Nepali Spell Checker Frequently Asked Questions
This section provides information on a select list of frequently asked questions and common topics on Nepali Spell Checker. One specific example for each topic is presented with the hope that the information will benefit other users who may be looking for similar information.
Some correct words no longer seem to be considered correct
Apr 4, 2013, Pardeshi - The word ठीक used to be correct, but now the spell checker shows the Raswa form to be the correct form.
NLRC - Thank you for raising an important point. With the wider adoption and the evolution of the Nepali language, various opinions, sometimes conflicting, have been raised on how the language should evolve. On issues like orthography, pronunciation and grammar, there have been conflicting arguments. In order not to adopt one set of arguments over the other and to make the resources provided by NLRC all sides can trust, we strictly follow the guidelines published by Nepal Academy.
With this background, what we are trying to point out is that because we follow the guidelines published by the Academy and the guidelines themselves get updated over time, our app is also continuously updated to reflect the changes to the Academy guidelines. What you highlighted is an example of such change.
Going back to your question, the earlier editions of the official Nepali dictionary used to have the Dirgha form, ठीक, as a valid entry. However, the later editions have removed the Dirgha form and only include the Raswa form, ठिक, meaning "correct," in the dictionary. We do not want to speak for the Academy, but our hunch is that it could be one of the many changes that have been adopted by the Academy as a result of its various efforts to bring Nepali language experts together to work out their differences and come up with common guidelines agreeable to all parties.
Checking compound words
Nov 30, 2014, Manoj Silwal - It would be wonderful if Nepal Spell Checker also checked compound words.
NLRC - Nepali Spell Checker checks simple compound words, e.g., it flags incorrect compound verbs and provides their correct forms as suggestions. Similarly, case endings, number are also checked, so are compound words separated by a hyphen.
Checking documents with non-Unicode fonts
Feb 27, 2015, John Rai - I inserted text in Preeti font, but it did not work.
NLRC - Nepali Spell Checker supports only Unicode fonts. It does not support Preeti font as it is not a Unicode font.
Some words do not seem to be in the database
Apr 4, 2013, Pardeshi - I searched for some words, but do not seem to find them.
NLRC - The most important aspect that has been considered while developing our applications is the quality of data. Rather than aiming for its quantity (correct or incorrect), we have aimed for its quality. Each word is entered manually in the database after it gets approved by subject-matter experts and after it is verified against the official Nepali dictionary and Nepali grammar and orthography rules.
There are pros and cons of this approach. The trade-off obviously is that all words cannot be entered right away. The benefit of this approach, however, is that you can trust the quality of the data and be confident that the suggestions you are getting are accurate.
When it comes to data entry, not all information get the same priority. To make data more relevant, and, most importantly, to ensure that the data our users are more likely to use gets priority, we ensure that the most relevant data gets entered first. NLRC has developed an algorithm to identify words and phrases that are most frequently used in Nepali and keeps a list of such words and phrases in descending order of relevancy. The algorithm tracks common Nepali words and phrases over time and the list is updated on a regular basis. The data entry is done by editors who have a thorough understanding of the Nepali language. During data entry, the editors start from the top of the list to ensure that the most relevant data gets entered first. Learn more.
So, even though a particular word is not available at the moment, it will be entered. When it will be entered depends on how frequently that word is used. If it is a fairly used word, it will most likely be added pretty soon.
Why suggestions do not show up for some incorrect words
Sep 24, 2013, Dass - Suggestions for some incorrect words did not show up. Could you explain the reason for this behavior?
NLRC - The spell checker automatically ignores a term if there are no suggestions available for it. Following two use cases explain this behavior.
If the term is पानि, it knows it is not correct and it tries to generate suggestions, and it will generate the correct form पानी, meaning "water," as a suggestion. Then it will say, "Hey, this does not seem to be correct and here is my suggestion" and provides the user with an option to accept or ignore the suggestion.
If the term is पानिसद, an incorrect term, it knows it is not correct. But in this case, it cannot generate appropriate suggestions. So, instead of saying, "Hey, this does not seem to be correct, and I do not have any suggestions for it," it will ignore the term and move on to the next term.
Please refer to the documentation for more information.
One of the enhancements to the app under consideration is an ability to switch to "strict checking mode," where an incorrect term for which suggestions are not available are also pointed out to the user. Let us know if that is something that you'd be interested in.
Sep 24, 2013, Dass - Thank you for your response. The strict mode, which you mentioned, would be much helpful for everyone who uses the app and for me it would be much more useful. I checked an entire document of 36 pages and corrected almost around 250 mistakes; adding additional facilities would make this app a resort. I will recommend this app to people who are in my contact.
NLRC - Your continued interest has given us more reasons to give this request a higher priority.
We have made improvements to our processes to better serve our user community. One of the changes is our new Enhancement Request submission process that has been implemented to provide a better visibility to our users on the status of their Enhancement Requests and not to lose track of many requests we receive. Please submit an Enhancement Request for this feature. Your request will be delivered to the right folks and given the appropriate priority. The Product Management team will get in touch with you if they need additional information on your request.
Thank you for continuing to use Nepali Spell Checker and for providing suggestions to make it better.
 (Your email will not be shared with others)
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Web Development
General discussion
Word 2000 VBA - Bullets Selection
By meatyman ·
I have a very DUMB question which I just can't figure out simply because I am dumber than the question itself -_-#
Let's say I have a bullet list which consists of an unknown number of items. How can I highlight everything within the list?
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Word 2000 VBA - Bullets Selection
by Irina Medvinskaya In reply to Word 2000 VBA - Bullets S...
To make this work:
1. Create a new word document and add the following or similar information in it:
Title info
? Bullet1
? Bullet2
? Bullet33333333
? Bulletbulletbullet4
End of Information
2. Create a new style for the bulleted text and call it BulletInfo.
3. In your VBA code write the following:
Option Explicit
Sub Main()
Dim iStart As Integer, iEnd As Integer
Dim bStart As Boolean
Dim sRange As Range
'move to the top of document
Selection.HomeKey Unit:=wdStory, Extend:=wdMove
'start searching for "BulletsInfo" style
Selection.Find.Style = ActiveDocument.Styles("BulletsInfo")
With Selection.Find
.Text = ""
.Replacement.Text = "".Forward = True
.Wrap = wdFindContinue
.Format = True
.MatchCase = False
.MatchWholeWord = False
.MatchWildcards = False
.MatchSoundsLike = False
.MatchAllWordForms = False
End With
bStart = True
'find the style
Do While Selection.Find.Execute(FindText:="", Forward:=True, Format:=True) = True
If bStart = True Then
'remember starting point
iStart = Selection.Range.Start
bStart = False
End If
Selection.MoveDown Unit:=wdParagraph, Count:=1
'remember ending point
iEnd = Selection.Range.End
'specify the range with beginning and ending points
Set sRange = ActiveDocument.Range(Start:=iStart, End:=iEnd)
'select the bullets
End Sub
4. If you don't know how to create a new style:
write some text in the document
make it bulleted
in the left top corner of the toolbar where all styles are listed type in BulletsInfo (when the bulleted line is highlighed).
you now have a style called BulletsInfo. To check this, type a word and select BulletsInfo from the Style dropdown, the text will have bullets.
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Word 2000 VBA - Bullets Selection
by meatyman In reply to Word 2000 VBA - Bullets S...
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Traveling Luck for Ahl Bel Hadri, Algeria (general), Algeria
Algeria flag
Where is Ahl Bel Hadri?
What's around Ahl Bel Hadri?
Wikipedia near Ahl Bel Hadri
Where to stay near Ahl Bel Hadri
The timezone in Ahl Bel Hadri is Africa/Algiers
Sunrise at 06:31 and Sunset at 19:37. It's light
Latitude. 35.4167°, Longitude. -0.8167°
WeatherWeather near Ahl Bel Hadri; Report from Oran / Es Senia, 36.5km away
Weather : No significant weather
Temperature: 26°C / 79°F
Wind: 3.5km/h East/Southeast
Cloud: Sky Clear
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Geographic features & Photographs around Ahl Bel Hadri, in Algeria (general), Algeria
populated place;
a structure or place memorializing a person or religious concept.
a tract of land with associated buildings devoted to agriculture.
administrative division;
a building for public Islamic worship.
a burial place or ground.
a mountain range or a group of mountains or high ridges.
a place where ground water flows naturally out of the ground.
a destroyed or decayed structure which is no longer functional.
a structure for interring bodies.
Airports close to Ahl Bel Hadri
Es senia(ORN), Oran, Algeria (36.5km)
Tafaraoui(TAF), Oran, Algeria (36.9km)
Zenata(TLM), Tlemcen, Algeria (91.7km)
Ghriss(MUW), Ghriss, Algeria (114.1km)
Angads(OUD), Oujda, Morocco (154.9km)
Airfields or small airports close to Ahl Bel Hadri
Sidi bel abbes, Sidi bel abbes, Algeria (42.8km)
Bou sfer, Bou sfer, Algeria (44.4km)
Relizane, Relizane, Algeria (170.8km)
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Exploring Social Psychology
Exploring Social Psychology
Author: David Myers
ISBN 13: 9780073370644
ISBN 10: 73370649
Edition: 5
Publisher: McGraw-Hill Humanities/Social Sciences/Languages
Publication Date: 2008-10-28
Format: Paperback
Pages: 560
List Price: N/A
This brief, modular introduction to social psychology offers streamlined focus on issues such as belief and illusion, prejudice and diversity, and love and hate. The brevity of each of the book's 31 stand-alone modules makes this the perfect text for covering the core concepts in the field. By introducing social psychology in an essay format and by writing in a voice that is both solidly scientific and warmly human, Exploring Social Psychology is able to reveal social psychology as an investigative reporter might, by providing a current summary of important social phenomena, by showing how social psychologists uncover and explain such phenomena, and by reflecting on their human significance. The new edition includes discussion of the Hurricane Katrina aftermath as an illustration of hindsight bias and availability heuristic, the Iraq War and belief perseverance, and terrorism and group polarization.


