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Student Learning Objectives:
- Explain how size, structure, and scale relate to surface features
- Describe the function of compliant surfaces with regard to adhesion
(What happens when a surface of an object is applied to the surface of another object?)
At a Glance for Teachers:
- Mini-Me Activity (optional)
- Visualization and diagramming of surface of gecko foot at various scales
Note: Some questions in the Student Journal are underlined as formative assessment checkpoints for you to check students' understanding of lesson objectives.
Vocabulary: Adhesive, Compliant, Lamella, Seta, Spatula, Surface Terrain, Topography Refer to the end of this Teacher Guide for definitions.
- PowerPoint for Lesson 4
- Student Journals for Lesson 4
- Computer with LCD or overhead projector
- Transparent tape
- Pipe cleaners (for Mini-Me optional activity)
- Measuring tape (for Mini-Me optional activity)
- Modeling clay (for Mini-Me optional activity)
Student Journal Page #
Teacher Background Information and Pedagogy
Slides 1 & 2
Student Journal Page: 4–1
By definition, an adhesive is any material that will be useful in holding two objects together solely by surface contact. For an adhesive to achieve extremely close contact with an object, it must have the properties of a liquid, which makes it capable of coming into intimate contact with the surface. In use, an adhesive must be able to resist any applied force that attempts to break the bond formed between it and the object or surface to which it was applied. In other words, it will need the properties of a solid.
Adapted from Johnston, J. (2003). Pressure sensitive adhesive tapes. Pressure Sensitive Tape Council. Northbrook, Illinois, Page 23.
1. Provide each student with a piece of transparent tape.
"Observe the transparent tape on a smooth surface, like a desk. Place the tape on the surface and "rub" out as many of the bubbles as possible. Use a pen to circle the bubbles on the tape. Place the actual tape onto the journal page 4–1 with the bubbles marked."
Student Journal Page: 4–1
2. Based on student observations and this text, ask students questions similar to these below. Solicit from the students their ideas about the properties of the tape. Draw out the properties of solids and liquids and explanations for what makes the tape work.
"Would you consider the tape stuck to a surface to be an adhesive? Why or why not?"
"Work in your small groups to describe how transparent tape has the properties of both a liquid and a solid."
3. Ask the students the following:
"Recall the activity we did with the shoes. What forces exist between each pair of surfaces?"
"Tape and smooth surface"
"Shoe and floor"
Students might say "adhesive force" for the tape and "gravity" for the shoe.
"Which surface to surface interaction do you think is most similar to a gecko climbing a wall? Explain your answer."
Allow students to explain their response.
4. Note to teacher: For image 4.3, point out that two compliant surfaces would come into even closer contact than one compliant surface with a hard surface.
5. The Gecko Up-Close Activity: A gecko can "stick" or adhere to just about any surface from a single toe. Ask the students to make predictions.
"We are going to be making some close-up observations of the surface of the gecko's foot. Before we take a closer look, predict what you think the surface of the gecko's foot looks like at the nanoscale level." Solicit student predictions without comment.
"Let's take a closer look at the foot of a gecko. Each of the following images takes a progressively closer look at the foot of a gecko."
Student Journal Pages: 4–2 4–3 4–4 4–5
Teacher Background Information: The following description of the anatomy of a gecko's toe is adapted from "The Life of Reptiles Volume I" by Angus Bellairs:
Each toe pad is covered on its under surface by rows of wide scales called lamellae, which overlap each other at their edges. Each lamella is covered by fine projecting hairs or setae about in length. The setae branch and sub-branch several times, the final twigs ending in a pair of minute flattened tips called spatulas. It has been estimated that the total number of setae on all the lemellae of all the toes of the four feet of a gecko is about one million. Each seta carries between and spatulas on its branches.
Optional Hands-On Activity: Use the Mini-Me activity located at the end of this teacher guide (courtesy of the University of Wisconsin, Madison) to provide students with the experience of picturing themselves much smaller than what they are and then sculpting an image that symbolizes their understanding of the invisible world. Once students have built their mini-me, have them proceed to the student journal page 4-2.
6. Working in pairs, students should respond to the journal prompts and visualize what it would be like to shrink down to these scales and interact with the various structures. Tell them to be creative with their drawings, but also to be as accurate as they can when they "enter" this new world. Provide an example of the first sketch on the board. Students may describe the "view" as appearing like hills and valleys. Below is a sample student drawing depicting the centimeter scale from the field test.
Optional: You may want to add some discussion about what makes a good scientific drawing.
7. Use the slides at the end of the PowerPoint of this lesson to illustrate a field test student's for each magnification.
As you introduce the four images on this slide, you may wish to use the following descriptions and explanations:
Image (a): "The toes are lined with deep ridges."
Image (b): "At the next higher magnification, one can see that the surface looks like a rug. These yarn-like projections are called "setae." Each seta is times thinner than a single hair on your head. The very end of each seta is frayed into even tinier projections."
Image (c): "At the next higher magnification, one can see that the tiny projections are actually flattened on the end."
Image (d): "These tiny objects are called "spatulas" because of their shape. Each spatula is about thick. This is the upper limit of the range of what is considered nanoscale science. Nanoscale science is the study of objects in the range of."
"It has been estimated that a gecko has a total of about one million setae on all its feet."
7. Ask the students:
"What is the significance that each seta contains between and spatulas?"
Students should conclude that with one million setae, each with spatula, there is a lot of potential for surface contact between the surface and the gecko.
"As the scale decreased, what did you find out about the structure of the gecko's toe?"
As the scale decreased, more and smaller structures became evident in the images.
8. As a culminating discussion, ask students to respond to the questions in "Making Connections."
"Let's review briefly your understanding."
1. "Describe one or two ideas that you learned during this lesson."
2. "Which range do gecko setae fit into?"
3. "Which force would make best use of these many points of contact?"
4. "How might the gecko's foot structure help the gecko climb a wall or ceiling?"
Make sure to talk with the students about the structure of the gecko's foot being compliant with a surface.
9. The end of each lesson contains this flow chart that provides an opportunity to show students the "big picture" and where they are in the lesson sequence. The following color code is used:
Yellow: Past Lessons
Blue: Current Lesson
Green: Next Lesson
White: Future Lessons
Appendix: NanoLeap Physical Science Vocabulary
Something that tends to remain in association or attachment
- Soft and able to conform to the surface of another object
- Yielding to physical pressure
Lamella (Lamellae plural)
Each gecko toe pad is covered on its under surface by rows of wide scales
Seta (Setae plural)
Each gecko lamella is covered by fine projecting hairs or setae about in length
Spatula (Spatulas plural)
The setae branch and sub-branch several times; the final twigs end in a pair of minute flattened tips called spatulas
The physical features of a surface, usually referring to the topography
- The physical or natural features of an object and their structural relationships
- The depths and rises on a surface
To understand the concept of scale
To relate to changes in scale
To learn how to accurately measure length and height
If the properties of matter are to be truly understood scientists need to be able to change their perspective to understand scale and size. How do we begin to understand a scale we cannot see, a scale that is characterized by less than one hundred millionth of a meter? First we must be able to see ourselves on a very small scale. We must be able to picture ourselves much smaller than what we are and sculpt an image that symbolizes our understanding of the invisible world. Imagine yourself of your size, for example if your height is your new size would be. You will now sculpt a miniature of yourself from clay making sure to keep your height, and the length of your arms and lengths to their normal size. You have moved from the meter scale to the centimeter


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The Tangle Junior is a safe, fun, and colourful fiddle toy. It aims to keep busy minds and hands occupied whilst calming nervous and anxious children. They are particularly helpful to children on the Autism Spectrum as they act as a learning aid and manage behaviour. This Smooth Tangle has an amazing ability to focus your children and calm them when nervous and/or anxious. The simple nature of this fidget toy lends itself perfectly to children with Autism, Aspergers Syndrome and ADHD. The toy acts as a tool that occupies their hands without disturbing others around them. The gentle movement of the hands when played with has also been proven to help children listen better and take instruction more clearly. Not only does this help them to learn more effectively, it also stops a child being disruptive when they fidget too much. ONE Tangle in you choice of colour is supplied. Some Safety Information This tangle has small pieces that can be pulled apart into small pieces and then clipped back together. Therefore it is not suitable for children under 3 years old due to small these parts creating a choking hazard. Also when in small pieces, the tangle toy is not broken – this is what it is meant to do. If buying for a special needs child or adult, please check suitability before purchasing. You know your child/adult better than anyone else and what is or isn't suitable. PLEASE NOTE the reference to the term metallic is in relation to colour only, this tangle is made from plastic not metal.
- Tangles are a series of curves that connect and pivot with no beginning and no end
- It is a top quality fidget toy and stress reducer
- The size of the tangle is 5cm coiled and 18cm when uncoiled
- Tangles do pull apart into small pieces and connect back together
- Not Suitable for 0-3 years old. Small Parts create a choking hazard

source: openbmb/Ultra-FineWeb


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I know a Chinese proverbial phrase. Translated literally into English, it says something along the lines of "Sky falls big pancakes". When used negatively in the phrase, "The sky does not fall big pancakes," it is generally used to warn against idleness.
What is the origin of the proverb? Also, I am not really sure if the object is pancakes. It may be a cookie or a flat cake or a flat flour wrap.
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2 Answers 2
天上掉馅饼，means that free and delicious food like pies are falling from the sky. Or its negative form: 天上不会掉馅饼
Nowadays it usually means that people who are lazy are expecting something miracle but impossible will happen to them. For example:
This phrase came from a Chinese myth. After 嫦娥(the lady in the legend who swallowed the elixir stolen from her husband and flew to the moon) went to the moon, 后羿(the man in the legend who shot 9 suns out of 10 and saved the earth from the heat) was very sad and thought about her every day. When 嫦娥 found out his love, she wrote her love on a pie. Because she is on the moon, there came the phrase: 天上掉馅饼
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Here is an explain by BaiDuPedia in Chinese:天上掉馅饼本指天空中降落类似馅饼那样的即免费又好吃的食物，泛指在自然生活中会无缘无故的发生一些可以满足人们欲望的物质或财富上面的事情；现在也贬指那些坐享其成，成天不务实际的人在假想一些不可能发生的事情，等待出现奇迹，天上怎么可能会掉馅饼。
馅饼 is a common food in China even today, it may be like a salty pie(I'm sorry, I have not met a pie). You get a 馅饼 from sky rather than you cook it, how lucky! You pay no effort. Thus, 天上掉馅饼 means getting something without effort; 天上不会掉馅饼 warns you that this thing will not happen, that is, you'd better do your best to get something. There is a fable story known by everybody in China <守株待兔>, it gives the same warning.
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Your Answer


