing buttons, scrolling through pages — much more literal. Scrolling was now linked, one-to-one, to the tip of your finger. You didn't click a button on a mouse to command a software cursor to press a button for you, you just tapped it with your thumb. This was a profound change and one that was hard to advertise or talk about. But it was something that users were able to grasp almost immediately.
Movement in iOS, and in Android, is generally directly connected to one of two actions: a tapping or swiping, or hitting a button or dragging (or pushing!) something around. The weirdest these direct actions really get is pinch-to-zoom, which is somehow intuitive but doesn't really have a real-world equivalent. These are all vital in making iOS feel like iOS.
Also vital: the animations, which, in iOS 7, are centered around zooming. Or, more accurately, flying. Tapping an icon sends it flying at your face, at which point it begins to transform into an app. Closing it pulls it back away from you; it's as if the app is falling into the screen. Our minds take every other movement metaphor in iOS literally, but this one is weird. It feels three-dimensional in a way that others don't.
The sensation of depth is exaggerated in iOS 7, and profound enough that it led some users to complain of a sort of seasickness (which Apple both acknowledged and provided a fix for, in an update).
Just how deep is the interface? BuzzFeed data team member Jake Levy ran the numbers:
I used the small-angle approximation since the size of the object (in this case the app) is significantly smaller than the distance from which you are observing it. This allowed us to assume that the apparent size of the object is inversely proportional to the distance from which you are observing it.
Here's what he came up with:
Animations by BuzzFeed / John Gara
In order for an iPhone app to appear to be the width of an iPhone icon, it would have to be about 5.33 feet away. That is to say, if iOS animations suggest that the icons are falling away from you, they are falling about 5 feet, and moving pretty fast. Assuming it takes about 0.8 seconds for this animation to complete, the app is moving at an average of about 6.6 feet per second, or about 4.5 miles per hour: a slow jogging speed.
Then there are the folders. For an app to appear the width of one of those tiny folder icons, according to these calculations, it would have to be about 24.62 feet away. That's 19.29 feet of depth between a folder-size icon and a full-size icon. It's kind of incredible:
Animations by BuzzFeed / John Gara
Those 19.29 feet are traveled, again, in about 0.8 seconds, which works out to a little more than 24.1 feet per second, or 16.4 miles per hour. That's an average too — the animation accelerates then decelerates. Or at least it looks that way. It seems probably that, at its top speed, this icon is flying at or away from your face at over 20 miles per hour.
Kind of casts that motion-sickness stuff in a new light! iOS 7 certainly hints more strongly at depth than iOS 6, in which the zooming felt less physical. It was more like expansion than zooming, a closer relative to pinch-to-resize.
Update: Developer Steve Streza provides some background, on Twitter: "Those animations are based on spring physics. So it's like you stretched a spring from you to the folder and then let go… Animations pre-iOS 7 were based on sine wave curves. iOS 7 animations have a more gradual decay." Thanks Steve!
Anyway, now you know why iOS 7 doesn't just look different, it feels different: Every time you close an app to a folder, you're hurling it about 25 feet away from your face.
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We see white stockings in the earlyand mid-19th century, but they subsequently disappeared for a few decades. Suddenly at the turn-of the 20th century we see girls and younger boys wearing first white long stockings and then white knee socks. Knee socks began to replace long stockings beginning in the 1910s. Boh white stockings and white knee socks were often worn with strap shoes or sandals. Significant differences existed between countries for reasons we do not undrstand. Boys wearing white knee socks were much more common on the Continent than wither Britain or America. White knee socks were worn in America and Britain, but mostly by girls. White knee socks seem especially common in France and Germanyand were worn by both boys and girls.
White knee socks began to appear about the turn of the century. I have seen advertisements for white socks of various lengths in store catalogs during the late
19th century, but have seen few actual photographs of boys wearing them with knee-length pants until after the turn of the century. Many of the boys wearing dresses, however, were photographed with white socks--usually
ankle length. Until the turn of the century boys mostly wore
over-the-knee stockings for dress occasions. Even after the turn-of-the century over the knee stockings were often worn with knee pants and knickers and were more common than kneesocks. Throgh the 1910s, thre-quarter length sovks were more common than jneesocks, but were generally replaced during the 1920s. tiockings In some countries such as Germany they were even worn with shorts. Boys after the turn-of-the centuruy began wearing white knee socks with Fauntleroy suits, although long white stockings were more common. Often they were worn with strap shoes. After World War I knee socks of all descriptions became more common with the increasingly popular short pants. Conventions for wearing
white knee socks, however, varied greatly from country to country.
Great differences exist in the conventions for wearing white kneesocks. These differences exist among countries. In some countries like England,
white kneesocks were considered suitable for young children and girls. Little English boys wore them, but rarely school-age boys. On the continent, white
kneesocks were more commonly worn by boys. There were also different institutiions and activities in which white kneesocks were worn. Choirs and schools often used them in school uniforms. After World War II, they were commonly worn by Japanese schoolboys.
White kneesocks currently have a dressy look. They were worn, however for both dress wear and for play. The use of white kneesocks differed somewhat from country to country. Small boys still in dresses might wear white stockings for socks in the late 19th century, but once breeched they almost always wore dark stockings. After the turn of the century, white stickings and socks were worn by boys after breeching--although the age varied. While white kneesocks could be worn with for both play and dress outfits, often dark stockings were considered more suitable for especially formal occasions.
Erly kneesocks were often made from a bulky materail. Some were knitted at home. This was much less true for white kneesocks. This is because white kneesocks wre often worn for more formal dresswear--at least by boys. Hosiery for formal wear was commonly more sheeer than hosiery for every day wear.
White knee socks were often made to come to the knee without the extra material for turn over top cuffs.
We have noted boys in several countries wearing white knee socks. They were more common in some countries than others. There are substantial differences betwwn the conventions for wearing white knee socks among different countries. Knesocks for example were very common in Britain. Knee socks were perhaps more commonly worn in Britain than any other country. yet boys rarely wore knee socks. They were much more common for girls. We see both boys and girls wearing knee socks in Germany. We also see both boys and girls wearing white kneesocks in France. Similar patterns were observeable in Belgium. Knee socks were commonly worn by American boys in the 1920s and 30s, but they were commonly patterened knee socks. White knee socks were much more common. Our information on many countries is more limited at this time. These conventions have varied over time.
Various insitutions such as schools or youth groups have employed white kneesocks as part of their uniforms or costumes. Schools in various countries were the most common. Many European choirs also outfitted the boys wearing short pants in white kneesocks. Some youth groups have also used white kneesocks. This was particulartly true of the Young Pioneees, but the Scouts and other youth groups have employed white kneesocks as part of formal dress uniforms. We also note white kneesocks being used as part of band uniforms and dance costumes.
Navigate the Boys' Historical Clothing Web Site:
[Return to the Main knee socks page>]
[Introduction] [Activities] [Biographies] [Chronology] [Cloth and textiles] [Clothing styles] [Countries] [Topics]
[Bibliographies] [Contributions] [FAQs] [Glossaries] [Images] [Satellite sites] [Tools]
[Boys' Clothing Home]