text:
Give the plural form of thesis
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Give the plural form of thesis
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Give the plural form of thesisRated 4/5 based on 13 review

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The Midwest Comprehensive Center (MWCC) collaborated with the Minnesota Department of Education to develop a career and college readiness toolkit. The purpose of the toolkit was to support districts and schools in Minnesota in their development of the state-required career and college readiness indicator as part of their World's Best Workforce plans. The MWCC supported the dissemination, implementation, and continuous improvement of the toolkit, with an emphasis on equitable and inclusive practices.
Populations Served
This collection of resources provides a comprehensive set of guidance, strategies, and tools for engaging districts and schools in equity-oriented career and college readiness program planning and a continuous improvement process.


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Help young people to talk about cancer, fundraise to help millions, and teach and inspire people to make healthy choices for their future.
We are all affected by cancer. We're here to help you give young people the information they need to understand it and the opportunity to discuss it.
At Macmillan we don't want cancer to be the elephant in the (class)room. Yes, it's a big subject but we think it should be an easy and natural one to talk about. That's why we've produced our Talking About Cancer toolkit - to help you discuss it honestly and openly with your pupils aged 9-16 years old as part of your PSHE/PSE/PSD, citizenship or science lessons.
The pack contains everything you need to give young people the facts about cancer they need. We want to help them to make informed lifestyle choices and create a more sensitive and cancer-aware society.|
In the pack you'll find:
You can also download the lesson plans and activity sheets in Welsh from the right hand side of this page.
During Cancertalk Week schools across the UK will be getting the conversation started and becoming part of Macmillan's annual awareness-raising week. Why not use your teaching pack to get your school or class involved? Find out more|.
Organise a spectacular day of fun and do something amazing for people affected by cancer.
Get everything you need to organise a great fundraising event in your school or youth group.
Download the PDFs of lesson plans and activity sheets in Welsh.
If you have any questions about Macmillan we would love to hear from you|.
You can also follow us| on Facebook, Twitter, Flickr or YouTube.
© Macmillan Cancer Support 2013
what are these?|

source: HuggingFaceFW/fineweb-edu


text:
extra support.
- Remove outboard motors.
- Release some of the air in the tires and place blocks beneath the wheels to prevent the trailer from moving. Increase the weight of your trailered outboard boat by filling it with fresh water and leaving in the drainplug (inboard boats must be drained to avoid motor damage).
- If securing your boat at the marina: Use the "Spiderweb" technique. Boats left in boat slips should be secured by ropes in an arrangement that resembles a spiderweb. This allows boats to be bounced around by a storm yet still remain in position.
- If you can't remove your boat from the water, move it to the safest refuge possible. Be aware that a seawall or sandy spit that normally protects a snug harbor can be washed out by the storm surge. The best anchoring is usually found in sand, followed by clay, hard mud, shells, broken shells and soft mud.


text:
Forearm vascular responses to arginine vasopressin (AVP) infused into a brachial artery in a wide range of infusion rates (0.05-2.0 ng/kg per min) were examined in 20 young healthy volunteers. Intraarterial AVP at lower doses (0.05 and 0.1 ng/kg per min) caused forearm vasoconstriction, whereas AVP at a dose of 0.2 ng/kg per min or higher caused forearm vasodilatation. The maximal forearm vasoconstriction was induced at the venous plasma AVP level of 76.3 ± 8.8 pg/ml. Forearm vasodilatation was associated with the venous plasma VP level of 369 ± 43 pg/ml or higher. Forearm vasodilatation was the result of the direct effect of AVP since forearm blood flow and vascular resistance in the contralateral arm did not change. We attempted to explore the mechanisms involved in AVP-induced direct vasodilatation. The treatment with indomethacin, 75 mg/d for 3 d, did not alter AVP-induced forearm vasodilatation. In contrast, intraarterial infusion of isoosmolar CaCl2 totally prevented AVP-induced forearm vasodilatation. Intraarterial CaCl2 also markedly attenuated forearm vasodilatation induced by intraarterial sodium nitroprusside, but did not alter forearm vasodilatation induced by intraarterial isoproterenol. These results indicate that the direct vascular effects of intraarterial AVP on the forearm vessels are biphasic, causing vasoconstriction at lower doses and vasodilatation at higher doses. The direct vasodilatation induced by intraarterial AVP at higher doses is not mediated by prostaglandins but may involve cGMP-related mechanisms.
All Science Journal Classification (ASJC) codes


text: The University of Ulm is chronologically the ninth in Baden-Wuerttemberg. The first ideas of founding a university in Ulm go back to the 50's. In 1959, the research group "University of Ulm" was formed, which produced a memorandum on founding a university in March of 1961. Due to competition between the cities of Constance and Ulm in the early stages, the idea of establishing a university in each of the two cities gained popularity. A critical factor leading to this decision was the fact that Constance is situated near a federal border. The opportunities for employment in the field of medicine would not be sufficient due to the lack of a patient catchment area at the border. The idea of founding a university in Ulm therefore became more concrete - it would be a university shaped by medicine and natural sciences.


Sun Java System Directory Server Enterprise Edition 6.3 Deployment Planning Guide
Maintaining Data Consistency
Consistent data assists LDAP client applications in locating directory entries. For each type of information that is stored in the directory, select the required object classes and attributes to support that information. Always use the same object classes and attributes. If you use schema objects inconsistently, it is difficult to locate information.
You can maintain schema consistency in the following ways:


Quick Answer: What Is Your IG?
What is IG short for?
What does IG mean.
IG stands for the social media platform Instagram.
It also sometimes short for I guess..
What does FT mean in text?
Originally Answered: What does ft mean in text? In texting, Apple owners use ft/FT to suggest the use of facetime or Face Time which is a communications app that enables face to face conversations on Apple products.
What does 444 mean in texting?
444 Is A Sign Someone Is Trying To Communicate With You It is a sign that you are currently following the right path. [*] If you see the number 444 repeatedly, it is often your angel giving you a sign that they are with you. The sign is reminding you to feel confident and supported in this knowledge.
What does it mean when you see 333 444 and 555?
The Meaning Of 111, 222, 333, 444, 555. The Universe can use numbers to communicate with us. It will send us very subtle messages so that we look at something. … These repeating numbers are a reminder that something very magical and Divine is happening in your life!
What does 444 Angel number mean?
Angel Number 444 is a message that you have nothing to fear in regards to your life, work and Divine life purpose. When you take positive action towards your highest intentions, aspirations and goals, the Universe works in your favour and helps you to establish solid foundations and advance you along your path.
What is an appropriate age for Instagram?
What does go off IG mean?
DEEP DIVE. Telling someone to "go off" is usually a way to praise them and to encourage them to keep doing what they're doing. " Going off" can refer to talking about something or doing something. The phrase can also be used more vaguely, usually as positive reinforcement, but sometimes sarcastically or negatively.
What is IG feed?
What does I love you 444 means?
It is also a love reminder that there is no place for negative thoughts in your relationship. This sequence reminds that you will have a strong relationship and no negative energy or thought will affect it. It also means a fresh start in your relationship. Sequence number 444 has a great combination with love.
Why is Instagram bad?
They found that Instagram and other social networks are associated with high levels of anxiety, depression, bullying and a "fear of missing out (FOMO)." They can also foster a negative body image and poor sleep habits.
Can you see who looks at your Instagram?
What is the point of getting an Instagram?
What does this mean 👉 👈?
What does 👉👈 mean? This two-finger touching(👉👈) emoji, also used as 👉👈 is used on TikTok meaning that you want to tell something to the person you send this emoji to and you are hoping they won't get mad at you.
What is full form of FT?
ft. ft is a written abbreviation for feet or, foot.
What does IG mean in school?
Why use Instagram stories vs posts?
Instagram Posts in the Feed. … A unique concept of Instagram stories is that it allows your followers to see images and footage that may not make it to your feed often. This is a perspective that viewers love to see because it provides a sense of transparency for viewers.
What does IG mean in a text?
What does BB mean in text?
for babyIn text messages and online, bb can be short for baby, especially as it's used as a term of endearment for significant others or friends.
Who uses Instagram the most?
The USInstagram location demographics Instagram is one of the most popular social networks on a global level. The US has the most users at 116 million, followed by India at 73 million and Brazil at 72 million. This international presence makes the network appealing to both brands and influencers alike.
Do you get paid for Instagram?
FAQ: Make money on Instagram You can get paid on Instagram in the following ways: Creating sponsored posts for brands that want to get in front of your audience. Becoming an affiliate and making a commission selling other brands' products. Creating and selling a physical or digital product or offering a paid service.