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The poet choice of words (diction).
In the beginning of "Hunting Snake" Judith Wright it gives you the feeling of a perfection with the "sun-warmed "during the "late season's grace" and "autumn's gentlest sky". "Sun-warmed" gives you a cozy feeling. "Late season's grace", the word "grace" can normally be connected to the word beauty. Lastly "autumn's gentlest sky", the season "autumn" usually gives you the impression of a quiet and calm place, "gentlest" makes you feel relax which also adds on to the calmness of autumn. The poet then froze the perfect image as the "snake went reeling by". The poet describe it as a "great black snake", the words "great" gives you the feeling of something powerful, while "black" is a color that sometimes can be associated with darkness and give you the idea of and evil creature. This was what the image that the poet was trying to show the reader at first. Although the poet then tells how the sun shined at "his curve of diamond scale", diamond is something that is precious and rare at the same time, this description of the scale of the snakes skin makes you wonder if the poet is trying to look at the beauty of the snake despite the impression that the snake was giving. However, the snake, almost as if it wanted to prove the poet wrong, attack it's "small food" with a "fierce intent". The "small food" show us size of the snake as it's pert is consider small and it's "fierce intent" shows its wildness as "fierce" can be also link to being wild. "Cold, dark, splendid he was gone", the word "cold "can be related to the feeling of bitterness, "dark" give you a hint of mystery around the snake, "splendid " a words closely linked to wonderful. This was the poet's last thought of the snake as it vanished.


, family-based, feel-good values as part of its marketing campaigns, the implementation of bullying practices in order to achieve the strategic objective of profits at all costs, leaves a very bitter taste.
Discussion Questions:
 1. What types of values does the Tim Horton's brand promote in its media campaigns?
 2. From an HR perspective, how should these values present themselves within a Tim Horton's franchise?
 3. How does bullying 'from the top' influence organizational behaviour?
 4. From a values perspective, identify specific changes you would make, as an owner of a Tim Horton's franchise, in order to
 1. comply with the new legislation.
 2. benefit both the employees and the organization.


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Development of a Tri-Axial Cutting Force Sensor for the Milling Process
AbstractThis paper presents a three-component fixed dynamometer based on a strain gauge, which reduces output errors produced by the cutting force imposed on different milling positions of the workpiece. A reformative structure of tri-layer cross beams is proposed, sensitive areas were selected, and corresponding measuring circuits were arranged to decrease the inaccuracy brought about by positional variation. To simulate the situation with a milling cutter moving on the workpiece and validate the function of reducing the output errors when the milling position changes, both static calibration and dynamic milling tests were implemented on different parts of the workpiece. Static experiment results indicate that with standard loads imposed, the maximal deviation between the measured forces and the standard inputs is 4.87%. The results of the dynamic milling test illustrate that with identical machining parameters, the differences in output variation between the developed sensor and standard dynamometer are no larger than 6.61%. Both static and dynamic experimental results demonstrate that the developed dynamometer is suitable for measuring milling force imposed on different positions of the workpiece, which shows potential applicability in machining a monitoring system. View Full-Text
Share & Cite This Article
Li, Y.; Zhao, Y.; Fei, J.; Zhao, Y.; Li, X.; Gao, Y. Development of a Tri-Axial Cutting Force Sensor for the Milling Process. Sensors 2016, 16, 405.
Li Y, Zhao Y, Fei J, Zhao Y, Li X, Gao Y. Development of a Tri-Axial Cutting Force Sensor for the Milling Process. Sensors. 2016; 16(3):_URL_ Style
Li, Yingxue; Zhao, Yulong; Fei, Jiyou; Zhao, You; Li, Xiuyuan; Gao, Yunxiang. 2016. "Development of a Tri-Axial Cutting Force Sensor for the Milling Process." Sensors 16, no. 3: 405.
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.


text:
adv. - In a total manner; wholly; entirely.
Synonyms of the word Totally are:
The word Totally is spelled correctly.
The word Totaly is spelled incorrectly.
[word]Valley Girl[/word] Speak that means "Of course!"
Example: [word]Valley Girl[/word] Speak that means "Of course!"
This web page will help you better understand many of the words of the english language. We create for our customers a tool that will help you correct the most common mistakes of the english language and synonyms of our language. If the search will not produce any results, please try another word or back to home


Carmichael, California AA Meetings
A suburb in the Greater Sacramento metropolitan area, Carmichael has its share of people who are struggling with an addiction to alcohol. The census-designated place (CDP) has Alcoholics Anonymous or AA meetings in place to help these residents. The drinking of alcohol is legal and widely accepted in society which makes alcohol abuse prevalent. It is a growing public health concern in America with millions of people diagnosed with alcohol use disorder. The factors that contribute to alcohol abuse are many. People resort to abusing alcohol for a lot of reasons from dealing with stress, coping with a loss, to dealing with trauma. Extended alcohol abuse usually takes a serious toll on a person's health and can result in long-term effects such as liver disease and brain damage among many others. Short-term effects of alcohol abuse like slow reaction time or restlessness can be just as damaging as long-term effects. Alcoholics Anonymous (AA) is an effective support therapy that has helped millions of people combat alcohol abuse. AA facilitates meetings where people who are dependent on alcohol share their personal addiction journeys with others who may be going through similar issues. Our directory also lists other AA California meetings outside of AA meetings in Carmichael.
Where do calls go?
All calls are private and confidential.
Who Answers?


text:
What is the DEC Environmental Dispute Resolution Program?
The Environmental Dispute Resolution Program, which is overseen by the DEC Office of Hearings and Mediation Services, was begun in 1996. This program uses a consensus-based process in which a mediator helps parties who are involved in an environmental dispute reach a mutually acceptable decision. The mediator does not make any decision about the case. The results of the structured negotiation are up to the parties. The parties craft the result through their negotiations, with the assistance of a mediator. This program has proved successful in resolving conflicts in a number of situations, including disputes over environmental permits, allocation of environmental resources, and regulatory rule development. For more information, please visit DEC's web site.
Environmental Dispute Resolution Program
Information about the Office of Hearings and Medications Environmental Dispute Resolution Program

source: HuggingFaceFW/fineweb-edu


text:
GJ set record low high temperature Sunday | GJSentinel.com
A cool, rainy Sunday in Grand Junction led to the lowest high temperature on record for the date, according to the National Weather Service.Retreating Alaskan Glacier Reveals Remains Of Medieval Forest | NOT A LOT OF PEOPLE KNOW THAT
Sunday's high topped out at just 70 degrees, breaking the record of 73 for the lowest high on Aug. 25. The previous record was set in 1921, the Weather Service reported.
it is clear that the Exit Glacier began retreating at the end of the LIA, retreated at a much faster pace between 1889 and 1917 than anything seen since, and stopped retreating 40 years ago.THE HOCKEY SCHTICK: New paper finds CO2-sequestering ocean plants thrive better with warmer temperatures & ocean 'acidification'
"At least in this experiment with one coccolithophore strain, when we combined higher levels of CO2 with higher temperatures, they actually did better in terms of calcification."THE HOCKEY SCHTICK: New paper finds a decrease of wind speeds from _PHONE_
A paper published today in the International Journal of Climatology examines wind speeds over Turkey and finds a significant decrease over the period of study from 1975 to 2006.


text:
Pot of Gold pop-up card
This is a charming pop-up card that children can make.
Adult supervision is advised since scissors are required.
Pot of Gold pop-up card Instructions
- Take a piece of paper and place it in "landscape" orientation. Draw a rainbow on the top half of the page. The rainbow should be centered and fairly symmetrical. You may also draw other fun features like a pot of gold, leprechauns, shamrocks, and clovers. Download sample drawing here.
- Color the picture and add a message. This will be your card.
- Fold the card in half with the picture on the outside. Use scissors and cut along the outer edge of the rainbow. Do not cut the rainbow completely off the card.
Note: this works best if the paper is folded such that the rainbow is exactly folded in the middle. The best way to do this is to hold the paper up to the light and align the left and right half of the rainbow so they overlap, then fold.
- Fold the rainbow flap down; make a good crease.
- Fold the rainbow flap back to its original position and open the card.
- Close the card again, but this time, fold it so that the picture is on the inside. Use your fingers to pull the rainbow flap so that it lies in between the folded card.
- The card should look like figure 7. Glue another sheet of paper onto the outside of the card. This serves as a backing to hide the rainbow hole.
- When you open the card, you will see a pop-up rainbow. It's a great St Patrick's Day craft! You can keep it as a pop-up card or convert it into a pop-up book by stapling on more blank sheets.