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Image 2 Icon is a free software for Windows that is used for converting image to icon. You can convert multiple images into icons in *.ico format. It supports multiple popular image formats which you can add to convert. Such as: bmp, gif, jpg, png, jpeg and tif. Unlike other similar software, it provides multiple sizes for output icon. You can get the output icon in 16*16 size, 64*64, 128*128 size etc. Thus there is a choice for you to select the appropriate output size for icons.
You can batch add images to convert which is also a useful feature present in Image 2 Icon. Other than this, there is an option present to set the transparent area of an image with the defined color (but it didn't work in my case). And moreover, you can also pick color from your added images for transparency. Thus Image 2 Icon is a handy software and is very lightweight (less than 2 mb).
Below screenshot shows you the interface of Image 2 Icon where you can add images in batch using Add button. Once you have added images, you can select the output size from right side panel.
After this, simply hit the Convert button available at bottom right corner on its interface. This will open a small window where you can select the destination folder. Immediately after selecting the destination, it will start converting the added images and you will find ICO format icons. This is a fast process and takes only a few seconds.
Moreover, if you want to add transparency, then use Palette button as visible in below screenshot. It will open color window from where you can choose your favorite color. Or else, you can click on any added image and can use 'Pick button' to select a color from your image. After this, simply hit the same Convert button to convert images.
Key Features Present in Image 2 Icon:
- Simple software for converting image to icon.
- Supports multiple input image formats.
- Lets you add transparency.
- Also provides unique feature to select color from added images. Thus it also works as a color picker. See the below screenshot:
- Very lightweight software.
- Free to use for Windows.
Get Image 2 Icon For Converting Image To Icon:
Download link for Image 2 Icon is present at the end part of this article. As it is less than 2 mb in size so it will download very quickly to your computer. After this, run its setup file from download location and start the installation. During installation process, it will ask you for a survey which you can skip easily. After completing the installation, you can open it from start menu.
Image 2 Icon is useful in case you need ICO (Windows format) icons in a very quick time. You can get the selected size output and can also use this software as a color picker. To download it free of cost, hit the link available below:


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This Edumine course will introduce participants to the principles of mine haul road design, from road building material selection and characterisation, road-user (truck and traffic) requirements, through to performance benchmarking and evaluation as a basis for road maintenance management decision making.
These skills will enable participants to evaluate their current haul road systems, recognise operational inefficiencies and implement continuous improvement strategies to reduce cost per ton hauled across the mine road network and improve road performance on a day-to-day operational basis. The training will provide participants with answers to practical mine haul road-operational issues such as:
- Why are good roads necessary - what are the benefits of an improved haul road design and infrastructure?
- What critical operational aspects should a road design consider?
- Equipment, materials and methods - what is required?
- How do you translate a design into practical construction techniques?
- When are dust palliatives appropriate - and how do they influence road management and cost per ton hauled?
- How do you benchmark a road design - what do you see, what does it mean and how do you fix the problem?


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What Does Fox Scat Look Like?
Because foxes are nocturnal and avoid people, homeowners typically discover fox poop long before catching a glimpse of the animal itself. Fox scat can look like scat of other pests, so proper identification is important. Fox droppings are similar to coyote scat, only smaller. Usually, their feces are tan or brown and about two to three inches long with pointy ends. A fox's variable diet affects the look of its feces, so waste may contain bones, hair, insects, and pieces of fruit or seeds.
Hazards of Fox Feces
While foxes themselves can spread diseases like rabies and mange, contact with their droppings is equally as dangerous. It is not unusual for fox scat to contain tapeworms and roundworms. Additionally, these parasites and their eggs contaminate the soil beneath fox poop, as well. In addition to carrying a number of diseases that can infect people and pets, foxes may become aggressive if threatened. If you suspect a fox has taken residence on your property, Contact Us at Critter Control of Salt Lake City for professional removal!


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DynaVibe can balance rotors as well as propellers, and key to accurate rotor balancing is proper placement of the lateral and vertical accelerometers as well as the phototach sensor.
Lateral Accelerometer Placement
The purpose of the lateral accelerometer is to measure the mass imbalance that occurs once per rotation (1-per) of the rotor. The best way to measure the mass imbalance is to maximize the sensitivity to the mass imbalance while minimizing sensitivity to other vibrations.
To do so, mount the lateral accelerometer as high as possible on the rotor mast to maximize sensitivity. It's also preferable to mount the accelerometer on a rigid structure. If the accelerometer is mounted on a bracket or other secondary structure, that structure may absorb vibration or modify the signal due to structural resonance. Furthermore, to maximize sensitivity, orient the accelerometer so that it is sensitive to the axis of minimum rotational inertia. For rotorcraft, this is usually the roll-axis, hence the reason for laterally mounting this accelerometer.
To minimize non-mass vibrations, point or align the accelerometer through the rotor shaft. If the accelerometer is mounted ahead of or behind the main rotor mast, then the accelerometer will receive vibration from the main rotor imbalance plus vibrations from any torsional vibration. This occurs frequently in analyzing engines: the vibration signature will change if the accelerometer is not pointed through the rotating element.
When measuring mass imbalance, a key area of focus is measuring the vibration when there is minimal forward airspeed. If the two blades are not identical in lift and drag, then blade asymmetry will cause a 1-per vibration. Measuring the mass imbalance at high forward speeds will cause the sensor to register both the mass imbalance and blade asymmetry. For this reason, it is best to collect mass imbalance data while in a step decent, power off.
When the lateral accelerometer and phototach are setup correctly, and the forward speed component of the 1-per vibration is eliminated, then balancing the rotor is just like balancing a prop.
Phototach Sensor Placement
Position the phototach so that it has a clear view of the rotor system, making sure that it is at least six inches away from the reflective tape target to get a good signal. A piece of reflective tape is applied to rotor system so the DynaVibe computer can determine the relative position of the blades to the vibration signal received by the accelerometer. The phototach position is determined by the polar charts that you will be using, the manufacturer's recommendation, or by talking with a DynaVibe team member.
Vertical Accelerometer Placement
The purpose of the vertical accelerometer is to measure vertical hop and pitch axis vibration. This requires placing the vertical accelerometer in the forward cabin as pictured. If vertical hop is present at the 1-per, then its cause is blade asymmetry. If it is present twice per rotor rotation (at the 2-per), its cause is the advancing blade lift and drag. It's usually possible to correct a 1-per vibration through tracking: making tracking better or worse depending on the blades. The 2-per vibration, however, is generally difficult to eliminate. For helicopters, DynaVibe engineers recommend using trim tabs to adjust the forward flight 1-per vibration.
For rotorcraft balancing, the full spectrum analysis capability the DynaVibe GX2 provides is excellent for troubleshooting. However, even the basic balancing capabilities of the DynaVibe Classic provide all that is necessary for rotor smoothing. The only frequencies requiring analysis are the prop, 1-per rotor, and 2-per rotor, which are within the scope of the DynaVibe Classic feature set. What also facilitates accurate rotorcraft balancing is expertise and knowledgeable customer service of the DynaVibe team.
Learn more by visiting the DynaVibe Rotorcraft FAQ.
DynaVibe is easy and economical to use for prop and rotorcraft balancing. For mechanics, shops and service centers, it adds profit to the bottom line. To learn about using DynaVibe to dynamically balance propellers and rotors, enter your email address below, visit the RPX Technologies website, or call: _PHONE_.