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Exercise chair, England, _PHONE_
Made from mahogany and leather and measuring just over 2 m high, this exercise chair was said to offer the equivalent of riding a horse. Known in the 1800s as a chamber horse, the user sat on the seat and bounced up and down on the concertina springs as if trotting on a horse. Horse riding was considered a form of healthy exercise. Judging by the materials and its size, the chair was probably owned by someone who was wealthy.
Related Themes and Topics
There are 823 related objects. View all related objects
Glossary: exercise chair
used to simulate the trotting of a horse, also known as a chamber horse


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Microstructure and kinetics of Cu/Y2O3-doped MgB2
Cu/Y 2O 3-doped MgB 2 samples with different Y 2O 3 content were prepared by traditional solid-state sintering method. The microstructure and phase composition of the material were analyzed by SEM and X-ray diffraction. The results show that layered structure only appeares in Cu/5%Y 2O 3-doped sample. The solid-solid reaction of this system is further investigated by kinetics analysis in terms of thermal analysis curves. Finally, the most appropriate mechanism function is ascertained to be Avrami-Erofeev, n=2, which means random nucleation followed by instantaneous growth of nuclei. The activation energy (E) and the pre-exponential factor (A) both trend to be stable at early stage and decrease at final stage.


What are the risks of organ donation following treatment for cocaine toxicity?
Updated: Dec 31, 2020
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If a patient with cocaine toxicity is being considered as an organ donor, remember that cocaine preferentially accumulates in the liver and kidney. Therefore, use of these organs may result in the transplantation of a substantial reservoir of the toxin.
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'Teachers are being appointed illegally'
Lesotho Times - - Big Interview -
THE Ministry of Education and Training is engaging various stakeholders as it looks at amending the Education Act of 2010. This move comes after the ministry realised since its inception five years ago, the Act has not been fully applicable due to "mistakes and omissions", according to Lesotho Association of Teachers (LAT) President Mosaletsane Kulehile. Among other provisions, the law introduced free and compulsory primary education.
LAT President Mosaletsane Kulehile speaks with Lesotho Times ( LT) reporter Lekhetho Ntsukunyane about the Act and the union's involvement in the ministry's quest to have it amended.
LT: The Education Act of 2010—could you tell us what this law entails and why it is being amended?
Kulehile: The Act simply tries to address general issues in the entire education system. These issues include teachers' concerns such as how they are promoted and transferred. However, the law has so many mistakes and omissions which is why together with the ministry and other stakeholders, we are working on an Amendment Bill to close those gaps. Basically, since it was passed in 2010, the Education Act has not been fully implemented due to a number of loopholes.
LT: What exactly are these loopholes?
Kulehile: The Act was made such that it should cover all educational issues, from early childhood to higher education. This is the first problem we encountered with this Act. As teachers, we expected it to address issues pertaining to basic education only. This is because already, there is a law which specifically addresses tertiary education issues. And now you find that there are conflicting issues between the two laws, confusing the entire education system. So in the Amendment Bill we are currently working on, we are recommending that there should be two separate departments; one being for basic education while the other one would concentrate on tertiary.
LT: Is the Education Act of 2010 the same law that introduced free education in public primary schools?
Kulehile: It is the same law which talks about compulsory and free education for all. However, this section is also imprecise. For instance, the law only stipulates how parents would be punished if their children are found not to be in school. However, it does not say what should happen with the children themselves if they refuse to go to school against their parents' will. The other bone of contention in the same law is its interpretation of words like 'teacher'. The law does not clearly explain what a teacher is. We, members of the LAT, have since made it clear in the recommendation for amendments, who should be a teacher. Not everybody who stands in front of learners is a teacher. It should be clear in the Act that a teacher is a qualified professional who is able to apply proper steps to develop the minds of the learners.
LT: What other areas in the Act are you
concerned about?
Kulehile: The law talks about people called inspectors. These inspectors are only based in Maseru and not in the districts. At district level, we only have education and senior education officers. The latter are people employed under the Public Service Commission, and not in the education system. The Act, therefore, does not say anything about them. But these are the people who administer everyday education issues at district level. The inspectors, on the other hand, are fully encompassed in the education law, but they are only in Maseru. They are used mostly to observe high schools, not primary education. So what we are saying in the amendments is we should have specific inspectors in the districts who will even observe early childhood schools. Those people should have relevant education and skills to deal specifically with early and basic education. Like I said, at the moment we have inspectors who are only skilled in observing high and tertiary schools. We don't want those people to also be used to inspect basic education because that is definitely not their area of expertise. We believe one of the factors which contribute to our deteriorating standard of education is this issue of inspectors.
Further, the law does not specifically explain what a student teacher is. The law does not say, in specific terms, whether a student teacher is someone enrolled at the Lesotho College of Education (LCE) or National University of Lesotho (NUL) or both institutions. On the same note, the law directs that there should not be anyone who stands before learners and teaches them without registering with the Teaching Council as a teacher. But again that contradicts with a section in the same Act which directs that student teachers, who are not yet registered with the Council, should be provided with internships to teach at schools! The law should then draw a clear distinction between a teacher and a student teacher and their roles at schools.
LT: Why is it important to register with the Teaching Council?
Kulehile: Teachers, like nurses and lawyers, should not be allowed to practice unless and until they are registered with a legitimate body in charge of the system. At the moment, we have the Teaching Council, which unfortunately, is not operative and effective because it comprises of many officials from the ministry. To make it worse, its chairperson is, in ex-officio terms, the Principal Secretary (PS) in the ministry. We all know that is a political appointment. And because of this, the Council is incapacitated. Most of the time, these officers are engaged in other administrative matters of the government. They are hardly concerned about teachers' issues.
LT: So if the teachers have to register with this ineffective Council, how have they been able to operate since the Act became law five years ago?
Kulehile: All teachers employed since 2010 have been appointed illegally because they have not registered with the Teaching Council as the Education Act of 2010 stipulates. However, this is because the Council has not been operat


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Many people make it seem as though they have it all together outwardly, but inside they are a wreck. Their past has left them inwardly broken, crushed, and wounded. They can be healed. God has a plan, and Isaiah 61 shows that the Lord came to heal the brokenhearted. He wants to heal victims of abuse and emotional wounding.
Joyce Meyer was a victim of physical, mental, emotional, and sexual abuse as a child. Today she has a nationwide ministry of emotional healing for others like herself. In Beauty for Ashes she unpacks major truths that brought healing in her life and describes how other victims of abuse can also experience God's healing in their lives. Learn:
- How to deal with the emotional pain of abuse
- How to understand your responsibility to God for overcoming abuse
- Why victims of abuse often suffer from addictive behaviors
- How to grab hold of God's unconditional love
- The importance of God's timing in working through painful memories


_USER_{NBERw14349, title = "Real-Time Measurement of Business Conditions", author = "S. Boragan Aruoba and Francis X. Diebold and Chiara Scotti", institution = "National Bureau of Economic Research", type = "Working Paper", series = "Working Paper Series", number = "14349", year = "2008", month = "September", doi = {10.3386/w14349}, URL = "_URL_ abstract = {We construct a framework for measuring economic activity at high frequency, potentially in real time. We use a variety of stock and flow data observed at mixed frequencies (including very high frequencies), and we use a dynamic factor model that permits exact filtering. We illustrate the framework in a prototype empirical example and a simulation study calibrated to the example.}, }


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Almost incandescent in the soft light of an overcast sky, the remarkable color of this scrub oak apple gall contrasts sharply with the muted greens, grays and browns of the surrounding chaparral.
The gall forms in response to the larvae of the California gall wasp. The gall protects the developing larvae, as well as providing it a source of food.
On the right side of the gall there appears to be a "sun print" of an oak leaf in the red color, where a nearby leaf may have shielded the surface from sunlight.
From today's run on the Backbone Trail in the Santa Monica Mountains, near Saddle Peak.