E-mail _EMAIL_
Wednesday, June 16, 2010
Harsher Penalties for Hawaiian Monk Seal Harm
A bill recently became Hawaiian state law, increasing penalties for those caught intentionally harming Hawaiian endangered animals, including the Hawaiian monk seal. Doing so could result in up to a $50,000 fine and five years in prison, as hurting endangered animals has been raised to a class C felony. The Hawaiian monk seal was targeted to be the primary beneficiary of the bill.
The Hawaiian monk seal is currently considered to be critically endangered, with an estimated 1,000 individuals remaining. They are endemic to the Hawaiian Islands and prefer living on islands mostly uninhabited by humans. They eat fish, octopus, eel, and lobster, which they dive as deep as 600 feet to obtain. They have the ability to slow their heart rate down to 10% of the norm when they are diving, reducing their need for oxygen, and increasing the amount of time they can stay underwater, up to 20 minutes.
Because of their aversion to human activity, Hawaiian development is a major factor in the animal's decline. Also, the seals have been historically hunted for their meat and skin, as have the animals that they prey upon, leading to a decrease in available food for the species. Becoming entangled in fishing nets and predation from sharks also have reduced the seal's numbers. Conservation efforts, in addition to the increased penalties mentioned previously, include cleaning marine toxins from their habitat, disallowing humans from certain parts of certain islands (to minimize interaction), removing sharks from areas that the Hawaiian monk seals dwell, and changing fishery regulations to design more seal-friendly methods of gathering fish.
 1. incredible- 600 foot dives for 20 minutes?? I wish I could do that!! wonderful pictures CC
 2. Amazing how much these seals can do. Love the pictures


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The activity of advocacy is a fundamental part of public health and is seen as an integral part of the vision, mission and values of Southwestern Public Health.
Advocacy represents the strategies developed, actions taken and solutions proposed to influence decision-making on a particular cause/issue. The purpose of advocacy is to create positive change for people and their environments. Individuals, organizations, businesses and governments can all engage in advocacy activities.
We can advocate for things like:
- A living wage
- More safe, affordable housing
- A broader transportation network
- Development of local gardens and increased access to healthy food.
Here at SWPH, we advocate for our clients and the community to ensure they have access to the services they need. We are currently in the process of developing an advocacy framework for use at the health unit for local advocacy initiatives.
- Contributes to overall economic productivity.
- Reduces costs to the healthcare system.
- Increases efficiency and cost effectiveness between Government Ministries and departments.
- Addresses the social factors known to impact population health. Healthier people lose fewer days of work and contribute to overall economic productivity.
- Improves collaboration across all sectors.
- Creates opportunities for health and wellbeing especially for individuals and populations who are under-resourced.
The creation of healthy public policies creates positive effects on the health of all Canadians through new policies or policy change. From education to agriculture to transportation to recreation, the laws, policies, and funding priorities at all levels of government affect people's health.
See what issues you can support locally on SWPH's Healthy Public Policy page.
And for more information on creating healthy public policy visit the National Collaborating Centre for Healthy Public Policy
Let's Talk: Advocacy and Health Equity
From the National Collaborating Centre for Determinants of Health
Healthy Public Policy
Statement for Health in All Policies
From the World Health Organization
Recommendations for Political Leaders: Health in All Policies
From the Ontario Public Health Association


Question: Are You A Bachelor After Divorce?
What do you call a woman who dates a married man?
Does the first relationship after divorce last?
Technically, the first relationship after your divorce is, in fact, a rebound relationship. Some rebound relationships end in flames, while others last for eternity. Keep reading for more …
What does spinster mean?
1 : a woman whose occupation is to spin. 2a archaic : an unmarried woman of gentle family. b : an unmarried woman and especially one past the common age for marrying.
What happens when a married man gets another woman pregnant?
What do you call a woman who cheats on her husband?
adulteryThe only absolute definition is of adultery. Adulterer is one who commits adultery. Adulteress is one who commits adultery. The critical point is that it is the act that is important, not the status of the participant.
How long should someone stay single after divorce?
Why is a single man called a bachelor?
But where did they come from in the first place? The Oxford English Dictionary's first recorded use of the word "bachelor" to mean an unmarried man came around 1386, with Geoffrey Chaucer.
What is a thornback?
: any of various ray fishes having spines on the back.
Is a divorced woman a spinster?
How long should you be single after a divorce?
Some people are ready to date after 2 months; others may need years. Don't rush. It's important to experience the emotions associated with divorce. Give yourself "a little time to think, a little time to grieve, a little opportunity to find someone else," Sills says.
What is a female bachelor called?
Bachelorette (/ˌbætʃələˈrɛt/) is a term used in American English for a single, unmarried woman. … In older English, the female counterpart term to "bachelor" was "spinster".
What is the male version of a spinster?
A synonymous but more pejorative term is old maid. The closest equivalent term for males is "bachelor" or "confirmed bachelor", but this generally does not carry the same pejorative connotations in reference to age and perceived desirability in marriage.
What is a second wife called?
Originally Answered: What is a second wife called in English? It's called a concubine. You can only have one wife. If you want to name someone else as your wife, you have to remove the title from your current wife.
Do husbands come back after divorce?
Is it better to stay single after divorce?
This time after divorce and before a new relationship is so important to overall healing and future happiness. You are worthy of spending this time on yourself, you are more than enough alone and life will go on faster than you imagine.
What is considered a bachelor?
A bachelor's degree is a four-year undergraduate degree. Historically, the term "college degree" meant a bachelor's or traditional four-year degree. … Bachelor degrees are also sometimes called baccalaureate degrees. Regionally accredited liberal arts colleges award most of the bachelor degrees in the United States.
At what age are you considered a spinster?
The word spinster was used to refer to single women between the ages of 23-26, while thornback is reserved for those 26 and above, writer Sophia Benoit discovered. The word is also detailed on the (of course, highly official) Urban Dictionary which describes it as: 'An old, single, never-married woman.
Is a divorced person considered single?
Do ex wives miss their husbands?
What percentage of divorced couples get back together?
What is a 6 year degree called?


How to find your school group in the Kinsa app
Haz click aquí para una traducción de esta guia
Trying to join your school group in the Kinsa app? Sometimes it can be hard to find, so we've got some tips and tricks to help.
Note: Only schools which have been accepted into the FLUency program will appear in the app.
You've probably received a flyer or email if your school is in the program. But if you're not sure, please check with your school's nurse or principle before contacting Kinsa.
To find your school:
 1. Open your Kinsa app
 2. Tap the ⚙ Settings icon in the top right corner of the screen
 3. Tap Join my school group
 4. In the search bar, type the unique and unchanging part of your school's name.
The unique and unchanging part of your school's name is important since the same school can use many different names and spellings. But the Kinsa app always looks for an exact match so if you're having trouble, follow these tips:
 - Double check your school name's spelling and spacing.
 - For example, if your school's name is "Sandhill" but you search "Sand Hill", the school won't appear until you remove the extra space.
 - Search the part of the school's name where the spelling doesn't change.
 - For example, if you're looking for "St. John's Elementary" don't type "St. John" or "Saint Johns". Instead, just type "John".
 - If your school is named after a person, it may be listed under that person's full name or initials.
 - For example, if you can't find "FDR Elementary" by searching "FDR", try the full name of "Franklin Delano Roosevelt" or just "Delano" instead.
 - If you can't find your school by name, try by city instead.
 - For example, type "Flagstaff" or "San Francisco".
If you tried all of our tips and tricks and cannot find your school, don't worry - we're here to help. Click the pink Get Help button at the bottom right of this window to send your question to our Customer Happiness team. If you contact us, please include your school's name, city and state in your message.


text:
A groin, often at the end of a littoral cell or at the updrift side of an inlet, intended to prevent sediment passage into the channel beyond. As with other shoreline structures there are often unintended consequences, primarily downdrift erosion on adjacent beaches. Terminal groins are typically used as part of a beach fill program to help contain the placed sand and reduce erosional loss.
The State of North Carolina recently passed legislation that would allow the use of terminal groins despite the state's long standing ban on hardened shoreline structures. See more discussion on the history of this issue and the legislation here.


text:
Feuerstein Instrumental Enrichment
The Feurerstein Institute has greatly influenced and contributed to the work of NILD in Canada and the United States since 1993. NILD owes so much to Professor Reuven Feuerstein.
NILD Canada now offers Feuerstein's Instrumental Enrichment© (FIE) as one of our academic courses. These courses offer an intervention program that enhances the cognitive skills necessary for independent thinking and learning. This unique educational method combines specially designed instruments and mediation in order to identify and enhance an individual's learning potential.
This intervention program includes a series of paper and pencil tasks that gradually increase in levels of difficulty and abstraction. Each series focuses on a different cognitive skill, creating systematic, persistent and structured conditions to engage learners in problem-solving by developing their ability to understand and elaborate information.
FIE aims to close learning gaps, helping learners to avoid mistakes by enhancing their learning skills. Students are taught new ways of thinking by completing tasks in areas such as comparison, classification, analysis and synthesis, orientation in space and time, and hypothetical reasoning. Through the use of FIE, students gain language and knowledge about their cognitive processes that help them make better decisions, in the classroom and throughout their lives.
Standard Level 1, 2, 3 Courses
FIE's Standard cognitive training program is designed generally for ages 10 through adult. Participants receive training in the theoretical basis for Feuerstein Instrumental Enrichment. and in the materials and didactics of the first four Instruments from the IE Program:
Standard 1 includes Organization of Dots, Comparisons, Analytic Perception, and Orientation in Space. The foundational theories of Structural Cognitive Modifiability, Mediated Learning Experience, Cognitive Map, and the Goals of Instrumental Enrichment.
Standard 2 provides training in the mediation of Categorization, Illustrations, Family Relations, Temporal (Time) Relations, and Instructions. These tools help students and adults with important academic and job skills.
Standard 3 offers Orientation in Space II, Numerical Progressions, Transitive Relations, Syllogisms, and Representational Stencil Design. These five tools are cognitively challenging and help create new neural networks for life and learning.
Basic Level 1, 2 (Early Childhood) Courses
The IE-Basic cognitive intervention program is designed for younger learners or for learners who are not yet ready for IE-Standard instruments. IE-Basic is deliberately free of specific subject matter, yet the tasks are intended to be readily transferable to all educational and everyday life situations. These instruments may be taught in the classroom, in an after-school enrichment setting, or used as a part of a clinical therapy program.
The IE-Basic instruments are unique. Not only do they teach vitally important cognitive strategies – such as how to gather information, strategize, compare and problem solve – but they also teach children cognition behind emotions. Thought-provoking and creative, IE-Basic delves into topics such as how to move from feeling empathy to turning it into action and how to prevent violence. FIE Basic not only teaches how to learn, but also how to infer, act, and behave with thoughtful intelligence – even how to be a friend and a contributing member of society.
FIE Basic consists of 11 Instruments:
Basic 1: Organization of Dots, Compare and Discover the Absurd 1, Orientation in Space, Unit to Group, and Identify Emotions
Basic 2: Compare and Discover the Absurd 2, Empathy to Action, Think and Learn to Prevent Violence, TriChannel Attentional Learning, Know and Identify, and Learn to Ask Questions for Reading Comprehension.
Students with ADHD often struggle with processing excessive amounts of information, leading to difficulty accurately receiving and processing information.
Tactile Instrumental Enrichment is a powerful educational tool that utilizes touch and movement to aid students in comprehending their surroundings in a systematic and comprehensive way. It encourages the development of critical thinking abilities and improves overall cognitive growth.
FIE Tactile provides a solution by utilizing touch and movement to help retrain the brain to systematically and logically explore, structure and process information. This is achieved by developing skills to create mental images and comparing new images to pre-existing images, which enhances cognitive abilities such as exploration, logical reasoning, and hypothetical thinking.
Ultimately, this approach fosters more structured and efficient learning processes. Further, the visualization skills that are developed in Tactile positively impact reading comprehension and listening comprehension.
Pre-requisite: FIE Standard 1 or FIE Basic 1
Train in this unique method!
Learn to use FIE's instruments.