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Quasi-Experimental Design Definition
A quasi-experimental design is a research methodology that possesses some, but not all, of the defining characteristics of a true experiment. In most cases, such designs examine the impact of one or more independent variables on dependent variables, but without assigning participants to conditions randomly or maintaining strict control over features of the experimental situation that could influence participants' responses.
Example of a Quasi-Experimental Design
Quasi-experimental designs are most often used in natural (nonlaboratory) settings over longer periods and usually include an intervention or treatment. Consider, for example, a study of the effect of a motivation intervention on class attendance and enjoyment in students. When an intact group such as a classroom is singled out for an intervention, randomly assigning each person to experimental conditions is not possible. Rather, the researcher gives one classroom the motivational intervention (intervention group) and the other classroom receives no intervention (comparison group). The researcher uses two classrooms that are as similar as possible in background (e.g., same age, racial composition) and that have comparable experiences within the class (e.g., type of class, meeting time) except for the intervention. In addition, the researcher gives participants in both conditions (comparison and motivation intervention) pretest questionnaires to assess attendance, enjoyment, and other related variables before the intervention. After the intervention is administered, the researcher measures attendance and enjoyment of the class. The researcher can then determine if students in the motivation intervention group enjoyed and attended class more than the students in the comparison group did.
Interpreting Results from a Quasi-Experimental Design
How should results from this hypothetical study be interpreted? Investigators, when interpreting the results of quasi-experimental designs that lacked random assignment of participants to conditions, must be cautious drawing conclusions about causality because of potential confounds in the setting. For example, the previous hypothetical example course material in the intervention group might have become more engaging whereas the comparison group started to cover a more mundane topic that led to changes in class enjoyment and attendance. However, if the intervention group and comparison group had similar pretest scores and comparable classroom experiences, then changes on posttest scores suggest that the motivation intervention influenced class attendance and enjoyment.
The Pros and Cons of Using Quasi-Experimental Designs
Quasi-experiments are most useful when conducting research in settings where random assignment is not possible because of ethical considerations or constraining situational factors. In consequence, such designs are more prevalent in studies conducted in natural settings, thereby increasing the real-world applicability of the findings. Such studies are not, however, true experiments, and thus the lack of control over assignment of participants to conditions renders causal conclusions suspect.
- Cook, T. D., & Campbell, D. T. (1979). Quasi-experimental: Design and analysis issues for field settings. Boston: Houghton Mifflin.
- Shadish, W. R., Cook, T. D., & Campbell, D. T. (2002). Experimental and quasi-experimental designs for generalized causal inference. Boston: Houghton Mifflin.


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Tuning the Mountain Dulcimer
In tuning the mountain dulcimer, the top two strings are tuned
to the same pitch. There is always an interval of a fourth between the strings:
so if the top two strings are a "G," then the bass string or melody
string is a "C." If there are four strings, then the bottom two strings
are tuned to the same pitch. "DO," or the first note of the scale,
should fall on the third fret of the top string.
Virginia's Appalachian Music and Literature in AppLit


old [adjective]
1. "Oude kaas": old cheese.
"Oude kaas" has a much sharper flavour than the standard "jonge kaas" (young cheese). Also its structure is crumblier. Types of cheese that are somewhere in-between are "jong belegen", "belegen" and "extra belegen".
2. "Oudejaarsavond": new year's eve.
Literally this word translates to "old years eve", I guess it is just a different way of looking at it!
3. "Hoe oud ben jij?"
("How old are you?)
4. "Een oude bok lust nog wel een groen blaadje."
("An old goat still has taste for a green leave.")
This saying is used to describe the interest shown by old men in young women.
Dutch slang:
It is common in informal speech to replace the 'd' in 'oude' by a 'w': 'ouwe'. Compare "ouwe snoeperd" in DWOTD 29. Snoep.
However, replacing 'd' by 'w' is only done with adjectives that have 'oud' at their core.
Another example is 'koud', which means 'cold'. A person showing no emotions is sometimes called a 'kouwe kikker' ("a cold frog").


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Some sauces are more at risk to curdle than others. What exactly (ingredients, techniques, temperature...) causes this curdling? What can you do to have the curdling risk at minimum?
I'm not asking for ways to fix this, that's already asked here.
In most cases curdling occurs because proteins in the sauce are denatured and bind up with each other forming clumps.
In cooking proteins are denatured by excessive heat, acid, salt, or enzymes.
Heat and acid are the usual culprits for me. For example, when making a hollandaise saucethe egg yolks are slowly cooked to allow them to set. In most recipes the lemon juice is added later. If the sauce is heated to abruptly or to high then the egg proteins will curdle.
To prevent curdling you have a few optionsIt is difficult (but not impossible) to curdle the milk protein in cream based sauces with just heat because the high concentration of milk fat gets in the way. This is why reduction sauces can add cream to a very hot liquid and let it reduce. However, adding acid and heat can still be enough to curdle so be careful if your reduction sauce is very acidic.
Many otherwise fragile sauce recipes will call for a little bit of corn starch as an insurance policy. In the related question that you postedyogurt sauces are particularly susceptible to this because low-fat yogurt is very high in protein and low in fat, and starch.


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Galleries | Art,
Museums | Sights
During the Renaissance era in Europe (approximately 14th to 17th centuries), a tradition emerged of collecting objects from nature, religion, and history, and displaying them in cabinets—or sometimes entire rooms. These were often called cabinets of curiosities, or cabinets of wonder, and many things collected for these cabinets became part of museum collections. At this workshop, participants explore related works of art in the galleries, and, in the studio, create their own "cabinet of wonder."Homeschool workshops, specially designed for families who homeschool their children, feature activities that encourage parents and children to learn about and discover art together. Activities are interdisciplinary and teach about art and how art relates to other curricular areas such as language arts, science, and social studies. Each workshop includes an interactive gallery tour, followed by a group discussion in the galleries and an art-making activity that examines a select work of art. All participants receive materials to extend the lesson at home. Available only to homeschool families with children ages 4 to 12. Preregistration required. Families with children ages 10+ may register for the afternoon workshop on the third Tuesday of the month.