2.1 - Opening and Closing | LabJack
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App Notes
Software & Driver
2.1 - Opening and Closing
Open a LabJack device to communicate with it. Close it to allow other processes to open it.
Either LJM_Open or LJM_OpenS must be used to open a LabJack. The LJM_Open and LJM_OpenS functions will detect a LabJack connected to the computer, and create a device handle. The device handle is then passed as an input to other functions.
 - LJM_Open - Open a device based on integer filter parameters.
 - LJM_OpenS - Open a device based on string filter parameters.
Use whichever is more convenient for you.
Use the Identifier parameter to open a specific device
The Identifier parameter of LJM_Open and LJM_OpenS optionally selects which device to open by serial number, IP address, or customizable device name. See Identifier Parameter for information.
USB connections are preferred - If ConnectionType is equal to LJM_ctANY (0), LJM_Open will attempt to open a USB connection before trying to open a TCP connection.
Device connections are claimed - Once a LabJack device is opened on a given connection type, other processes will generally not be able to open that same device using the same connection type until the device connection is closed by using LJM_Close or LJM_CloseAll.
Subsequent calls may return the same handle - Once a device is opened, subsequent calls to LJM_Open/LJM_OpenS will return the handle to that device if the DeviceType, ConnectionType, and Identifier parameters describe that device. In this case, calling LJM_Open or LJM_OpenS is nearly instant because no device communication occurs. For example:
LJM_Open(LJM_dtANY, LJM_ctANY, LJM_idANY,...)
// If this returns a handle to a T7, with serial number 470010729, connected via USB...
LJM_Open(LJM_dtT7, LJM_ctUSB, "470010729",...)
//...then this would return the same handle, without opening a new device connection
//...and these would attempt to open a new device connection and return a different handle:
LJM_Open(LJM_dtANY, LJM_ctANY, "470010999",...) // Different serial number
LJM_Open(LJM_dtANY, LJM_ctETHERNET, "470010729",...) // Different connection type
Devices like the T7 may have multiple device connections at once. The following calls would each return a different device handle:
 - LJM_Open(LJM_dtT7, LJM_ctUSB, "470010729",...)
 - LJM_Open(LJM_dtT7, LJM_ctETHERNET, "470010729",...)
 - LJM_Open(LJM_dtT7, LJM_ctWIFI, "470010729",...)
Reconnection is automatic - If LJM detects a broken connection, it will automatically attempt to reconnect. If the reconnect is unsuccessful, LJM will return the errorcode LJME_RECONNECT_FAILED. When this happens, many applications can simply retry calling the function that returned LJME_RECONNECT_FAILED with the same parameters. For more details, see the reconnection page.
Using an IP Address as the Identifier parameter is efficient - In order to open a TCP device with a specific serial number or name, LJM will communicate with all LabJack devices on the network, asking each for their serial number or name. In contrast, opening a TCP LabJack device by IP address will only send packets to that IP address, which is faster and more efficient. Setting up static IP addresses can be troublesome, so use what is appropriate for you application.
Specific IPs will be checked - Specific IP addresses may be defined, which LJM will try to open during every Ethernetor WiFi-based Open or ListAll call.
Closing a handle will remove the associated device connection from the LJM library. Closing will both free the device to be opened again, and free allocated system resources.
 - LJM_Close - Close a specific device connection, based on the handle number.
 - LJM_CloseAll - Close any/all open device connections.
Devices are closed automatically when LJM is unloaded - When the LJM library (.dll,.dylib, or.so) is unloaded, it will automatically close all devices.
Device Not Found?
If a device isn't properly being found, some important debugging information can be found in our Device Not Found? App Note. If a network connection needs to be debugged, read through our Setup WiFi and Ethernet App Note as well.


Header graphic for print
Chicago IP Litigation Tracking Northern District of Illinois IP Cases
Intrinsic Evidence Overcomes Patent Doctrine of Claim Differentiation
Posted in Claim Construction
Kathrein-Werke KG v. Radiacion y Microondas S.A., No. 07 C 2921, Slip Op. (N.D. Ill. May 17, 2010) (Guzmán, J.).
Judge Guzmán construed the contested terms of plaintiff's patent to a high frequency phase shifter unit having a pivotable tapping element. Of particular note, the Court construed:
 - "Stripline" was a conductive strip, but it did not need to be a flat, conductive strip. Nothing in the claim or specification required striplines be flat, and plaintiff's extrinsic evidence could not overcome the intrinsic evidence.
 - "Stripline sections", "stripline segments" and "stripline elements" were construed to mean the same thing. While claim differentiation creates a presumption that different terms have different meanings, that presumption was overcome by the intrinsic evidence which showed patentee "obstinately" using the terms to mean the same thing.
 - "Extending" was given its ordinary meaning of "lengthening." The Court held that plaintiff's definition "lengthening in one or more direction" included an unnecessary element that was not supported by the intrinsic evidence.
 - "Transformers" were defined as "devices that transfer electrical signals and match impedance values." The Court also construed the statement that transformers "share power" as meaning that transformers "permit the sharing of power" because the parties agreed that transformers cannot share power.


text: CALET carries 2 types of instruments, the Calorimeter (CAL) and Gamma-Ray Burst Monitor (CGBM).The CAL consists of three stacked detectors: the charge detector (CHD), the imaging calorimeter (IMC), and the total absorption calorimeter (TASC). By combining the particle shower trajectory data obtained from each detector, the characteristics of incoming cosmic rays, such as type of particle, arrival direction, etc. are acquired. The CGBM (Yamaoka et al. 2013) is composed of three detectors: two Hard X-ray Monitors (HXM) devices and one Soft Gamma-ray Monitor (SGM) device, all of which utilize a photomultiplier tube and a scintillator. Two types of crystals are used as scintillators: lanthanum bromide (LaBr3) for the HXM and bismuth germanate (BGO) for the SGM. The entire CGBM array is capable of measuring X-ray and gamma-ray wavelengths over a wide range from 7 kilo-electron volts up to 20 mega-electron volts.