text:
- Heavy ions and X-rays in brain tumor treatment : a comparison of their biological effects on tissue slice cultures (2009)
- Background: In this interdisciplinary project, the biological effects of heavy ions are compared to those of X-rays using tissue slice culture preparations from rodents and humans. Advantages of this biological model are the conservation of an organotypic environment and the independency from genetic immortalization strategies used to generate cell lines. Its open access allows easy treatment and observation via live-imaging microscopy. Materials and methods: Rat brains and human brain tumor tissue are cut into 300 micro m thick tissue slices. These slices are cultivated using a membrane-based culture system and kept in an incubator at 37°C until treatment. The slices are treated with X-rays at the radiation facility of the University Hospital in Frankfurt at doses of up to 40 Gy. The heavy ion irradiations were performed at the UNILAC facility at GSI with different ions of 11.4 A MeV and fluences ranging from 0.5–10 x 106 particles/cm². Using 3D-confocal microscopy, cell-death and immune cell activation of the irradiated slices are analyzed. Planning of the irradiation experiments is done with simulation programs developed at GSI and FIAS. Results: After receiving a single application of either X-rays or heavy ions, slices were kept in culture for up to 9d post irradiation. DNA damage was visualized using gamma H2AXstaining. Here, a dose-dependent increase and time-dependent decrease could clearly be observed for the X-ray irradiation. Slices irradiated with heavy ions showed less gamma H2AX-positive cells distributed evenly throughout the slice, even though particles were calculated to penetrate only 90–100 micro m into the slice. Conclusions: Single irradiations of brain tissue, even at high doses of 40 Gy, will result neither in tissue damage visible on a macroscopic level nor necrosis. This is in line with the view that the brain is highly radio-resistant. However, DNA damage can be detected very well in tissue slices using gamma H2AX-immuno staining. Thus, slice cultures are an excellent tool to study radiation-induced damage and repair mechanisms in living tissues.


Ask coding questions
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why does it keep skipping portions of code?
plant3jyyehejy (16)
the last function is a menu for a logging system that im working on, after creating an account the user can log in but when you enter your password to login it just says invalid input, there is only 1 invalid input at the end of menu and it doesnt look for the username/password input.
ive asked my comp teacher and they are just as confused as i am because there is no break in the lines that im talking about
(functions menu and loginmenu


Scroll, Refraction and Shader Effects in Three.js and React
Discover how to use react-three-fiber and combine some common techniques to create a Three.js powered layout with shader effects.
Featured image for the tutorial Scroll, Refraction and Shader Effects with Three.js and React
In this tutorial I will show you how to take a couple of established techniques (like tying things to the scroll-offset), and cast them into re-usable components. Composition will be our primary focus.
In this tutorial we will:
 - build a declarative scroll rig
 - mix HTML and canvas
 - handle async assets and loading screens via React.Suspense
 - add shader effects and tie them to scroll
 - and as a bonus: add an instanced variant of Jesper Vos multiside refraction shader
Setting up
We are using React, hooks, Three.js and react-three-fiber. The latter is a renderer for Three.js which allows us to declare the scene graph by breaking up tasks into self-contained components. However, you still need to know a bit of Three.js. All there is to know about react-three-fiber you can find on the GitHub repo's readme. Check out the tutorial on, which goes into the why and how.
We don't emulate a scroll bar, which would take away browser semantics. A real scroll-area in front of the canvas with a set height and a listener is all we need.
I decided to divide the content into:
 - virtual content sections
 - and pages, each 100vh long, this defines how long the scroll area is
function App() {
 const scrollArea = useRef()
 const onScroll = e => ( =
 useEffect(() => void onScroll({ target: scrollArea.current }), [])
 return (
 {/* Contents... */}

scrollTop is written into a reference because it will be picked up by the render-loop, which is carrying out the animations. Re-rendering for often occurring state doesn't make sense.
A first-run effect synchronizes the local scrollTop with the actual one, which may not be zero.
Building a declarative scroll rig
There are many ways to go about it, but generally it would be nice if we could distribute content across the number of sections in a declarative way while the number of pages defines how long we have to scroll. Each content-block should have:
 - an offset, which is the section index, given 3 sections, 0 means start, 2 means end, 1 means in between
 - a factor, which gets added to the offset position and subtracted using scrollTop, it will control the blocks speed and direction
Blocks should also be nestable, so that sub-blocks know their parents' offset and can scroll along.
const offsetContext = createContext(0)
function Block({ children, offset, factor,...props }) {
 const ref = useRef()
 // Fetch parent offset and the height of a single section
 const { offset: parentOffset, sectionHeight } = useBlock()
 offset = offset!== undefined? offset : parentOffset
 // Runs every frame and lerps the inner block into its place
 useFrame(() => {
 const curY = ref.current.position.y
 const curTop =
 ref.current.position.y = lerp(curY, (curTop / state.zoom) * factor, 0.1)
 return (

 {children}
This is a block-component. Above all, it wraps the offset that it is given into a context provider so that nested blocks and components can read it out. Without an offset it falls back to the parent offset.
It defines two groups. The first is for the target position, which is the height of one section multiplied by the offset and the factor. The second, inner group is animated and cancels out the factor. When the user scrolls to the given section offset, the block will be centered.
We use that along with a custom hook which allows any component to access block-specific data. This is how any component gets to react to scroll.
function useBlock() {
 const { viewport } = useThree()
 const offset = useContext(offsetContext)
 const canvasWidth = viewport.width / zoom
 const canvasHeight = viewport.height / zoom
 const sectionHeight = canvasHeight * ((pages - 1) / (sections - 1))
 //...
 return { offset, canvasWidth, canvasHeight, sectionHeight }
We can now compose and nest blocks conveniently:

Anything can read from block-data and react to it (like that spinning cross):
function Cross() {
 const ref = useRef()
 const { viewportHeight } = useBlock()
 useFrame(() => {
 const curTop =
 const nextY = (curTop / ((state.pages - 1) * viewportHeight)) * Math.PI
 ref.current.rotation.z = lerp(ref.current.rotation.z, nextY, 0.1)
 return (

Mixing HTML and canvas, and dealing with assets
Keeping HTML in sync with the 3D world
We want to keep layout and text-related things in the DOM. However, keeping it in sync is a bit of a bummer in Three.js, messing with createElement and camera calculations is no fun.
In three-fiber all you need is the helper (_USER_ atm). Throw this into the canvas and add declarative HTML. This is all it takes for it to move along with its parents' world-matrix.
If we strictly divide between layout and visuals, supporting a11y is possible. Dom elements can be behind the canvas (via the prepend prop), or in front of it. Make sure to place them in front if you need them to be accessible.
Responsiveness, media-queries, etc.
While the DOM fragments can rely on CSS, their positioning overall relies on the scene graph. Canvas elements on the other hand know nothing of the sort, so making it all work on smaller screens can be a bit of a challenge.
Fortunately, three-fiber has auto-resize inbuilt. Any component requesting size data will be automatically informed of changes.
You get:
 - viewport, the size of the canvas in its own units, must be divided by camera.zoom for orthographic cameras
 - size, the size of the screen in pixels
const { viewport, size } = useThree()
Most of the relevant calculations for margins, maxWidth and so on have been made in useBlock.
Handling async assets and loading screens via React.Suspense
Concerning assets, Reacts Suspense allows us to control loading and caching, when components should show up, in what order, fallbacks, and how errors are handled. It makes something like a loading screen, or a start-up animation almost too easy.
The following will suspend all contents until each and every component, even nested ones, have their async data ready. Meanwhile it will show a fallback. When everything is there, the component will render along with everything else.
}>

In three-fiber you can suspend a component with the useLoader hook, which takes any Three.js loader, then loads (and caches) assets with it.
function Image() {
 const texture = useLoader(THREE.TextureLoader, "/texture.png")
 // It will only get here if the texture has been loaded
 return (