Here's What You Can Substitute For Corn Syrup
High-fructose corn syrup is often maligned by nutritionists, but regular old corn syrup is a classic ingredient in recipes like pecan pie, homemade candy, and other sweet treats. So, what's one to do if they go to do their once-a-year holiday baking, only to discover that they're out of corn syrup? Luckily, there are a few substitutions you can use.
Corn syrup is used for a couple of different reasons in recipes. For one, it's sweet, so it adds a sugary flavor to your food. For two, it's an invert sugar (via David Lebovitz). This means that, when used in conjunction with regular sugar, it helps prevent crystallization, something you want to avoid when making smooth caramels and gooey pecan pies. So, what can you substitute for corn syrup when you run out?
The best corn syrup substitutes
The easiest corn syrup substitute, and one that's made with pantry staples, is made by dissolving 1 1/4 cups of granulated sugar in 1/4 cup hot water, to make a substitute for one cup of corn syrup (via MyRecipes).
That will give you the viscosity and sweetness you need to replicate corn syrup in most baked good recipes, but it won't help prevent sugar crystallization, so it's best to use something else in candy and caramel recipes.
You can use brown rice syrup or golden syrup, both invert sugars, as a corn syrup substitute when making caramels and candies (via Epicurious). Both have their own flavor profile — brown rice syrup tastes slightly nutty and toasted, while golden syrup has a buttery flavor — but those flavors work well in caramel-type applications.
If you don't need to worry about sugar crystallization, you can try using agave nectar, honey, or cane syrup in your recipe. They have the same ooey-gooey texture as corn syrup, and are about the same level of sweetness.
The next time you run out of corn syrup, don't panic. Chances are you have a corn syrup substitute already waiting in your pantry.


Palisade Knowledge Base
HomeTechniques and Tips@RISK DistributionsDistribution Parameters from "Alt" Distributions
3.22. Distribution Parameters from "Alt" Distributions
Applies to:
_USER_ 5.x–7.x
When I specify a distribution in terms of percentiles or "alt parameters", how does _USER_ figure out the parameters of the distribution?
That's a good question. If you have a RiskPertAlt or RiskTriangAlt, for example, _USER_ finds what parameters of a standard RiskPert or RiskTriang would give the percentiles you specified. But there's no formula. Instead, _USER_ has to use a process of successive approximations to find the right parameters for the RiskPert. And it's the same for all the other Alt distributions, as well as RiskTrigen, which specifies two of a triangle's three parameters as percentiles. RiskUniformAlt is the exception; see below if you want to know the theory.
How can I find out what standard parameters _USER_ computes for Alt functions?
 1. In the Define Distribution window's left-hand column, click the drop-down arrow next to Parameters: Alternate.
 2. A Parameters dialog opens; clear the check box for Alternate Parameters in that dialog and click OK.
 3. In the Define Distribution dialog, click OK to write the non-Alt function to the cell, or Cancel to keep the Alt function.
For example, paste this formula into an empty cell:
Press Enter, and then click Define Distributions. (As an alternative, you could click Define Distributions on an empty cell, select the distribution, and enter the parameters in the dialog.)
Click the drop-down arrow to the right of Alternate, remove the check mark for Alternate Parameters, and click OK just once. The display now shows the equivalent regular parameters, α1=1.295682, α2=1.121222, Min=-4.990886, Max=17.204968. (Because these are rounded values, some statistics and percentiles may be slightly different from their values in the Alt distribution.) The full non-Alt distribution is shown in the Cell Formula box near the top of the Define Distributions dialog:
If you now click OK, _USER_ will replace the Alt distribution in your worksheet with that non-Alt distribution; if you click Cancel, the Alt distribution will remain in your worksheet.
I have to convert a number of Alt functions to standard parameters. Is there some way to do this with worksheet functions?
For some Alt functions, yes. The attached workbook gives examples.
If the standard parameters of a distribution are statistics like min, max, and mean, you can use RiskTheoMin and other "Theo" statistic functions to find those parameters. The triangular distribution, for example, has parameters of min, mode (most likely), and max, and you can get them by applying those "Theo" functions to the TriangAlt or Trigen.
If the parameters don't map directly to statistic functions, but there are formulas in the help file, you can solve those formulas to find the parameters. For instance, the help file says that the mean and variance of a BetaGeneral are
μ = min + α1(max−min)/(α12)
σ² = α1α2 (max−min)² / ( (α12)² (α12+1) )
Solving for α1 and α2 gives
α2 = ( (μ−min)(max−μ)/σ² − 1 ) (max−μ) / (max−min)
α1 = α2 (μ−min) / (max−min)
The attached workbook shows about a dozen examples, mostly less complicated than that. Unfortunately, not all distributions have closed-form expressions for the statistics in terms of the distribution parameters; for those, the only choice is the method above using the Define Distribution window.
What about RiskUniformAlt? I'm curious how _USER_ can use a formula to convert it to standard parameters, when the other Alt distributions require successive approximations.
This section shows the algebraic solution for those who are interested, although the techniques given above are quicker and simpler. Unlike all the other Alt functions, _USER_ uses formulas to convert RiskUniformAlt to the equivalent non-Alt function. Consider RiskUniformAlt(C1,x1,c,x2) where C1 and C2 are cumulative ascending percentiles >0 and <1. How is that converted to the equivalent RiskUniform(min,max)?
The CDF (cumulative distribution function) for RiskUniformAlt is a straight line passing through your desired percentiles (x1,C1) and (x2,C2). But the same straight line also passes through (min,0) and (max,1), although you don't yet know the values of min and max. Therefore the equation of the CDF is
C = (x − min) / (max − min)
Substituting your two desired percentiles (x1,c1) and (x2,C2) gives C1⋅(max − min) = x1 − min and C2⋅(max − min) = x2 − min. Solving those as simultaneous equations in min and max gives the formulas
min = (x1⋅C2 − x2⋅C1) / (C2 − C1)
max = min + (x2 − x1) / (C2 − C1)
Additional keywords: Standard parameters, Alt parameters, Standard distributions, Alt distributions
Last edited: 2018-07-05
This page was: Helpful | Not Helpful