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What Does Employment At Will Mean In Arizona?
Employment at Will in Arizona means that the employer is free to fire an employee at any time for any reason or for no reason at all. Similarly, the employee is free to quit at any time for any reason or for no reason at all. Although the default rule in Arizona is that all employment falls into the "At-Will" category, there are exceptions to the rule where the employer is not simply allowed to fire the employee without legal consequences. These exceptions fall primarily into the categories of illegal discrimination, illegal retaliation and when the termination would violate a written employment contract.
What Does Wrongful Termination Mean?
Wrongful termination is when someone has been terminated in a way that qualifies for one of the exceptions to the At-Will employment rule. Generally speaking, there are three times that a termination can be wrongful termination, also called illegal termination. What makes a termination illegal is if it violated statutes against discrimination, such as discrimination on the basis of race, color, national origin, sex, religion, disability status or age. The second category would be if the termination was in retaliation for something, usually it is something along the lines of reporting illegal activity or participating in some sort of investigation of the company. The third type of wrongful termination is if you have a contract for a specific period of time then you cannot be fired for just any reason — you can only be fired for the reasons that are specifically identified in your contract as reasons that firing would be allowed. Those types of contracts are commonly used for school teachers, who sign a contract for the entire school year. During the school year, they cannot really quit for any reason without legal repercussions, and similarly, the school cannot just fire them for whatever reason they want – they could only be fired if there was good cause for doing so, which would be outlined in the contract.
What Is A Constructive Discharge?
Constructive discharge is when the circumstances and conditions of the employment for the employee are so bad that any reasonable person would quit. In other words, if an employee is in a job situation that is so bad that any reasonable person would say that they cannot work in that environment anymore, then if you quit, the law will treat you the same as if you had been fired. This is significant because it can still qualify as a termination and therefore can also qualify as a wrongful termination, which would justify legal action even though you technically were never terminated.
Most commonly, constructive discharge will arise in situations where there is some sort of sexual harassment going on. The employer never fires the employee who is being harassed but the harassment is so bad that it would be unreasonable to expect the employee to stay in that position with that company. Therefore, they are allowed to quit and the law will still treat it as if they had been fired. However, it is not limited to sexual harassment situations. In any job situation where the working conditions are so difficult or unpleasant that a reasonable employee would feel compelled to resign, then even if the employee quits, they could still pursue a claim for wrongful termination.
However, it is important to note that under Arizona law, even when those unpleasant or difficult working conditions exist, the employee still has to take certain steps before quitting in order for the resignation to be considered a constructive discharge. These steps primarily involve giving notice to the employer about the unpleasant working conditions and giving the employer a chance to fix the situation.
What Is Retaliation?
Retaliation is when an employer takes adverse employment action against an employee to get back at her for something she did, something she said, or something she refused to do or say. Retaliation for having reported illegal activity or for participating in an investigation against the company are common forms of illegal retaliation, but it is important to understand that not every type of retaliation is illegal. In fact, most firings, if the employer gives a reason for it, could be considered retaliatory. For example, if an employee is habitually late to work and he receives multiple warnings but still doesn't fix the problem, then when he is eventually fired, it would be accurate to say he was fired in retaliation for his habitual tardiness. However, this type of retaliation is not illegal. In other words, it is not retaliation that is illegal — it is only illegal when the employer retaliates based on the employee's participation in a protected activity.
Put another way, the only time the retaliation is illegal is if there is a specific legal prohibition against it — that is, if the Arizona legislature or United States Congress has enacted a law making such retaliation illegal. For example, Arizona's Employment Protection Act provides is that if an employee is fired in retaliation for reporting or refusing to participate in activity that violates Arizona law, then that would be a wrongful termination. The Employment Protection Act also says that if an employee gets fired in retaliation for having made a worker's compensation claim for an on-the-job injury then that also qualifies as a wrongful termination.
There are many other statutes, both federal and state statutes, that make certain types of retaliation illegal, and these laws fall into many different kind of categories. For example, the Family and Medical Leave Act makes it illegal for an employer to retaliate against an employee for taking family or medical leave. As another example, Title VII of the Civil Rights Act of 1964 (the law which makes it illegal to discriminate on the basis of race, color, national origin, religion or sex) also contains provisions that make it illegal for an employer to retaliate against an employee who reports or otherwise opposes such discriminatory practices.
In short, retaliation is only illegal if it is specifically prohibited by law. For any employee who has been fired who feels like it might have been an illegal retaliation, a consultation with an attorney to find out if their specific situation qualifies as illegal retaliation would be warranted.


jQuery Chart Exporting
Shield UI Chart supports out-of-the-box exporting to image and printing. These options are enabled by default, so there is no need to include any additional settings.
Further manipulation of these settings is done via the exportOptions section of the declaration of the control.
While exporting to PDF is not supported out-of-the-box, it can be achieved through custom code.
In order to achieve this, you need to send the image data to your server, where it can be exported to PDF. The following example demonstrates one such approach.
The steps to follow are listed below:
1. Get the chart instance using javascript: var chart = $("_TAG_").swidget().
2. Call chart.exportToImage() to render the chart as image.
3. Wait 100ms for the image box to show and find the image source: $(".shieldlightbox").find("img").attr("src"). The image src is a base64-encoded string that contains the image data.
4. Send the image data to the server for exporting. In this particular example, we send it to _URL_ for demonstration. The result is a JSON string with a URL that can be used to access the generated PDF.
Your server and PDF generation approach may be different, but the idea is to send the image data somehow so it can be converted to PDF.


text:
By one dimension, one means motion along a line, or in one particular direction. Think of a car going down a straight road, or a person running on a straight track.
Types of Motion:
1.Translational :An example is a car traveling on a highway.
2.Rotational :An example is the Earth's spin on its axis.
3.Vibrational :An example is the back-and-forth movement of a pendulum.
The object's position is its location with respect to a chosen reference point.


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Application of neural networks to signal prediction in nuclear power plant
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3 Author(s)
Kim, W.J. ; Dept. of Nucl. Eng., Korea Adv. Inst. of Sci. & Technol., Taejon, South Korea ; Soon Heung Chang ; Lee, B.H.
The feasibility of using an artificial neural network for signal prediction is studied. The purpose of signal prediction is to estimate the value of the undetected next-time-step signal. In the prediction method, which is based on the idea of autoregression, a few previous signals are input to the artificial neural network, and the signal value of next time step is estimated from the outputs of the network. The artificial neural network can be applied to a nonlinear system and has fast response. The training algorithm is a modified backpropagation model, which can effectively reduce the training time. The target signal of the simulation is the steam generator water level in a nuclear power plant. The simulation result shows that the predicted value follows the real trend well
Published in:
Nuclear Science, IEEE Transactions on (Volume:40, Issue: 5 )
Date of Publication:
Oct 1993
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Quick Answer: Where Is Barak Found In The Bible?
What does Barak mean in the Bible?
Barak, also spelled Baraq, is a given name of Semitic origin.
As a Hebrew name, from the root B-R-Q (Hebrew: ב-ר-ק; Arabic: ب-ر-ق), it means "lightning" and it appears in the Hebrew Bible as the name of an Ancient Israelite general Barak (ברק Bārāq)..
What can we learn from Deborah?
Deborah in the Bible doesn't question God's voice or wonder what others will say or think she simply has the faith to do what God tells her. Whether people follow or not is not her concern. Her only concern is doing what the Lord has called her to, and not letting anything get in the way of that.
What is the meaning of Deborah in the Bible?
Deborah (Hebrew: דְבוֹרָה) is a feminine given name derived from דבורה D'vorah, a Hebrew word meaning "bee". Deborah was a heroine and prophetess in the Old Testament Book of Judges. … The name is Déborah in French, Débora in Portuguese and Spanish, and Debora in Italian and Czech.
Who is the first prophetess in the Bible?
MiriamMiriam was the first prophetess in the Bible. In Exodus 15:20, she is described as 'Miriam the prophetess', the first instance of this title being…
Where is Barack mentioned in the Bible?
Accomplishments of Barak in the Bible Barak is mentioned in the Hebrews 11 Hall of Faith.
Where did Barak attack the Canaanites?
SiseraDeborah and Barak fought the Canaanites under Sisera, which had a deadly force of 900 chariots, unbeatable in open terrain.
How many I Am's in the Bible?
There are seven or eight "I am" statements in John's Gospel – depending on how you count them.
Where in the Bible is the story of Deborah and Barak?
Deborah told Barak that God commanded him to lead an attack against the forces of Jabin king of Canaan and his military commander Sisera (Judges 4:6–7); the entire narrative is recounted in chapter 4. Judges chapter 5 gives the same story in poetic form.
What does Barack mean in Hebrew?
Barack Origin and Meaning The name Barack is a boy's name of Arabic, Hebrew, Swahili origin meaning "thunderbolt, lightning; or blessing".
What's the meaning of Barack?
Barack, also spelled Barak or Baraq, is a given name of Arabic origin. From the Semitic root B-R-K, it means "blessed" and is most commonly used in its feminine form Baraka(h).
What does the word blessing mean in the Bible?
a favor or gift bestowed by God, thereby bringing happiness. the invoking of God's favor upon a person: The son was denied his father's blessing.
What does the name Jay mean in Hebrew?
Boy name origins & meanings Hebrew : Supplanter, substitute; the patron saint of Spain. Old French : Jay bird.
What is Barak praise?
In barak we offer humble and submissive praise. We recognize Him as our Lord and kneel before Him. We bless God with our willing submission. Barak also reminds us of the primary Hebrew word for worship, shachah, which means to bow. … Give to God the blessing of a willing heart.
Why is Barak mentioned in Hebrews 11?
This, I submit, is why Barak was remembered in the great hall of faith. He was meek and gave glory to God when it would have been natural to want to seek his own fame as a result of a great military victory.
What does Elon mean in Hebrew?
Elon (אֵילוֹן in Hebrew), is a masculine first name, or Jewish surname, which means "tree" or "oak tree" in the Hebrew language. Variants of the name include Alon, Eilan, Eilon, Elan, Ilan and Ilon.
Who was Barak to Deborah?
Deborah summoned Barak, the son of Abinoam, from his home at Kedesh in Naphtali, and ordered him, in the name of YHWH, to take ten thousand men to Mount Tabor. He agreed to on condition that Deborah should go with him.
What judges are listed in Hebrews 11?
The Book of Judges mentions eleven leaders who are said to "judge" Israel: Othniel, Shamgar, Deborah, Gideon, Tola, Jair, Jephthah, Ibzan, Elon, Abdon, and Samson.
Who was Heber in the Bible?
Heber the Kenite (חבר הקיני) was, according to the Book of Judges in the Bible, a descendant of Reuel the Midianite, the father-in-law of Moses. He had separated himself and his wife Jael from the other Kenites and pitched their tent in the plain of Zaanaim, which is near Kedesh in the tribal territory of Naphtali.