Adding shader effects and tying them to scroll
The custom shader in this demo is a Frankenstein based on the Three.js MeshBasicMaterial, plus:
The relevant portion of code in which we feed the shader block-specific scroll data is this one:
material.current.scale =
 lerp(material.current.scale, offsetFactor - top / ((pages - 1) * viewportHeight), 0.1)
material.current.shift =
 lerp(material.current.shift, (top - last) / 150, 0.1)
Adding Diamonds
The technique is explained in full detail in the article Real-time Multiside Refraction in Three Steps by Jesper Vos. I placed Jesper's code into a re-usable component, so that it can be mounted and unmounted, taking care of all the render logic. I also changed the shader slightly to enable instancing, which now allows us to draw dozens of these onto the screen without hitting a performance snag anytime soon.
The component reads out block-data like everything else. The diamonds are put into place according to the scroll offset by distributing the instanced meshes. This is a relatively new feature in Three.js.
Wrapping up
This tutorial may give you a general idea, but there are many things that are possible beyond the generic parallax; you can tie anything to scroll. Above all, being able to compose and re-use components goes a long way and is so much easier than dealing with a soup of code fragments whose implicit contracts span the codebase.
Tagged with:
Paul Henschel
My name is Paul Henschel, I am a frontend developer based in Germany and Switzerland. I am the founder of Luxundlaune, a photography platform in Germany, Paran


text:
Sensor network for early illness detection in the elderly
Metadata[+] Show full item record
The independent living facilities at TigerPlace allow the elderly to age in place in a homely setting that fosters independence, autonomy, and privacy while providing some level of aid like shared meals, housekeeping, and other services. When elderly residents fall victim to situations that have long-term health implications, e.g. urinary tract infections, even immediate intervention by a nursing care-provider after the fact may not be timely enough. However, if the nursing care-providers know of certain behavior patterns or specifically changes in those patterns that indicate early signs of illness, then they can make an intervention or take preventative measures ahead of time. This research provides a framework and method for using passive in-home sensor networks to collect sensor data, Early Illness Alert Algorithms to model and detect signs of early illness, single-dimensional alerts that notify nursing care-providers, and collect clinical feedback on alerts from a team of clinical researchers with an expertise in gerontology. The feedback collected provides valuable ground truth that is used to analyze and improve the Early Illness Alert Algorithms. Classification accuracy more than doubles through the application of four machine learning methods for classification and include the Fuzzy Pattern Tree, the Fuzzy K-Nearest Neighbor, the Neural Network, and the Support Vector Machine.


Directional Dust Gauges also known as CERL Gauges
This instrument is designed for dust monitoring for flux, usually quoted as mg/sq m/day
There are four collectors spaced at 90 ° intervals around the stand. Each collector is a vertical plastic cylinder with an internal diameter of about 75mm and with a rectangular slot 340mm x 45mm, so its area is 0.0153 m2. The tube diameter is of no relevance to the calculation.
If the collecting head under consideration collects W mg in D days, then the flux is given by:
Flux = W/0.0153/D or [65.36*W]/D mg/ m2/day
For example, if 200mg were collected in 32 days, the result would be:
Flux = [65.36*200]/32 = 408.5 mg/ m2/day
This calculation needs to be repeated for the remaining three heads
There is a popular misconception that these gauges measure dust deposition whereas they attempt to measure dust flux. This flux is the vector product of airborne particle concentration (mass per unit volume) and the horizontal component of the windspeed (velocity) and thus has the units of mass per unit area per unit time. It is unfortunate that the units of dust flux are therefore the same as those of dust deposition, adding to the confusion. It is NOT possible to convert readings obtained by the directional gauge into deposition rates as the calculation would require knowledge of particle size, particle concentration and wind velocity components, most of which are not known. Adding the flux from the four collecting heads does not magically convert this directional gauge into a deposit gauge as some practitioners imagine.
i2 Hanby Gauge - Directional Dust Gauge
Contents of kit
 4 x 1000ml HDPE collecting bottles with internal seal
 1 x 600ml wash bottle
 4 spare collecting bottles
 Calibration data
 Overall height 1.6m, weight approx 14kg
 Collecting heads and stand manufactured in accordance with former BS1747Pt5 for consistent performance
 Collecting heads made from heavy gauge black uPVC to reduce vibration and improve dimensional stability
 Robust collecting bottles of white HDPE with red HDPE attachment caps
 Optional squeegee to facilitate removal of dust from collecting heads
i2 Analytical Contact Us


/NumPy 1.17
HermiteE.mapparms(self) [source]
Return the mapping parameters.
The returned values define a linear map off + scl*x that is applied to the input arguments before the series is evaluated. The map depends on the domain and window; if the current domain is equal to the window the resulting map is the identity. If the coefficients of the series instance are to be used by themselves outside this class, then the linear function must be substituted for the x in the standard representation of the base polynomials.
off, scl : float or complex
The mapping function is defined by off + scl*x.
If the current domain is the interval [l1, r1] and the window is [l2, r2], then the linear mapping function L is defined by the equations:
L(l1) = l2
L(r1) = r2
© 2005–2019 NumPy Developers
Licensed under the 3-clause BSD License.


text:
Linguistic Nativism and the Poverty of the Stimulus
January 2011, Wiley-Blackwell
This price is valid for United States. Change location to view local pricing and availability.
Other Available Formats: E-book
This unique contribution to the ongoing discussion of language acquisition considers the Argument from the Poverty of the Stimulus in language learning in the context of the wider debate over cognitive, computational, and linguistic issues.
- Critically examines the Argument from the Poverty of the Stimulus - the theory that the linguistic input which children receive is insufficient to explain the rich and rapid development of their knowledge of their first language(s) through general learning mechanisms
- Focuses on formal learnability properties of the class of natural languages, considered from the perspective of several learning theoretic models
- The only current book length study of arguments for the poverty of the stimulus which focuses on the computational learning theoretic aspects of the problem


text:
CONSTRUCTION OF OBSTACLE ELEMENT MAP BASED ON INDOOR SCENE RECOGNITION
Keywords: PointNet, Point cloud, Indoor scenes, Markov Random Field, Semantic recognition, Obstacle element map
Abstract. Route planning and navigation in indoor space have become a hot topic recently. To accomplish this task, a map and a real-time detection system are needed. Due to Lidar systems' high efficiency in data acquisition, Lidar sensors have become an indispensable part of an object detection system. In this paper, we use Lidar points to generate obstacle maps. The obstacle maps can be used as a reference for route planning and navigation. To identify single objects more precisely, a deep network combined PointNet with Markov Random Field (MRF) is designed in our work to classify Lidar points. Then, single objects are segmented by using the Euclidean clustering method. After that, the prior rules and derived criteria we summarized from large amount images are used to determine objects' kind between Influence Movement Obstacles (IMO) and Non-Influence Movement Obstacles (N-IMO). Finally, objects are projected into a 2D plane to generate obstacle maps. To evaluate the performance of our method, experiments were performed on the S3DIS dataset of Stanford University. The results show that our method greatly improves the overall accuracy compared to the original PointNet model, and can generate high-quality obstacle maps.


text:
Portugal has ancient traditions in the field of higher education: one of the oldest universities in Europe is located in Portugal, at the same time, there are business schools and advanced polytechnic universities. The Ministry of Education of Portugal pays much attention to the development of the higher education, allocating money for equipping research laboratories, and also financially supporting students. Thus, in this sunny country will be good for those who dream about education in Europe for the same money as at home.
The advantages of studying in Portugal:
- Comfortable conditions. Located along the ocean coast, Portugal is famous for its mild climate, picturesque mountains and sandy beaches. Small distances between cities and a convenient schedule of university studies (students mostly study only in the first half of the day) allow you to combine hard work with pleasant rest and travel. In Portuguese universities, as in the country as a whole, there is a benevolent friendly atmosphere, which facilitates the rapid adaptation of foreign students to the new environment.
- Low prices for goods and services. Renting a lodging, dining in a restaurant, buying a movie or concert ticket in Portugal will be much cheaper than in other European countries. On the shelves of stores are mainly domestic goods of excellent quality (wine, fruit, clothing, shoes), which are sold at democratic prices. The cost of living in student accommodation of Portuguese universities is much lower than in most European countries. For example, life in Lisbon - the capital of Portugal and the most expensive city in the country - will cost only € 500 per month, taking into account absolutely all expenses. This is even slightly less than the cost of a comfortable life in Moscow. Accordingly, the decision to move to Portugal for a long time does not threaten with significant expenses, and this often attracts foreigners.
- Loyal attitude towards foreign students. Portugal is less inclined to formalities than other European countries. In particular, for admission to most of the country's universities, it is not required to present even a certificate of knowledge of the Portuguese language. To assess the possession of vocabulary and grammar, students only have to pass an interview. In some cases, universities accept applicants, even with an initial level of language, obliged to pass linguistic courses at the university simultaneously with attending basic classes.
Many teachers understand the problems of foreign-speaking students with understanding, at first closing their eyes to their linguistic errors. During the education process, much attention is paid to the creative work of students, and not at all to a thorough knowledge of the subject. As a rule, people who have proven themselves in school or in research work are provided with all kinds of assistance, for example, in finding a job. Thus, studying in Portugal will not do unnecessary worries and stress.
Institutions of this level in Portugal are divided into two areas: academic universities and higher polytechnic institutes. In the most universities, there are entrance examinations (in the form of tests, interviews). The annual cost of education in public universities is considered small (600 - 1000 euros). In private universities, the cost of education is higher.
Classical universities give general higher education for various fields of culture. Polytechnic institutes are focused on educating the engineers, researchers. Most state universities work on the Bologna system.
The vast majority of Portuguese universities are concentrated in Lisbon. Private universities in Portugal are required to pass the state accreditation.
The most famous in Europe are such universities in Portugal: Coimbra, Lisbon New, Catholic (the oldest non-state university in the country), the Higher School of Management (Porto), Aveiro. Now the main university in Portugal is Lisbon University. The number of students in it reaches twenty thousand. Three thousand teachers teach at the university.
The top universities in Portugal:
- University of Aveiro
- University of Coimbra
- University of Lisbon
- University of Porto
- University of Algarve
For admission to higher education in Portugal, it is usually necessary to have a completed secondary education (12 years). Enrollment of applicants to universities is carried out within the framework of a nationwide competition - following the results of nationwide entrance examinations in writing for those disciplines that are necessary for admission to a particular (chosen) specialty. To pass through the competition of the university, the exams need to get an assessment no lower than the one established by him (analog of the passing score).
In addition, each university establishes its own requirements, which should be met by academic preparation of entrants, and has the right, if it deems it necessary, to conduct additional special examinations, the organization of which in this case falls on it.
Ability to work while studying in Portugal
Foreign students studying in Portugal are allowed to work 20 hours a week (during the holidays - unlimitedly). It should, however, be taken into account that hourly payment in this state is one of the lowest in Europe: at least € 3. The high unemployment in Portugal (up to 15% of the adult population) also hinders the search for work. Thus, the option to cover part of the costs, already being in Portugal, is available to very few people.
Help is provided by student help centers, which can offer positions on campus and beyond. An important advantage is the knowledge of Russian and English. In this case, students can count on the positions of consultants in the shops and travel companies, hotel administrators, tutors or translators. Students who are actively engaged in research work have a chance to obtain an official contract in the university laboratory.
During the holidays, students can find a job on the Portuguese beaches to combine rest and work, or to travel to neighboring European countries for a better-paying job.
Prospects for graduates and employment opportunities
In Portuguese universities, students get both theoretical and practical knowledge, which allows graduates to enter the European labor market without any problems. In addition, studies at Portuguese universities allow studying the Portuguese language, which is spoken by a total of 230 million people on 4 continents. Knowledge of this language is appreciated in many companies and firms. An additional bonus: by knowing Portuguese, you can easily learn the Spanish language that is close to it, the second most common in the world.
In Portugal: graduates who have received a master degree from a Portuguese university can extend the validity of a student visa for another 6 months to pursue a job search. This is a rather complicated process due to the high unemployment rate in the country. Nevertheless, graduates of computer science faculties, specialists in the field of technology, construction, engineering disciplines, medicine and the sciences have good chances to get a job in high-paying positions. After undergraduate studies, it is difficult in Portugal to find work for students of humanitarian faculties.
In Europe: the diplomas of Portuguese universities are recognized by all the employers in Europe. However, the priority, in this case, is unbroken assessments, but the recommendations of the supervisor and a well-written resume reflecting the skills of the applicant. Important advantages are participation in international scientific projects, publications in academic publications, studies or internships/work in other European countries. Other things are being equal, Portuguese can be an advantage.
In the CIS: Thanks to the traditional ties between CIS and Portugal, as well as the increased importance of relations with Brazil, which is one of the BRICS countries, there is a steady demand for specialists with knowledge of the Portuguese language in Russia and other CIS countries. At the same time, Russian universities are preparing them in insufficient quantities (according to the 2010 census the number of people who know the Portuguese language in Russia was about 11 thousand people), therefore, graduates of Portuguese universities can count on career growth in various fields of the national economy. They can take an important place in foreign economic structures, heads of imports and exports, head tourism firms (Madeira and the Azores continue to attract specialists from CIS). Experts with knowledge of the Portuguese language are extremely in demand in Russian-Brazilian projects - from processing agricultural products to developing nuclear and alternative energy.