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|View source on GitHub|
Encapsulates a parameterized function, along with updates to its state.
oryx.core.state.Module( *, name=None )
Modules have the dual purpose of acting as containers for state and as functions of that state.
As containers, a Module's
variables() method returns any encapsulated state,
unflatten method are used to register it as a Pytree,
so that it can be passed in and out of JAX-transformed functions. For example,
if we have a neural network layer module
returns the weights of the layer and
grad(some_f)(layer) returns the
some_f with respect to those weights.
As functions, a
Module has three methods:
call_and_update. Conceptually a
Module represents a parameterized function
f_variables(inputs), and its
call method computes the output of the
function. A module's
update method returns a new copy of the module for
a set of inputs with potentially new state (variables). The
method returns both the output of the function and an updated module.
__call__ method has some extra logic needed for composing stateful
functions. If a module
m1 is called in the body of another module
we would like
m2 to "inherit" the state in
m1, so that either
m1's variables appear in
m2's variables. If a module has a nonname, then we'd like it to appear in
m2's variables with name
and if not, we'd like variables in
m1 to appear in
m2 directly. To emulate
this behavior, we have the
__call__ method call
assign on the updated
module (or its member variables) to appropriately update the state to an
outer stateful context.
call( *args, **kwargs ) -> Any
call_and_update( *args, **kwargs ) -> Tuple[Any, 'Module']
unflatten( data, xs )
update( *args, **kwargs ) -> "Module"
__call__( *args, **kwargs ) -> Any
Emulates a regular function call.
Module's dunder call will ensure state is updated after the function
call by calling
assign on the updated state before returning the output of
||The arguments to the module.|
||The keyword arguments to the module.|
|The output of the module.|


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Wed Yourself to UML with the Power of Associations
he UML association is a concept that is often misunderstood. The most common misperception is that an association is the same as a pointer, or maybe two pointers, in a program. UML associations are much more powerful than that.
This article will explain exactly what UML associations are and the ways in which you can implement them. The implementation examples are written in Java, but you can perform a translation to another programming language easily. The code examples in this article were all completely generated by the UML/OCL tool called Octopus, which can be downloaded from _URL_ The code examples themselves can be downloaded here or from the link in the left-hand column.
The Difference Between Associations and Pointers
In a programming language a pointer can be used to reference another element. That other element may be a single object or a collection of objects (for instance, a list or set). The referenced element is completely unaware of the fact that some object holds a reference to it. Furthermore, the object holding the reference may freely distribute the reference amongst other objects.
In short, a pointer is simply information on how to find an element, comparable to a Web site address. If I were to have the address of a Web site that holds, for instance, CIA secrets, the CIA need not be aware that I have that address. And I can share that address with anyone and the CIA need never know.
A UML association is, like a pointer, a reference to another element or a collection of elements, but in this case the other element is aware of the reference. Using a UML association, the CIA would know who I am and that I have its Web site address. Most associations are two-way navigable, that is, if object A has a reference to object B, then by definition object B has a reference to object A. Later in this article, we will discuss one-way navigable associations.
Author's Note: Besides generating all the code that implements associations, Octopus is capable of generating a user interface prototype and an XML storage facility from your UML model. This allows you to run the application and create instances of the classes in the model.
Associations are "Marriages"
UML associations represent relationships. Therefore, we have found that the best way to explain what an association is, is by comparison with a marriage. Figure 1 shows a class diagram with the classes Man and Woman, and an association between these classes. Also shown are two example instances of this configuration: a marriage between John and Mary, and one between Bob and Olivia.
Figure 1. Marriages: This class diagram shows two examples of a simple association between a Man and Woman class.
Any two objects that are linked through an association are "married," just like John and Mary. Such a marriage has a number of characteristics, which we call the ABACUS rules. The characteristics that make up ABACUS (and compose the acronym) are:
 - Awareness: Both objects are aware of the fact that the relationship exists.
 - Boolean existence: If the partners agree to a divorce, the relationship (in UML called the link) is dissolved completely.
 - Agreement: Both objects have to agree with the relationship; they need to say "I do."
 - Cascaded deletion: If one of the partners dies, the link is dissolved as well.
 - USe of rolenames: An object may refer to its partner using the role name provided with the association: "my husband" or "my wife."
So far so good, but associations may have different multiplicities than the one-to-one version in a monogamous marriage. What's happens when one of the association ends has a multiplicity that is higher than one? In that case, clearly, you have some kind of polygamous marriage (see Figure 2).
Figure 2. Multiplicity: The concept of a polygamous marriage serves as an easy-to-grasp example of multiplicity in UML associations.
Still, all of the ABACUS rules for associations apply. As in the monogamous marriage, the objects at both sides of the relationship are aware of the fact that the relationship exists. However, an object at the plural side need not be aware of all the other objects that are in this relationship. In this example, John knows that he is married to Mary. He knows that it is a polygamous marriage, but he need not know Mary's other husbands. The same holds for Bob. On the other hand, Mary knows all of her husbands, both Bob and John.
Likewise, both Bob and John may still refer to Mary as "my wife," and Mary may refer to the group (collection) consisting of John and Bob as "my husbands." But referring to a single element in this group, for instance to Bob, becomes harder. Mary needs to use some selection mechanism on her collection of husbands, for instance based on the name of the husband. Written in OCL, Mary would need to use an expression like self.myHusbands->select(name = 'Bob'). If Mary and Bob decide to divorce, only the link between them is dissolved; the link between Mary and John remains intact.
The case where both association ends have a multiplicity greater than one, is could be modeled as a kind of group marriage, where John might be married to three women: Linda, Olivia, and Mary, and Olivia might be married to two men, as shown in Figure 3. All the characteristics of associations hold in this case as well.
Figure 3. Complex Multiplicity: Five polygamous persons demonstrate the ability of associations to be multiple on both ends.
Sets, Ordered Sets, Bags, and Sequences
UML associations are much more fun than our example has demonstrated thus far. The UML offers a choice in the type of collection used for an association end with a multiplicity greater than one. You may choose one of the following four types:
 1. Set: Every element may be present in the collection only once. This is the default collection type for association ends with a multiplicity larger than one.
 2. Ordered Set: A set in which the elements are ordered. There is an index number for each element. Note that the elements are not sorted, that is, an element with a lower index number is not in any way larger or smaller than one with a higher index. An association end with this type is indicated in the diagram by adding the marking .
 3. Bag: An element may be in the collection more than once. In the marriage example this means that, for instance, Mary may be married to John twice. Note that if one end of an association has this type, than the other end must be either a bag or a sequence. The type is indicated in the diagram by .
 4. Sequence: A bag in which the elements are ordered. It is indicated in the diagram by or . If one end of an association has this type, than the other end must be either a bag or a sequence.
What are the effects of choosing a different collection type for an association end? Let us first stress that the ABACUS rules must hold, whatever type you choose. The type of the association end is relevant only when an element is added to the relationship, and this is very important for the way associations are implemented.
In the diagram for the group marriage (Figure 3) the end is marked "my wives" as an ordered set. This means that the implementer of the addWife operation in the class Man that adds a woman to the ordered set must decide how to order the set of wives. The simplest option is to add the "new wife" as the last in the ordered set. Also, the implementer of addWife must make sure that the new wife is not already present in the list of wives. The OrderedSet type does not allow this.
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Fermilab's Search for Axions
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© Fermilab.
The GammeV experiment at Fermilab, shown here with two project scientists, is designed to detect axions. The experiment is an opportunistic use of a large magnet—the red rectangular object in the photograph—originally designed to be used in the Tevatron. The GammeV team realized that they could use the magnet to create axions, as it is theoretically possible for a photon from a laser beam in a strong magnetic field to turn into an axion. The scientists shine a green laser down the hollow center of the magnet and look for axions appearing at the other end of the experiment. (Unit: 10)