text:
Learn something new every day More Info... by email
Chimes is the name of both clock bells and an orchestral instrument. Chimes can refer to three bells of high pitch used to mark the quarter hours, or to a set of chromatically arranged bells played from a keyboard. The clock bells are sometimes called carillon chimes when they number 23 or more bells.
Carillon bells are usually mounted in towers known as campaniles and are usually an outdoor instrument. However, a traveling carillon, called a "concert carillon," was created in 2003 and played in a variety of locations in Germany and the Netherlands that summer. In 2006, there were at least 13 traveling carillons worldwide.
Carillon bells are often associated with church communities and used to play hymns. However, there is also a collection of original repertoire composed for them, as well as arrangements of piano music and other works. U.S. composer Samuel Barber wrote a Suite for Carillon in 1934.
The orchestral instrument called chimes or tubular bells is a chromatic arrangement of an octave and half of long metal tubes that are suspended from a frame. Mounted on wheels, chimes can be easily moved into place. Chimes are played with rawhide or brass mallets. Rawhide, sometimes substituted by yarn mallets, results in a soft sound, whereas brass mallets create a tenser and more focused sound.
Intended to sound like church bells, chimes have complex overand undertones. They range from middle C (C4) to the F an octave and a half above (F5). The duration is controlled with a foot pedal.
Chimes have notable appearances in several famous orchestral pieces. They appear in the finale of French composer Maurice Ravel's orchestration of Russian composer Modest Mussorgsky's piano piece, Pictures at an Exhibition: "The Great Gate of Kiev." Chimes are also featured in the final scene of German composer Richard Wagner's opera, Parsifal, and at the end of Austrian composer Gustav Holst's homage to "Saturn" in The Planets.


text:
An Evaluation of Equipment-Independent Maintenance Training by Means of a Microprocessor-Controlled Videodisc Delivery System.
BATTELLE COLUMBUS LABS OH
Pagination or Media Count:
This is the final report on a project to operationally test and evaluate a microprocessor-controlled videodisc MPVD delivery system as a means of providing Equipment-Independent Maintenance Training Programs EIMTP in situations where low equipment density limits hands-on training andor high equipment cost make hands-on equipment training potentially uneconomical. Basic results of the test and evaluation indicate that EIMTP by means of MPVD delivery systems is an efficient alternative to the current equipment-dependent system of providing such training more efficient in terms of the amount of practice time required than the current equipment-dependent system and less expensive than the equipment-dependent system and therefore is a more cost-effective alternative.
- Humanities and History
- Computer Programming and Software
- Computer Hardware
- Test Facilities, Equipment and Methods


To: J3 J3/14-158 From: Reinhold Bader Subject: atomic subroutine semantics and example for Annex Date: 2014 May 26 References: N1999, N2007 Discussion: ~~~~~~~~~~~ Starting from my comments on section A.3.2.2 in N1999, this paper proposes a rewording of the text that defines the atomic subroutine semantics as well as addition of another example to A.3.2.2. The text in N2007/[34:4-7] does not appear in section 7.2; conversely, the changes made in 7.2 are not completely applied in section 8.8. Fixes for both these issues are included. EDITS to N2007: ~~~~~~~~~~~~~~~ [17:12-15] Replace "The effect... any other." by "For any two executions of atomic subroutines in unordered segments by different images on the same atomic object, the effect is as if one of the executions is performed before the other in one segment on a single image, without access to the object in either execution interleaving with access to the object in the other. Which is executed first is indeterminate." [[Reword in terms of the simplest building block that provides full generality, based on a suggestion by John Reid. Assure that the implementation is obliged to make the effect of all atomic updates visible on all images, independent of the presence of image control statements. "processor-dependent" appears misleading since the ordering may change between subsequent program runs as well as appear to be different on different images.]] [17:16+] After "2010.", insert "If two variables on image P are updated by a sequence of atomic memory operations, and the changes to them are observed by atomic accesses from an unordered segment on image Q, the changes need not be observed on image Q in the same order as they are made on image P, even if the updates on image P are made in ordered segments." [[This is a reworded version of the text from [34:4-7] essentially suggested by Bill Long, including a replacement of "sequence or atomic" by "sequence of atomic" - presumably a typo. Also, I've moved the text to an earlier location since this seems topically appropriate; in fact it may be desirable to turn [17:16-19] "For invocation... atomic action." into a separate para.]] [17:19+] Add "NOTE 7.1- These properties support the use of atomic subroutines for designing customized synchronization mechanisms. The programmer needs to account for all possible orderings of sequences of atomic subroutine executions that may arise as a consequence of the above rules; the orderings may appear to be different on different images for the same program run." [[The above is intended to replace NOTE 13.1 of 10-007]] [34:1-7] Replace para by {In 13.1 Classes of intrinsic procedures, replace paragraph 3 by paragraph 1 [[maybe 1 and 2, see above]] of 7.2 Atomic subroutines, with these changes: Delete "of ISO/IEC 1539-1:2010"} {In 13.1 Classes of intrinsic procedures, replace the text of NOTE 13.1 with that of NOTE 7.1- in 7.2 Atomic subroutines.} [47:26+] "Example 4: Assuming the declarations INTEGER(ATOMIC_INT_KIND) :: x[*]= 0, z = 0 the statements CALL ATOMIC_ADD(x[1], 1)! (A) IF (THIS_IMAGE() == 2) THEN wait : DO CALL ATOMIC_REF(z, x[1])! (B) IF (z == NUM_IMAGES()) EXIT wait END DO : wait! (C) END IF will execute the "wait" loop on image 2 until all images have completed statement (A). The updates of x[1] are performed by each image in the same manner, but arbitrary order. Because the result from the complete set of updates will eventually become visible by execution of statement (B) for some loop iteration on image 2, the termination condition is guaranteed to be eventually fulfilled, provided that no image failure occurs, no image branches around the above code, and no other code is executed in an unordered segment that performs updates to x[1]. Furthermore, if two SYNC MEMORY statements are inserted in the above code before statement (A) and after statement (C), respectively, the segment started by the second SYNC MEMORY on image 2 is ordered after the segments on all images that end with the first SYNC MEMORY."


text:
HEPIALIDAE, HEPIALOIDEA
(Drawing: courtesy of the Department of Agriculture, Tasmania)
These Caterpillars live underground, feeding on the roots of Grass ( POACEAE ).
The adult moths of this species have brown forewings with a dark pattern of splotches. The hindwings are plain brown.
The species is found in
Further reading :
Ian F.B. Common,
Moths of Australia,
Melbourne University Press, 1990, pp. 47, 145, 149.
Gerald F. Hill,
The Tasmanian Grass Grub, Oncopera Intricata Walker.
A Preliminary Report on Its Life History, and Methods of Control,
Council for Scientific and Industrial Research, Pamphlet no. 11, 1929.
The ecology of Oncopera intricata Walker and Oncopera rufobrunnea Tindale (Lepidoptera: Hepialidae),
Research Bulletin, No. 3 (1960), Department of Agriculture, Tasmania
(updated 24 May 2010)


Question: Is Cash Safe In A Recession?
What happens to your money in the bank during a recession?
Where should I put money in a recession?
Investors typically flock to fixed-income investments (such as bonds) or dividend-yielding investments (such as dividend stocks) during recessions because they offer routine cash payments.
However, they are low risk, so it makes sense to take one out if you want to protect your money from a coming recession. Talk to your bank and ask if they provide money market accounts. You may want to take a chunk of money from your savings or checking and put it into a money market account.
Is cash king in a recession?
How do you keep money safe in a recession?
How do you get rich in a recession?
Who benefits from a recession?
Should you buy a house during a recession?
The experts agree that buying a house during a recession can result in scoring a great value on a home that may have been out of reach during better economic times. But if you want to buy during a recession, you need to have: Stable employment. Plenty of savings.
What sells during a recession?
Any item that falls under the consumer staples umbrella is generally a lot safer to sell during a recession….1. Consumer staplesBeverages.Food and staples retailing.Food products.Household products.Personal products.Tobacco.