Interview for Variables and Conditions
 "Variables and Conditions" interview with Melissa Lizmi
Michael Smith: This time we are talking with Melissa Lizmi about her CFUNITED-05
talk "Variables and Conditions". So why should a developer come to your session Melissa?
Melissa Lizmi: This session is ideal for those that are new to the CFML language or those that just
need a refresher.
We'll start by covering the simplest CF variables (page variables) and progress to the more complex
variable types such structures, arrays, and combination variables. Then we will discuss how you can
program your application to make decisions; otherwise know as conditional processing or "if/then"
statements. We'll also discuss a more efficient approach to lengthy if/then statements; the
CFSWITCH statement.
MS: So what exactly is a variable in ColdFusion?
ML: Variables in ColdFusion are much like variables in any other language, except that CF variables
are much easier to create and call.
But if you want to know what variables are in general terms. You can think of a variable as a box
that can hold a value. We give the box a name so we can easily retrieve the value. The value in
the box can remain constant or, as the name variable implies, it can change.
MS: So what kinds of things let you change a variable?
ML: Well, we can explicitly change the value of a variable with the command. Or we can use
variables to perform calculations, or values can change depending on which links our users click, or
what records are retrieved from our database. There are many ways variable values can be changed.
MS: Why would I need more complex variable types in my applications?
ML: When we find ourselves using a lot of variables in an application it is often extremely helpful
to "group" related variables together. (That's all complex variables really are, just a way to
"group" related variables.) Once we group variables, we can call and manipulate each group of
variables much greater ease than if we had created and named each variable independently.
MS: That makes sense - so what kinds of variable groups does Coldfusion have?
ML: Advanced variable types are lists, structures, arrays, combination variables (like an array of
structures), and COM (component object model) variables.
MS: I see you are also covering conditionals - what are they exactly?
ML: Conditional processing gives your program the ability to make decisions. Believe it or not,
with the help of some key commands, CFIF or CFSWITCH, your program can make decisions. We can use
the CFIF or CFSWITCH commands to code the possible conditions we might expect (like UserAge GTE 65),
then we can say (in code terms) if our condition evaluates true, we send the user to our retirement
page, or, if the condition evaluates false, we send the user to the employee page.
CF provides two main methods of implementing conditional processing.
 CFIF (CFIF/CFELSEIF/CFELSE) - basic if/elseif/else processing.
 CFSWITCH (CFSWITCH/CFCASE/CFDEFAULTCASE) - C-style switch or VB-style case commands.
MS: Sounds like a great session for beginners to CF. See you at CFUNITED!
© Copyright TeraTech Inc 2004. All rights Reserved.


Swift strokes and sampled constructs (Pt. 1)
Swift strokes and sampled constructs (Pt. 1)
Unlike the flowing, balletic movements of hand-rendered letterforms, there is nothing swift in typographic forms. Intentionally arranging typeforms is slow, staged, expensive, and always deliberate. Typeface-making invites reflection, discussion, and review. Typefaces will stretch the limits of their encoding technologies to maximise the potential to act as agents of design discourse, cultural commentary, innovation and experimentation. This observation applies across typemaking and typesetting technologies -- any variations we perceive are a factor of the number of people working on making typefaces, and the ease with which people can make one more typeface.
(This is a self-contained lecture, but part of a longer narrative; therefore the "Part 1" in the title here.)
Gerry Leonidas
June 14, 2015
 1. ISType | 13 June 2015 Swift strokes and sampled constructs
 Gerry Leonidas
 2. dedicated to Richard Southall
 3. None
 4. "Developing a new design the designer is concerned primarily
 with the appearance 0f character images, and only secondarily with the shape of the objects that give rise to them." Richard Southall Shape and appearance in typeface design PROTEXT III, 1986
 5. None
 6. De Aetna 1496/97 (+ previous slide)
 7. Character appearance space: the object identiﬁable as the character
 it represents.
 8. all possible renderings of a shape all possible
 associations by the reader designer intention
 9. Walbaum 6 and 10 pt metal, and Monotype T1
 digital. Left shapes from: Harry Carter Optical scale in typefounding Typography 4, 1937
 10. Where is the typeface?
 11. Punches in the Plantin-Moretus
 12. Matrices in the Plantin-Moretus
 13. Engraving for the romain du roi
 14. Legros & Grant, 1916
 15. None
 16. None
 17. Linotype & Machinery drawing, 1943
 18. None
 19. Richard Southall: "models" and "patterns"
 20. "models" and "instances" Redeﬁned to avoid the overlap of
 "pattern" with hot-metal use, and Alexander's "pattenr language"
 21. model instance [Designer's intentions realised]
 22. model instance instance instance [One typeface, many outputs]
 23. model encoded object instance instance instance [One typeface, encoded in
 one technology, many outputs]
 24. model encoded object instance instance instance encoded object instance instance
 [One typeface, encoded in many technologies, many potential outputs]
 25. model encoded object instance instance instance typographic notions [What gives
 form to the models in the designer's mind?]
 26. No discussion of typefaces is worth having independently
 of the typography that makes use of them.
 27. The things you can readily measure are not necessarily
 the things that are worth measuring.
 28. ATypI 1985
 29. Gerrit Noordzij
 30. "The crux of the matter is that type is
 not pen-written forms, but sharply-cut letters." Sem L. Hartz An approach to designing type, 1992
 31. We reﬂect, research, discuss, theorise.
 32. William Morris and Edward Johnston
 33. Stanley Morison
 34. "The only alternative is a sloped type suﬃciently inclined
 to be diﬀerentiated from the primary type, yet following its design as closely as possible." Stanley Morison Towards an ideal italic The Fleuron, 1926
 35. Herbert Bayer
 36. Type derives from a slow, iterative, deliberate process.
 37. Sketches by Marian Misiak
 38. From Gerard Unger, "Design of a typeface" in Visible
 Language VIII no 2, 1979
 39. From Gerard Unger, "Design of a typeface" in Visible
 Language VIII no 2, 1979
 40. None
 41. From Richard Southall, "Metafont in the Rockies" in
 RIDT, 1998
 42. Emigre no 40
 43. None
 44. None
 45. None
 46. "It is a safe rule that he should do nothing
 without a correct understanding of the design of the letters, or having good models before him to allow him to catch the fashion of them, and to make such alterations as he thinks necessary." Fournier, quoted in Counterpunch
 47. Why is this discussion important?
 48. 1. Font-making environments are commoditised
 49. 2. The added value of design is redeﬁned away
 from the visible acts of practice
 50. 3. A typeface does not contain enough information to explain
 51. adhesifny adhesifny EssayText by Ellmer Stefan
 52. adhesifny adhesifny Fenland by Jeremy Tankard
 53. The rules for evaluation are determined by context: trends,
 genres, use scenarios, and the allowance for creativity.
 54. "Rejection or ignorance of the rich and varied history
 and traditions of typography are inexcusable; however, adherence to traditional concepts without regard to contemporary context is intellectually lazy and a threat to typography today." Jeﬀery Keedy The rules of typography according to crackpots experts. Eye 9, 1993
 55. Teşekkür ederim _USER_
 56. "A fashion in type is an encumbrance to the reading
 world until it becomes common." Harry Carter The establishment of common idioms A view of early typography […], 1926