JsonBuffer is the entry point for using the library: it handles the memory management and calls the parser.
It implements a speed efficient memory pool and comes in two flavors:
 1. DynamicJsonBuffer which is allocated on the heap and grows automatically
 2. StaticJsonBuffer which is (most likely) allocated on the stack and has a fixed size.
JsonBuffer is optimized of fast allocation, but doesn't allow to free the allocated memory block. To free a JsonBuffer, you must discard the entire object.
Member functions
See also
Keep learning
Mastering ArduinoJson
The book Mastering ArduinoJson is the best material to learn how to use ArduinoJson.
Chapter 5 explains how ArduinoJson works from the inside. It explains why the class JsonBuffer is crucial for the performance of the library. It dissects StaticJsonBuffer and DynamicJsonBuffer, shows the differences between the two, and tells how to choose between them.
Chapter 6 is a troubleshooting guide that helps you get out of every difficult situation.


text:
This paper shows some guidelines to improve the estimation accuracy of a navigation system, which is based on wide-field-integration (WFI) of optic flow. Optic flow is a vector field of relative velocities obtained by photoreceptors in image sensors, and WFI of optic flow enables motion estimation robust by integrating wide range of optic flow. Since the system has several attractive features (small size, light weight, and low computation), it is applicable to an autonomous control system of micro air vehicles. However, due to some restrictions of real systems, WFI of optic flow theory should be applied while considering sensor arrangement for better estimation. In this paper, first an adequate number and adequate optical-axes of image sensors are investigated. Then, a new estimation system combining a gyro sensor with WFI of optic flow is discussed by numerical simulations. Finally, the essential effect for the number of cameras are verified in experiments.
All Science Journal Classification (ASJC) codes
- Control and Systems Engineering


text:
Getting a criminal record in Ontario can have serious consequences, affecting your ability to find a job, travel abroad, and even get a loan. Fortunately, there are several ways to prevent criminal charges and maintain a clean record. In this article, we will discuss some effective strategies for preventing a criminal record in Ontario.
Understand the Law
One of the most important steps to preventing a criminal record is to educate yourself about the law. Knowing the different laws and regulations in Ontario will help you to avoid actions that could lead to criminal charges. The Criminal Code of Canada is the primary law governing criminal offences in the country. It defines various criminal offences and outlines the punishments for each. Understanding the law can help you to make better decisions and avoid situations that could lead to criminal charges. To ensure a well-rounded educational experience, we suggest this external source packed with supplementary and pertinent data. Delve into this valuable article, discover new viewpoints on the topic covered.
Seek Legal Advice
If you are unsure about the legality of any activity or have been charged with a crime, seeking legal advice can be immensely helpful. A lawyer can help you to understand the charges against you and guide you through the legal process. They can also negotiate plea deals or work to have charges reduced or dropped altogether. Even if you cannot afford a lawyer, you may be eligible for legal aid or other types of free legal assistance. It's important to know your rights and options when facing potential criminal charges.
If you have been charged with a crime, taking responsibility for your actions can go a long way in preventing a criminal record. Showing remorse, making amends, and taking steps to ensure you do not repeat the offence may help to reduce the severity of your charges or even have them withdrawn. It's important to be honest and forthcoming with authorities, as lying or attempting to cover up your actions can make the situation worse.
Avoid Problematic Behaviours
Some behaviours are more likely to result in criminal charges than others. Avoiding these behaviours can help you to maintain a clean record. Some of the most common actions that can lead to criminal charges include drug use or possession, impaired driving, assault, theft, and fraud. If you are struggling with any of these issues, seeking help from a professional or community organization can help you to avoid criminal charges and get the support you need. Interested in further exploring the topic discussed in this article? Learn more from this external source, packed with supplementary and useful information to enhance your reading.
Preventing a criminal record in Ontario is an important goal for anyone who wants to protect their future opportunities and freedoms. By understanding the law, seeking legal advice, taking responsibility for your actions, and avoiding problematic behaviours, you can reduce your risk of criminal charges and maintain a clean record.
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Decapitaciones - Spanish to English Translation
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(n.) = decapitation ; beheading.
Ex: Decapitation did not represent the mode of killing but rather the gesture of taking the head off the already dead body as a trophy or relic.
Ex: Beheadings are a religious practice in Islam.
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text: Styrene acrylonitrile is a copolymer plastic consisting of styrene and acrylonitrile. It is also known as SAN. It is widely used in place of polystyrene owing to its greater thermal resistance. The chains of the polymer show alternating repeat units of styrene and acrylonitrile, and it is a copolymer, Styrene Acrylonitrile (SAN) - Styrene and Acrylonitrile monomers can be copolymerized to form a random, amorphous copolymer that has improved weatherability, stress crack resistance, and barrier properties. The copolymer is called Styrene Acrylonitrile or SAN.


text:
This Handling Data: African Animal Maths lesson plan also includes:
Handling and processing data is a big part of what real scientists do. Provide a way for your learners to explore graphs and data related to the animals that live on the African savannah. They begin their analysis by discussing what they know about animals of the savannah, they complete a worksheet, and then use a fact sheet to fill in a data table. They use their tables to construct bar charts on the computer.