text:
A method of assessing the anxiety of an individual developed by Norman L. Corah, an American behavioural scientist, in 1969. The scale consists of four questions about different dental situations. Each question is scored from 1 (not anxious) to 5 (extremely anxious) so the range of possible scores is 4 to 20. Scores of 15 or more indicate profound anxiety. See also modified dental anxiety scale.
Corah N. H. Development of a dental anxiety scale J Dent Res 1969;48:596.


text:
The Historic Graves project is a community focused grassroots heritage project. Local community groups are trained in low-cost high-tech field survey of historic graveyards and recording of their own oral histories. They build a multi-media online record of the historic graves in their own areas and unite to form a national resource. The project outlines a system and sequence which helps to co-ordinate and standardise an historic graveyard survey.
- Community groups are trained to use digital cameras and smartphones to survey historic graveyards.
- Both new and old survey records are combined with locally recorded audio and video stories to form a multi media record of a graveyard.
- By curating and publishing the survey records centrally the individual community graveyard surveys combine to form a national resource where the value of each survey is compounded by its association with others.
- The website allows visitors from Ireland and across the globe to freely explore and search the growing database of multimedia records and stories.
- It allows communities to self publish historic graveyard surveys and the related multimedia stories.
- The surveys are being funded by a number of Local Development Partnerships through LEADER funds and are supported by Local Heritage Officers, County Archaeologists and Local Authorities.
The website and survey methodology have been designed and built by Eachtra Archaeological Projects.
The original design was by John Tierney and Maurizio Toscano, Eachtra's GIS manager, built and developed the system. Since the early design stage various people have had an input into the development of the project and the associated website, including Finn Delaney and Robin Turk, both of Eachtra. Bernie Goldbach, Senior Lecturer in Creative Multimedia, at the Tipperary Institute, and Caimin O'Brien, Department of Environment archaeologist have also had inputs into its development. Caimin O'Brien encouraged us to develop the multimedia elements of the graveyard surveys and this dovetailed perfectly with the hyperlocal heritage teachings of Bernie Goldbach.
A number of local development partnership companies teased out the community development potential of the project with us. Added to this we had discussions with a number of county archaeologists and heritage officers who also helped clarify issues such as data sharing, copyright and archiving.
Quite soon after we built the system Waterford County Council and the Heritage Council published the Care and Conservation of Historic Graveyards Guidelines, written by Caimin O'Brien. We incorporated the database from this book into our system and subsequently updated the database when dealing with a trial dataset loaned to us by the Heritage Council, Conservation Officer, Ian Doyle. This dataset consisted of a high quality survey of St Mary's, Kilkenny, carried out by Cóilín Ó Drisceoil and a team from Kilkenny Archaeology.
Community groups themselves have also helped in the projects development and working with them in the field collecting data and afterwards manipulating and uploading the data has helped to refine the processes involved.


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Every good Literacy Program should be backed up by Reading Mentors. The aim of Reading Mentors is to support students in their literacy journey. It is natural for students to become distracted, stressed out, or unmotivated as they do something for the first time. In the early stages of your Literacy Program, it is important to have Reading Mentors – teacher support – who are able to reflect, question, and monitor the students' progress.
Canada Royal Arts High School has been implementing it's first Literacy Program the last few weeks. Our school has been working hard to create it's own library and get students excited through the Reading Cafe. To support the progress of our program, as well as to motivate students to succeed, we have designated each teacher to have students that they will guide.
How to use Reading Mentors to support your Literacy Program:
- Survey the Students. Let the students voice their own opinion and choose a few teacher mentors that they would be comfortable with. Later, assign a teacher mentor to the student that you believe would be most appropriate.
- Check in with the Student. The teacher mentor should check in with the student at least once a week for a short reading session. The mentor will read a passage with the student out loud, ask them to summarize what they have read, go through unknown vocabulary, and answer any questions the students might have.
- Provide Supplies. Each student should have a small pack of slim sticky notes that they keep in their books. The sticky notes are used for students to mark unfamiliar vocabulary and other interesting passages. It is a good way for the teacher mentor to see that the student has been reading.
- Encourage the Student. Teacher mentors can encourage the student by providing them with rewards when they finish their books.
- Review the Book. When the student has finished reading the book, they will take a big sticky note and write a short 'review' or opinion on the sticky note for the next reader to see.
Note: Make sure that the level of the book is appropriate for the student. Use the '5-Finger Rule' when deciding what book to read.


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2. Revision of the Catholic Letters
The Editio Critica Maior sets new standards in providing source material relevant to the history of the text and in analysing it systematically. Therefore, the versions and the quotations from patristic literature are cited in the present edition according to the second edition of the ECM of the Catholic Letters. The selection of Greek manuscripts cited in the present edition comprises the witnesses that are most important for reconstructing the text.
Compared to the 27th edition, the text differs at altogether 34 passages, for example:
|Jak 2,3||ἢ κάθου ἐκεῖ||ἐκεῖ ἢ κάθου|
|1 Pt 4,16||μέρει||ὀνόματι|
|2 Pt 2,11||παρὰ κυρίῳ||παρὰ κυρίου|
|2 Pt 2,18||ὄντως||ὀλίγως|
|Jd 5||ἅπαξ πάντα ὅτι Ἰησοῦς||πάντα ὅτι [ὁ] κύριος ἅπαξ|
The reconstructed text of the Catholic Letters reflects the second edition of the ECM in one further respect. Passages for which the editors had to leave open the decision as to which of the variants is the initial text are specially marked. The second edition of the ECM has a split guiding line at these passages. In the new Nestle-Aland the reading text remains unchanged in such cases, but the sign ♦ precedes the reference mark in the text and the citation of the variant seen as equal to it in the apparatus. As a consequence square brackets, which could in any case be used only for possible additions, have become obsolete in the Catholic Letters.
Defining the Consistently Cited Witnesses for the Catholic Letters
The ECM text of the Catholic Letters was established by means of the Coherence-Based Genealogical Method (in what follows "coherence method"). One essential concept of this method is that of "potential ancestor". One of two textual witnesses may be classified as potential ancestor of the other, if it more often supports a variant from which the variant of the other witness can be derived. Some witnesses have many, others have a few or only one potential ancestor. The percentages of agreement between witnesses compared are used to arrange the potential ancestors of a witness in a ranking order, according to their degree of relationship. The method can also be applied to a comparison with the reconstructed initial text. Hence we can say for which manuscript texts the initial text A has the highest rank among their potential ancestors. This is the case, apart from a couple of highly fragmented papyri and majuscules, for altogether 18 majuscels and minuscules. Their text is more closely related to A than to anymanuscript text. In addition, there are a few other consistently cited witnesses, partially only for individual writings. In addition, all the papyri containing the thext of the Catholic Letters were included.


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||Goal attribution to inanimate moving objects by Japanese macaques (Macaca fuscata)
Atsumi, Takeshi,
Koda, HirokiMasataka, Nobuo
72017-01-05, Springer Nature
Humans interpret others' goals based on motion information, and this capacity contributes to our mental reasoning. The present study sought to determine whether Japanese macaques (Macaca fuscata) perceive goal-directedness in chasing events depicted by two geometric particles. In Experiment 1, two monkeys and adult humans were trained to discriminate between Chasing and Random sequences. We then introduced probe stimuli with various levels of correlation between the particle trajectories to examine whether participants performed the task using higher correlation. Participants chose stimuli with the highest correlations by chance, suggesting that correlations were not the discriminative cue. Experiment 2 examined whether participants focused on particle proximity. Participants differentiated between Chasing and Control sequences; the distance between two particles was identical in both. Results indicated that, like humans, the Japanese macaques did not use physical cues alone to perform the discrimination task and integrated the cues spontaneously. This suggests that goal attribution resulting from motion information is a widespread cognitive phenotype in primate species.