Quick Answer: What Is A 25 Year Storm?
What is the probability of a 25 year flood?
The 25-year flood occurs on average once every 25 years and has an exceedance probability of 1 over 25, or 4 percent, in any given year. That's a 4 times greater chance than the 100-year flood, which only has a 1 percent exceedance probability in any given year.
What does the 100 year flood plain mean?
What does a 100 year storm mean?
What is a 1 in 100 year storm event?
Can I build in a 100 year floodplain?
What is the 100 year flood level?
A 100-year flood is a flood event that has a 1 in 100 chance (1% probability) of being equaled or exceeded in any given year. The 100-year flood is also referred to as the 1% flood, since its annual exceedance probability is 1%.
How often will 100 year floods occur in 2050 in Boston?
How do you calculate 1 in a 100 year flood?
A 100 year flood has a return period of T = 100, so the probability of a flood of equal or greater magnitude occurring in any one year period is p = 1/T = 1/100 = 0.01. Thus there is a probability of 0.01 or 1 in 100 that a 100 year flood will occur in any given year.
What is a 2 year storm?
It is more appropriate to ALWAYS give the duration along with the return period, such as – "2-year, 24-hour storm" which means the storm has the volume (or average intensity) corresponding to the point on the IDF curve for a 2-year return period of rainfall and a 24-hour duration.
What is a 50 year storm event?
A 100-year storm refers to rainfall totals that have a one percent probability of occurring at that location in that year. … Likewise, a 50-year rainfall event has a 1 in 50 or 2% chance of occurring in a year.
What is a 10 year 24 hour storm?
Will a 100 year flood occur once every 100 years?
The name is misleading: a "100-year flood" does not happen only once every 100 years. … Statistically, a 100-year flood has approximately a 63 percent chance of occurring in any 100-year period, not 100 percent! Climate can be defined as the average state of the atmosphere for a given place over a specified period.
How do you calculate stormwater volume?
Q = peak rate of runoff in cubic feet per second (cfs) C = runoff coefficient, a dimensionless unit i = average intensity of rainfall in inches per hour (in/hr) A = the watershed area in acres (ac). The area, A, draining to any point under consideration in a stormwater management system must be determined accurately.


Practise Bird & Bird Watson Glaser & Assessment Day - JobTestPrep
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Bird and Bird Application Process
The Bird & Bird recruitment process can be difficult due to the popularity of the Bird and Bird training contract. The PrepPack™ is a well-known and trusted resource when it comes to job recruitment preparation. Once you have submitted your Bird and Bird online application, you will be requested to complete an online test. This test is the Watson Glaser Critical Thinking Appraisal, also known as the Watson Glaser. Once completed, the application form and Bird and Bird online test will be evaluated. Successful candidates are invited to the next stage in the process, which is the Bird and Bird video interview. Selected candidates are then invited to the Bird and Bird assessment day. Unfortunately, Bird and Bird candidates who have applied previously in the same recruitment year, but have been unsuccessful at either application or interview, need to wait till the next recruitment year before submitting another Bird and Bird application.
Bird and Bird Watson Glaser Tests
The Bird & Bird Critical Thinking test is divided into five sections – Inference, recognizing assumptions, deduction, interpretation and evaluation of arguments. Each section has its own question type that assesses a particular critical thinking ability. This Bird and Bird test is verbal and requires a deep and concise understanding of when and to what extent of certainty can one draw conclusions, based on given data; the ability to determine whether certain assumptions have been made in a text, be they true or not; and objectively assessing the validity of arguments, regardless of prejudice or personal experience. The short version, which is commonly used today, includes 40 questions and takes between 20 to 30 minutes to complete. Practising these types of questions before taking the test is critical, because the differences between some of the sections are minute and the rules of deduction of the Watson Glaser test are different from other known deduction tests.
Bird and Bird Video Interview
Just as the assessment name suggests, the Bird & Bird video interviews are interviews via video. This means that staff will interview you via Skype, or send you a link to an interview platform that contains pre-determined Bird and Bird interview questions. Here, you will have a chance to briefly view the question before you record and submit your answer. Although seemingly easier, this method of interviewing means you do not have a chance to expand upon your answers or explain yourself further. Bird and Bird video interviews are not like in-person interviews. They require you to keep several unique and challenging aspects in mind while recording your Bird and Bird interview answers. The PrepPack™ provides preparation packs for video interviews.
Bird and Bird Assessment Day
The Bird and Bird assessment centre is used to evaluate and screen large numbers of applicants not only in key areas associated with the job description, but also for their specific working environment. During the course of the Bird & Bird assessment day, you will be met with a variety of tests, group exercises and interviews. This mix of activities was designed to assist the company in building a more precise outline of your strengths and weaknesses as they pertain to the available position.
How Are Bird & Bird Watson Glaser Tests Scored?
Bird & Bird Watson Glaser aptitude tests are usually comprised of multiple-choice questions. The possible marks for each question are correct, incorrect and unanswered. When you submit a Bird & Bird aptitude test, your answers are first measured against the correct answers. Then, your correct answers are counted and the rate of correct answers is calculated.
What is the Bird & Bird's Video Interview?
There are several different types of questions you may face during your interviews. Most interviews consist of competency-based questions, but some include job-related questions, maths problems, or riddles. You can also expect to be asked about your CV and your motivation regarding the position for which you are applying. To help you prepare for your interview and other assessments, a unique preparation pack, with all the resources you need, has been created. The pack features a detailed interview guide written by accredited psychologists. This guide covers various aspects of interviews and offers important tips. It discusses, among other things, competency-based questions and how to use the STAR method when answering them. It also provides advice on how to answer common interview questions. Going over these principles and reading the guide can help you prepare for your interviews.
What Will I Face in Bird & Bird Assessment Centre?
There are a lot of different exercises that you will face during the Bird and Bird assessment day. It is therefore really important that you get a good night's sleep if possible. Remember, a relaxed mind is the best mind. Try to be friendly even if you are nervous. It is often the interaction between candidates and workers that convince the assessors that you are the right choice for the job.
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text:
We often wish to compare the survival experience of two (or more) groups of individuals. For example, the table shows survival times of 51 adult patients with recurrent malignant gliomas1 tabulated by type of tumour and indicating whether the patient had died or was still alive at analysis—that is, their survival time was censored.2 As the figure shows, the survival curves differ, but is this sufficient to conclude that in the population patients with anaplastic astrocytoma have worse survival than patients with glioblastoma?
We could compute survival curves3 for each group and compare the proportions surviving at any specific time. The weakness of this approach is that it does not provide a comparison of the total survival experience of the two groups, but rather gives a comparison at some arbitrary time point(s). In the figure the difference in survival is greater at some times than others and eventually becomes zero. We describe here the logrank test, the most popular method of comparing the survival of groups, which takes the whole follow up period into account. It has the considerable advantage that it does not require us to know anything about the shape of the survival curve or the distribution of survival times.
The logrank test is used to test the null hypothesis that there is no difference between the populations in the probability of an event (here a death) at any time point. The analysis is based on the times of events (here deaths). For each such time we calculate the observed number of deaths in each group and the number expected if there were in reality no difference between the groups. The first death was in week 6, when one patient in group 1 died. At the start of this week, there were 51 subjects alive in total, so the risk of death in this week was 1/51. There were 20 patients in group 1, so, if the null hypothesis were true, the expected number of deaths in group 1 is 20 × 1/51 = 0.39. Likewise, in group 2 the expected number of deaths is 31 × 1/51 = 0.61. The second event occurred in week 10, when there were two deaths. There were now 19 and 31 patients at risk (alive) in the two groups, one having died in week 6, so the probability of death in week 10 was 2/50. The expected numbers of deaths were 19 × 2/50 = 0.76 and 31 × 2/50 = 1.24 respectively.
The same calculations are performed each time an event occurs. If a survival time is censored, that individual is considered to be at risk of dying in the week of the censoring but not in subsequent weeks. This way of handling censored observations is the same as for the Kaplan-Meier survival curve.3
From the calculations for each time of death, the total numbers of expected deaths were 22.48 in group 1 and 19.52 in group 2, and the observed numbers of deaths were 14 and 28. We can now use a χ2 test of the null hypothesis. The test statistic is the sum of (O - E)2/E for each group, where O and E are the totals of the observed and expected events. Here (14 - 22.48)2 / 22.48 + (28 - 19.52)2 / 19.52 = 6.88. The degrees of freedom are the number of groups minus one, i.e. 2 - 1 = 1. From a table of the χ2 distribution we get P < 0.01, so that the difference between the groups is statistically significant. There is a different method of calculating the test statistic,4 but we prefer this approach as it extends easily to several groups. It is also possible to test for a trend in survival across ordered groups.4 Although we have shown how the calculation is made, we strongly recommend the use of statistical software.
The logrank test is based on the same assumptions as the Kaplan Meier survival curve3—namely, that censoring is unrelated to prognosis, the survival probabilities are the same for subjects recruited early and late in the study, and the events happened at the times specified. Deviations from these assumptions matter most if they are satisfied differently in the groups being compared, for example if censoring is more likely in one group than another.
The logrank test is most likely to detect a difference between groups when the risk of an event is consistently greater for one group than another. It is unlikely to detect a difference when survival curves cross, as can happen when comparing a medical with a surgical intervention. When analysing survival data, the survival curves should always be plotted.
Because the logrank test is purely a test of significance it cannot provide an estimate of the size of the difference between the groups or a confidence interval. For these we must make some assumptions about the data. Common methods use the hazard ratio, including the Cox proportional hazards model, which we shall describe in a future Statistics Note.


text:
(c) Pocumtuck Valley Memorial Association, Deerfield MA. All rights reserved. Contact us for information about using this image.
A network of railroads transported people and goods throughout the United States. Farmers in New England had to compete with western-grown meat and grain. The refrigerated railroad car brought in milk and other perishable farm produce as well. Farmers who wished to keep their farms had to embrace more aggressive land use and exploit new markets in order to survive. Many focused on regional specialties such as ice harvesting, growing cranberries, and maple sugar production. The mission of the Eastern States Exposition when it opened in 1916 was to highlight and reward the best of New England agriculture and industry. The success of the Exposition surpassed even the vision of its founders, attracting over a million visitors a year.