text:
Frequently Asked Questions - Data FAQ
IMERG provides a data field that estimates the probability that the retrieved precipitation amount is "liquid", which is defined to include "mixed" (liquid and solid) precipitation. In retrospect the field name should have been "ice", but "liquid" had already be set. The rational is that mixed precipitation is very rare and transient, so it should be lumped with "liquid" or "ice". Furthermore, the primary effects of "ice" are to 1) prevent the falling precipitation from immediately entering the hydrological system (until it melts), and 2) to create (potentially) dangerous travel conditions. "Mixed" typically ends up not creating either of these effects, so lumping it with "liquid" seems appropriate.
Even given this basic definition, there are numerous forms of precipitation, and it might not be obvious how they end up being classified in IMERG. The key fact is that the phase is computed diagnostically at present, based on work by Guosheng Liu (Florida State University) and students. The Liu scheme uses data from a numerical model or model analysis to compute a "specification", without reference to the satellite data, including whether or not IMERG estimates that precipitation is occurring, or even possible to estimate. Thus, probabilityLiquidPrecipitation (pLP) is a globally complete field whenever the relevant model data exist. An additional factor is that there is a conceptual difference between how the half-hourly phase is computed and how phase is defined in this probability framework for the monthly data. We will handle the half-hourly first, for which the Liu specification equation is directly relevant.
Liu determined that the primary factor for phase is the surface wet bulb temperature (Tw), a combination of temperature and humidity, with small contributions from the low-altitude Tw lapse rate and the surface pressure, and with systematic differences between ocean and land areas. In practice, the fitted probability as a function of Tw is converted to separate look-up tables for ocean and land.
Typical results for different forms of precipitation are:
- Rain: Ordinary falling liquid typically happens for Tw>0°C, so pLP is high.
- Freezing Rain: Liquid that freezes upon contact with the Earth's surface typically falls in Tw<0°C, so pLP is low.
- Snow, ice pellets, snow pellets: These frozen hydrometeors occur around or below Tw<0°C, so pLP varies from around 50% to very low.
- Sleet: Frozen droplets (U.S. definition) typically fall in Tw<0°C, so pLP is usually below 50%.
- Mixed snow and rain; falling slush: The mixed category is likely to occur around the pLP=50% mark. If one uses 50% as a liquid/solid threshold, that implies that mixed cases will end up in both categories, depending on the details.
- Hail: Hail typically occurs when the surface air temperature is well above freezing (i.e., on summer afternoons). Thus, pLP is very high. But, hail is even rarer than mixed and unlikely to be correctly specified in this scheme, and anyway, in such conditions it rapidly melts and so is properly "mixed".
- Dew and frost: These phenomena are not forms of precipitation. They are liquid or solid water that condenses directly at the Earth's surface. For this reason, any amount of surface accumulation due to dew or frost is not included in the IMERG precip estimate.
As the time interval for the data values lengthens, it becomes increasingly likely that both liquid and solid might have fallen, at which point the meaning of pLP should change to "what fraction of the estimated precipitation amount fell as liquid or mixed?" This is the definition of pLP for both the monthly IMERG Final Run pLP and the set of GIS IMERG files (TIFF+WorldFile) providing estimated accumulations longer than three hours.
Variable and Description
30-min averaged data
Merged microwave-only precipitation estimate [Final]
Random error for gauge-calibrated multi-satellite precipitation [Final, Early, Late]
This is an estimate of the non-systematic component of the error. The exact variable name depends on the product, but all begin with "Random error..."
Microwave satellite observation time [Final]
Observation time of the microwave precipitation estimates given as minutes from the beginning of the current half-hour.
Microwave satellite source identifier [Final]
This is an integer between 0 and 24 that corresponds to the instrument from which the microwave precipitation estimate was taken
Weighting of IR-only precipitation relative to the morphed merged microwave-only precipitation estimate [Final]
This is the weighting of the infrared data in the final merged estimate, given in percent. Zero means either no IR weighting or no precipitation.
IR-only precipitation estimate [Final]
This is the microwave-calibrated infrared precipitation estimate.
Multi-sallite precipitation estimate with climatological gauge calibration [Final, Early, Late]
This is the precipitation estimate that has been calibrated with gauge data. This variable is recommended for most users. Note: Climatological gauge calibration is used in Early and Late.
Multi-satellite precipitation estimate [Final]
This is the precipitation estimate that has not been calibrated with gauge data.
Accumulation-weighted probability of liquid precipitation phase [Final]
This is the probability of liquid precipitation. The probabilities are calculated globally regardless of whether precipitation is actually present
1 month averaged data
Weighting of observed gauge precipitation relative to the multi-satellite precipitation estimate
This is the percent weighting of the surface gauge data.
Merged satellite-gauge precipitation estimate
This is the precipitatiotn estimate that has been calibrated with gauge data. This variable is recommended for most users.
Accumulation-weighted probability of liquid precipitation phase
This is the probability of liquid precipitation. The probabilities are calculated globally regardless of whether precipitation is actually present.
Random error for merged satellite-gauge precipitation
This is an estimate of the non-systematic component of the error.
The main difference between the IMERG Early and Late Run is that Early only has forward propagation (which basically amounts to extrapolation), while the Late has both forward and backward propogation (allowing interpolation). As well, the additional 10 hours of latency allows lagging data transmissions to make it into the Late run, even if they were not available for the Early (see below).
There are two possible factors which contribute to differences in the IMERG Late Run and Final Run datasets:
- The Late Run uses a climatological adjustment that incorporates gauge data. In Version 4 and later (scheduled to be available in November - Decemberr 2016), this will be a climatological adjustment to the Final run, which includes gauge data at the monthly scale. For Version 3 (which is the currently available data) the TRMM V7 climatological adjustment of the TMPA-RT to the production TMPA is used (which includes gauge at the monthly scale) because this at-launch algorithm didn't yet have any Late and Final data from which to build the climatological adjustment. The Final run uses a month-to-month adjustment to the monthly Final Run product, which combines the multi-satellite data for the month with GPCC gauge. Its influence in each half hour is a ratio multiplier that's fixed for the month, but spatially varying.
- The Late Run is computed about 15 hours after observation time, so sometimes a microwave overpass is not delivered in time for the Late Run, but subsequently comes in and can be used in the Final. This would affect both the half hour in which the overpass occurs, and (potentially) morphed values in nearby half hours.
The difference over the oceans has to be the first, while the difference over many land areas could be either. The satellite sensor difference could be examined by comparing the satellite sensor data field in the Late and Final Run datasets for each half hour. Since the gauge adjustment is a constant multiplier, a time series should show a constant ratio between the Late and the Final Runs for the entire month (except for cases where the satellite sensor is changing, just as for the ocean).
We always advise people to use the Final Run for research, but to be realistic; with such a short record, the extra months of Late Run might outweigh the risk of using less-accurate data. The vast majority of grid boxes have fairly similar Late and Final values, so it makes sense to stick to metrics that are more resistant to occasional data disturbances than others. Extreme values are more sensitive to these details; medians, means, and root-mean square difference are less sensitive.
Compared to previous versions, Version 05B IMERG introduces additional coverage at the high latitudes for the complete precipitation fields in all Runs -- Early, Late, and Final. IMERG continues to use a merged geosynchronous infrared brightness temperature analysis to both support computing the motion vectors in morphing and provide IR-based precipitation estimates. The requisite analysis (provided by NOAA/NWS/Climate Prediction Center) covers the latitude band 60°N-S, so a "full" IMERG analysis is possible there. At higher latitudes (in both hemispheres) both morphing and IR-based estimates are not included, so the coverage in the complete precipitation fields is "partial" -- limited to times when overpasses occur for microwave sensors and with no snow/ice on the surface. Some of the other data fields, specifically the merged microwave estimates and the precipitation phase, were already provided for the entire globe.
Q1: How closely should the monthly satellite-gauge combined precipitation datasets follow the gauge analysis?
A1: The combined precipitation research team at Goddard has major responsibility for the Global Precipitation Climatology Project monthly Satellite-Gauge combined product, the Tropical Rainfall Me