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The Thunder Creep (ingame name Ukkoshyypiö) is a ghostly enemy, mainly found floating around The Tower and the Cloudscape. It possesses no attacks of its own, but is constantly surrounded by an always-active Projectile Thunder Field. Like the Hyypiö and Hohtava hyypiö, it will chase the player relentlessly until killed or blocked by terrain.
Behaviour[edit | edit source]
Because this creature is entirely non-aggressive, it will never attack the player. The real danger comes from its innate Thunder Field that constantly surrounds it. Upon being attacked by a projectile from afar, it will reflect it back as a Lightning Bolt. If shot from within the circle, the lightning will strike out from it instead, away from the player. This can be beneficially exploited by the player as a potentially cheap and rapid way to produce lightning bolts, albeit *only* lightning bolts. The usual considerations and risks of using lightning spells still apply, so use carefully.
Combat Tips[edit | edit source]
The Ukkoshyypiö's unique properties require a less conventional approach to defeating it.
 - The most reliable and effective way is to attack it from within the Projectile Thunder Field itself, as only spells that cross the Projectile Thunder Field border will be turned into lightning.
 - You can also kick it, but with your foot's low damage output you'd be at it for quite a while. The Never Skip Leg Day perk makes this a much more viable option.
 - You can suffocate it by drowning it in a powdery substance or terrain.
 - Explosive spells will also work, as long as the projectile is detonated outside of the influence of the thunder field and the explosion is large enough to reach.
 - Dropping/kicking physics entities like rocks, tablets or barrels at it will quickly finish it, and may be the safest option if no other means are available.
 - It is immune to its own lightning, and highly resistant to the explosions from it.
If you lack the means to kill it, however, the safest option is to keep your distance as much as possible.


text:
Bismillah Khan at Concert in 1964
|Birth name||Qamaruddin Khan|
|Born||March 21, 1913|
|Died||August 21, 2006(aged 93)|
|Genres||Indian classical music|
Bismillah Khan (Urdu: استاد بسم اللہ خان صاحب; March 21, 1913 – August 21, 2006), often referred to by the honorific title Ustad, was an Indian musician credited with popularising the shehnai, a subcontinental wind instrument of the oboe class. While the shehnai had long held importance as a folk instrument played primarily during traditional ceremonies, Khan is credited with elevating its status and bringing it to the concert stage.
Early life
Bismillah Khan was born on 21 March 1913 in Dumraon, Bihar in northern India. He was the second son of Paigambar Khan and Mitthan. His parents had initially named him Qamaruddin to rhyme with their first-born son Shamshuddin. However, his grandfather, Rasool Bux Khan, the shehnai master of the court of Bhojpur, exclaimed "Bismillah!" ("In the name of Allah!") at the sight of him and thereafter he came to be known by this name.
His ancestors were court musicians and used to play in Naqqar khana in the princely states of Bhojpur, now in Bihar. His father was a shehnai player in the court of Maharaja Keshav Prasad Singh of Dumraon Estate, Bihar.
Religious beliefs
Though a pious Shi'ite Muslim, he was also, like many Indian musicians, regardless of religion, a devotee of Saraswati, the Hindu Goddess of wisdom and arts, and often played at Hindu temples, including the famous Vishwanath Temple in Varanasi, on the banks of the river Ganga. He also performed for spiritual master Prem Rawat.
Bismillah Khan was perhaps single-handedly responsible for making the shehnai a famous classical instrument. He brought the shehnai to the center stage of Indian music with his concert in the Calcutta All India Music Conference in 1937. He was credited with having almost monopoly over the instrument as he and the shehnai are almost synonyms.
Khan is one of the finest musicians in post-independent Indian classical music and one of the best examples of Hindu-Muslim unity in India. He played shehnai to audience across the world. He was known to be so devoted to his art form that he referred to shehnai as his begum (wife in Urdu) after his wife died. On his death, as an honour, his shehnai was buried with him. He was known for his vision of spreading peace and love through music.
|"||Even if the world ends, the music will still survive.||"|
|"||Music has no caste.||"|
Performances at Red Fort
Khan had the rare honor of performing at Delhi's Red Fort on the eve of India's Independence in 1947. He also performed raga Kafi from the Red Fort on the eve of India's first Republic Day ceremony, on January 26, 1950. His recital had become a cultural part of India's Independence Day celebrations, telecast on Doordarshan every year on August 15. After the prime minister's speech from Lal Qila (the Red Fort,) in Old Delhi, Doordarshan would broadcast a live performance by the shehnai maestro. This tradition dated from the days of Pandit Nehru.
Popular culture
Khan had a brief association with movies. He played the shehnai for Rajkumar's role of Appanna in the Kannada movie Sanaadi Appanna. He acted in Jalsaghar, a movie by Satyajit Ray and provided sound of shehnai in Goonj Uthi Shehnai (1959). Noted director Goutam Ghose directed Sange Meel Se Mulaqat, a documentary about the life of Khan. In the 1967 film The Graduate, there is a poster advertising "Bismillah Khan and the seven musicians" on a busy street of Berkeley, California.
Khan seldom accepted students. In 1985 he had a meeting with Satguru Jagjit Singh Ji (the present master of the Namdhari Sikhs), where he saw a talented young boy called Baljit Singh Namdhari playing the tarshenai, and welcomed him as a student. Ustad Bismillah Khan & Satguru Jagjit Singh Ji had great mutual respect for each other. In 1999 he adopted two more tarshenai students, named Kirpal Singh and Gurbaksh Singh Namdhari.
Personal life
On August 17, 2006, Khan was taken ill and admitted to the Heritage Hospital, Varanasi for treatment. He died after four days on August 21, 2006 due to a cardiac arrest. He is survived by five daughters, three sons and a large number of grandchildren and great-grandchildren, and his adopted daughter Dr Soma Ghosh (famous Hindustani shastriya sangeet exponent)
The Government of India declared a day of national mourning on his death. His body along with a Shehnai was buried at Fatemain burial ground of old Varanasi under a neem tree with 21-gun salute from Indian Army.
Awards and recognitions
|Wikiquote has a collection of quotations related to: Bismillah Khan|
- Bharat Ratna (2001)
- Fellow of Sangeet Natak Akademi (1994).
- Talar Mausiquee from Republic of Iran (1992).
- Padma Vibhushan (1980)
- Padma Bhushan (1968)
- Padma Shri (1961)
- Sangeet Natak Akademi Award (1956)
- Tansen Award by Govt. of Madhya Pradesh.
- Three medals in All India Music Conference, Calcutta (1937)
- "Best Performer" in All India Music Conference, Allahabad (1930)
Bismillah Khan had honorary doctorates from
- Was invited by the then Prime Minister of India Pandit Jawaharlal Nehru to play shehnai on the first Independence Day (August 15, 1947) in Delhi's Red Fort.
- Participated in World Exposition in Montreal
- Participated in Cannes Art Festival
- Participated in Osaka Trade Fair
- His 80th birthday was celebrated by World Music Institute in New York
- Sanaadi Appanna - Played shehnai for Rajkumar's role in the movie.
- Goonj Uthi Shehnai (1959) - Provided shehnai
- Maestro's Choice (February 1994)
- Megh Malhar, Vol. 4 (the other piece in the album is by Kishori Amonkar) (September 1994)
- Live at the Queen Elizabeth Hall (September 2000)
- Live in London, Vol. 2 (September 2000)
- Bismillah Khan: the shehnai maestro, by Neeraja Poddar. Rupa & Co., 2004. ISBN 81-_PHONE_-6.
- Monograph on Shehnai maestro Bismillah Khan, by Amar jyoti, Shivnath Jha, Alok Jain, Anjali Sinha. Pub. Neena Jha & Shivnath Jha, 2005. ISBN _PHONE_.
- Bismillah Khan and Benaras: the seat of shehnai, by Rita Ganguly. Siddhi Books, 1994.
- Shahnai Vadak Ustad Bismillah Khan, by Murli Manohar Shrivastava. Prabhat Prakashan, 2009. ISBN 173157359.
- Bismillah Khan: The Maestro from Benaras, by Juhi Sinha. Niyogi Books, 2011. ISBN 978-81-89738-91-4.
- "Virtuoso musician who introduced the shehnai to a global audience". The Independent. 22 August, 2006. Retrieved January 08, 2013.
- "Indian music's soulful maestro". BBC News. August 21, 2006. Retrieved 2010-01-01.
- "Bismillah Khan". The Telegraph. 22 August, 2006. Retrieved January 10, 2013.
- Bismillah Khan: The Shehnai Maestro by Neeraja Poddar, Rupa & Co., New Delhi, 2004.
- "Rediff Slides on Ustad Bismillah Khan". Retrieved 2006-08-21.
- "BBC on Ustad Bismillah Khan". BBC News. 2006-08-21. Retrieved 2006-08-21.
- YouTube - Bismillah Khan Performs Music For Guru Maharaji Prem Rawat
- "Ustad Bismillah Khan hospitalised". Times of India. 2006-08-17. Retrieved 2007-03-13.
- "Bismillah Khan". Personalities. webindia123.com. Retrieved 2007-03-13.
- "India mourns legendary musician". BBC.