text:
Inauguration of the University
The University of Sydney was inaugurated on 11 October 1852 in premises formerly belonging to Sydney College, now Sydney Grammar School. The ceremony was reported in detail in the Illustrated London News on 29 January 1853.
The Governor of New South Wales' chair had a shield bearing the Royal Arms above it, with the arms of Oxford University to the right and those of Cambridge University to the left. Above the chair of Dr Woolley, Principal of the new university, were the arms of his old college, University College, Oxford.
The new university was represented by a blank white shield, bearing the motto "I will achieve." This, in the best traditions of heraldic puns, plays upon the notion of an achievement of arms as well as the idea of attaining a goal. The hope and expectation of achievement is enhanced by the white shield, as if it were a blank canvas ready to be filled.
A common seal, pictorial in nature, had been adopted in 1851, and served as a symbolic representation of the institution until the granting of the arms.


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[teacherartexchange] wedging clay
From: San D Hasselman (shasselman_at_TeacherArtExchange)
Date: Fri Sep 11 2009 - 07:24:52 PDT
Easiest way to wedge clay:
Take clay and make a brick out of it by pounding all six sides. In other words, slam it down on the floor making one side, rotate it 1/4 turn, slam it and make another "side", rotate it 1/4 turn, make another "side" turn it 1/4 turn and make the last side of the brick. Then slam both ends down one at a time. Keep doing this rotation for 3 times. (I use the floor, but you certainly can slam on a counter or table). Then when you cut it in half to check for airbubbles, viola, no air bubbles. Beats trying to explain to them the wedging process,and works every time.
San D
> does anyone have helpful tips for teaching wedging clay?? i demonstrate and explain and guide practice but it seems to not be working.
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Twins Seven-Seven, The Spirits of My Reincarnation Brothers and Sisters
Ink, batik, dye, watercolor, acrylic, and oil on cloth
Credit Line
Museum purchase with funds provided by Rob and Frances Kohler, 2018
58 in. x 60 in.
This astonishingly detailed painting represents Twins's reworking of a subject he addressed in a 1968–69 canvas of the same name. George Jevremović—owner of Material Culture, an imports retailer in the East Falls neighborhood of Philadelphia where Twins was an artist-in-residence in the 2000s— challenged the artist to create a work as spectacular as his earlier iteration. Exceeding both men's expectations, Twins created this version.
The title derives from Twins's status as an abiku child, one who has strong ties to the spirit world. When an abiku child is born, the spirit world tries to reclaim him, which results in an earthly death in childhood or shortly thereafter. Twins experienced this death several times himself. According to the artist, he was born as a twin six different times to his mother, who lost all twelve of these children within their first few years of life. Only when he was born a seventh time, again as a twin, did he survive, though his twin sister would not.
In this version, the "brothers and sisters" are his brothers and sisters on this earth, not biologically related siblings, but the Nigerian people he knew who depended on him. They are depicted as musicians in a band, along with spirits. The figure in the center is Twins' self-portrait.
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Using a False Official Instrument to Pervert the Course of Justice
Using a false official instrument to pervert the course of justice is an offence under section 318(3) of the Crimes Act 1900, which carries a maximum penalty of 14 years in prison.
 1. You used an instrument
 2. You knew it was a false official instrument, or you knew it was a copy of a false official instrument
 3. You intended by doing so to induce another to accept the instrument as genuine, or to accept the copy as that of a genuine official instrument, and
 4. You intended by that acceptance to pervert the course of justice.
An 'official instrument' is one that is made or issued by a person in his or her capacity as a public officer or by a judicial tribunal.
A 'public officer' is one that has any power, authority, duty or function conferred by any level of Australian government, or under delegation by any level of Australian government.
A 'judicial tribunal' is any person, including a coroner or arbitrator, or any court or other body authorised by law or by the consent of parties that may conduct a hearing to determine any matter or thing.
A 'false document' is one that purports to have been:
 1. Made in a form or in terms by a person who did not make it in that form or in those terms
 2. Made in a form or in terms, or altered in any way on authority, by a person who did not authorise it or did not exist, or
 3. Made or altered on an incorrect date or at an incorrect place
'Perverting the course of justice' is defined by section 312 of the Act as:
"obstructing, preventing, perverting or defeating the course of justice or the administration of law"
Defences to the charge include:
 1. Duress, and
 2. Self defence, including the defence of another.
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text:
Quick Demo: Add Professional Goals
Important: Before you begin using the enhanced professional goal feature, check your Evaluations tab to access the evaluation process outlined by your administrators. Use the (+) button next to the evaluation steps needed to access the goal setting documents required. If a form is accessed, use that form to complete the steps your district has determined for your evaluation type.
Add A Professional Goal:
1. Click the Evaluations tab to access your evaluation process.
2. Click the (+) button in your evaluation process and the Add New Goal pop-up will appear.
3. A goal can also be created in the Goals tab and by clicking the (+) button to open the same Add New Goal pop-up window.
In the New Goal window:
- Enter your New Goal statement.
- Note: You can drag the bottom right of the text window to make this textbox larger if you need it.
- Add your Success Criteria.
- Note: Success Criteria is an optional part of Goal creation where professionals can focus their Action planning by defining what successful attainment of the Goal will look like. We encourage instructional leaders to coach their Appraisees to define attainable, measurable outcomes in the Success Criteria section.
- Select the Standards from the list provided
- Click the Add an Action button to add actions and dates for completing the specific actions. An Additional Action button appears after entering the initial action.
- Choose the Date for the new goal to be completed. Click on the date to get a calendar pop-up to more easily select a date.
- Click the Save button.
Once you save your Goal, it will appear in your Goals list. Goals created in either the Goals or Evaluations tab will appear in your goal list.
Goal Icon Indicators
Next to each goal is an icon colored to match the status of the goal.
A grey icon means the goal is in edit mode and has not been submitted for approval.
A gold icon means the goal has been submitted and is waiting for appraiser approval.
|A blue icon means the goal has been approved and is on target for future completion.|
|A green icon means the goal has been completed.|
|A black icon means the goal has been archived.|
- Click on your newly added goal to open the menu options to Edit, Delete, Copy to New Goal, or Submit for Approval.
- Click Submit for Approval to send your goal to your appraiser for approval.
Editing a Goal
- Once a goal has been submitted for approval, it cannot be edited. But you can use the Copy to New Goal button to copy the existing goal to a new goal to edit as needed and then submit for approval.
Access more information on the Life of Enhanced Goals in Strive.