Chevrolet has made great efforts to use new technology in its cars. And in a bid to reduce weight in the Corvette, the company has announced it will be using a lightweight shape memory alloy wire to replace motorized components used to open and close a hatch release vent. So what exactly does this lightweight shape memory alloy wire do? Basically it's a wire made from copper-aluminum-nickel or nickel-titanium. The wire's chemistry allows it to change its shape when subjected to heat, electric current or pressure. The smart bit is that the wire remembers its original shape and goes back to its original form when deactivated.This makes it an ideal candidate for opening and closing jobs and hence its use in the 2014 Corvette's The specific vent for which it will be used, releases air trapped in the trunk and helps close the trunk lid easier. GM is in the process of putting the wire to greater use in its car, and is in the process of replacing roughly 200 motorized parts of a typical car. This will allow for greater weight reduction. It doesn"t seem so important from the outside, but as the number of electronic system climbs, the cabling ni cars has become a major subject of research. Official press release
Filed in Transportation. Read more about Chevrolet, general motors and gm.
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South African Journal of Animal Science
versão impressa ISSN 0375-1589
ATAşOğLU, C et al. Effects of kefir as a probiotic source on the performance of goat kids. S. Afr. j. anim. sci. [online]. 2010, vol.40, n.4, pp. 363-370. ISSN 0375-1589.
Kefir is a sour, viscous, slightly carbonated and alcoholic milk beverage, which is traditionally fermented using a culture of bacteria and yeasts. The influence of kefir on health has been well studied in mice and rats. However, research on kefir use in ruminants is rather limited. The aim of this study was to investigate the effect of kefir as a probiotic on the performance of goat kids during the pre- (45 days) and post-weaning (45 days) periods. Forty eight kids were randomly allocated to four treatment groups: Control, Kefir, Auto-Kefir (autoclaved) and Probiotic (a commercial probiotic). The kids were weaned at 45 days of age. The supplementation of different probiotics did not have any significant effect throughout the study on live weight and weight gain of the kids as compared to the Control group. Milk intake or milk-based nutrient intake of kids did not differ significantly among treatments in the pre-weaning period. Similarly, the intake of concentrate feed and nutrients from the concentrate was not affected by the treatments during post-weaning. No significant differences in faecal consistency of kids were found among the treatments. The results of the study indicated that supplementation of kefir as a natural probiotic or a commercial probiotic source does not improve performance of goat kids under the conditions in the present study and suggest that new approaches are required for studying the efficacy of this probiotic.
Palavras-chave : Suckling period; weaning; performance; diarrhoea incidence; ruminant.


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A student-driven campaign at Simon Sanchez High School helped highlight the problem of bullying on Guam and how youths can work to prevent it.
The second "Love Others, Love Yourself" program was highlighted by an Anti-Bullying Expo at the Yigo school. The events coordinator said it was the decision of students to focus on bullying this year.
There were booths that explained the different types of bullying, how students could stand up to bullies and how to help and support the victims of bullying.
We applaud the efforts of the students involved in addressing this real, serious and all-too-common problem on our island, as well as the teachers and other school employees who helped make the event possible. We hope to see other schools emulate the students at Simon Sanchez High by working to raise awareness and demonstrating that bullying won't be tolerated.
While the student initiative is great, it's important that schools work to ensure bullying isn't tolerated and incidents are properly handled.
Every administrator, teacher and school system employee need know and follow the Guam Department of Education's bullying policy in a consistent manner. It must be properly and fairly implemented -- and those who don't follow proper procedures must be held accountable.
It also means ensuring all students know the policy -- and the consequences of bullying behavior. They also must be aware of the need to report incidents, and to whom they should report them.
Furthermore, school administrators and the Guam Department of Education's central office must ensure all bullying incidents are fully and properly investigated and the parents of both the bullies and their victims are informed.
Enforcement of the school system's policy and increasing awareness among students hopefully will lead to a decrease in bullying.


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The Egyptian cultural and Educational Bureau (ECEB) in Washington DC organizes and participates in variety of cultural events and activities in the United States. Following is a list of the main ones:
The Egyptian Cultural and Educational Bureau (ECEB) in Washington DC plays a major role in variety of educational activities. Following is a list of the Main ones:
ECEB plays a catalyst role in enhancing the cooperation between education and research centers in Egypt and their counterparts in the United States. ECEB facilitates development of the agreements and memorandums of understanding and supervises the progress of the joint programs thereafter.
ECEB identifies areas of new developments in all scientific fields, observe the rating of the universities and delineates scholars of greatest accomplishments for the benefit of directing future Egyptian missions and training programs in the United States.
ECEB plays a major role in supervising Egyptian students and scholars studying or conducting research in the United States. ECEB helps in placing the students in appropriate universities, monitors their academic progress and compiles the abstracts of their completed theses.
ECEB keeps track of the accredited programs and accrediting bodies and advise on the equivalency of the degrees granted by schools, colleges and universities in the United States to their corresponding degrees in Egypt.
ECEB administers pre-university exams, according to the Egyptian Ministry of Education curricula, for Egyptian students residing in the United States with their guardians. The exams are prepared and sent by the Ministry of Education in Egypt for the following grades: third, fourth, fifth and sixth elementary level, first, second and third preparatory level, and first secondary level. Answer papers are graded in Egypt.
The Egyptian Cultural and Educational Bureau in Washington DC interacts very closely with graduate student sent on governmental scholarships or granted study leave by institutions falling under the auspices of the Ministry of Higher Education and scientific research. ECEB coordinates the following programs.
1. Government Mission Program (GM):
The GM Program is directed to Egyptian students of high caliber to pursue their PhD work in the United States in selected fields. The Egyptian Government sponsors and fully supports the PhD candidates over four years. In some cases, the mission with the government support can be extended additional nine months. Beyond the four years the candidate should find other means of support to complete the degree requirements. Awardees of the GM Program should return to their mother institutions to serve.
2. Joint Supervision (JS) and Data Collection (CD) Programs:
The program is directed to assistant lecturers in Egyptian Universities, graduate students with Masters Degrees, registered for PhD degrees in Egyptian universities. The student would come to the United States for a period of one year to collect data or conduct further research for his dissertation. The student is fully supported by the Egyptian Government. For the JS Program, the student is supervised by an Egyptian professor and an American professor is selected as his co-supervisor. The American co-supervisor is invited for two weeks to Egypt while the student is still in Egypt to agree on the study program and plan the student activities in the US. The Egyptian supervisor visits the student, two weeks, during his stay in the US to advise and monitor progress. Air tickets and per diem for the trips of both supervisors is covered by the Government of Egypt. CD and JS missions can be extended beyond the first year provided that the mother institution of the student agrees and that the student finds means to support his stay.
3. The Post Doctoral Sabbatical Program (SAB):
Candidates for the SAB Program should have their PhD degrees from Egyptian universities. They join an American university or research institute for a period of three to six months. The Egyptian Government fully supports their stay. They work closely with mentors within the host departments.
4. Self Financed (SF) and Study Leave (SL) Students:
This group of students includes demonstrators (graduates with Bachelors Degree) and assistant lecturers (graduates with a Masters Degree) who are appointed in an Egyptian University or Research Center that belongs to the Ministry of higher Education and Scientific Research. They come to the United States for higher degrees. They support themselves through assistantships offered by American universities or through family savings. Their tenure positions in Egypt are kept while they are working to complete their degrees. Other privileges offered by the government include return air tickets back home and other thesis preparation allowances.
5. Student under Scientific Supervision:
Egyptian students residing in the United States with their guardians and attending American high schools and universities should register with ECEB as students under scientific supervision. Their military service is postponed while they are conducting full load of study. Egyptian students enrolled in the American Diploma who will be joining Egyptian universities should be registered with ECEB as students under scientific supervision.
We would like to extend a warm welcome to all visitors of the website of the Egyptian Cultural and Educational Bureau in Washington DC. Our office runs under the auspices of the Ministry of Higher Education and Scientific Research in Egypt in harmony with the Embassy of Egypt in the United States. Our services and programs are directed to Egyptian students and scholars studying, teaching or conducting research in the United States and to all Americans interested in Egypt's rich history and cultural diversity. We are dedicated to facilitate linkage between institutes and centers of excellence in Science, Technology, Education, Arts and Humanities in Egypt and their counterparts in the United States. The objective of our work is to contribute positively in strengthening cultural understanding of values and beliefs in both nations.
This site offers a description of the ECEB ongoing programs and provides links to other sites that contain useful information about educational and cultural aspects of Egypt. Events that ECEB organizes or participates in are posted. Please visit our site frequently. We are counting on your feed back to make it more informative and useful.
Egyptian Cultural and Educational Bureau


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Chart of the Day
In yet another triumph of Science™, a remarkably large group of researchers has discovered that it's a bummer when your candidate loses a presidential election:
While past studies have shown that men's testosterone levels differentially change in response to winning or losing an interpersonal dominance contest, the present study provides novel evidence showing that vicarious victory and defeat via democratic elections has similar physiological consequences for male voters as do interpersonal dominance contests.
Basically, the researchers asked a bunch of undergrads to collect saliva samples throughout the evening of November 4 ("participants used a stick of sugar-free chewing gum to facilitate collecting up to 7.5 mL of saliva in a sterile polypropylene vial and discarded the gum," in case you're interested). The chart on the right shows what happened: after 8 pm, when John McCain's fate was sealed, testosterone levels among men who supported him plummeted. Among women, nothing happened.
Put this together with the capuchin monkey experiment (which, sadly, yielded no interesting charts to post) and then ask yourself just how much difference a few million years of evolution makes. Answer: not nearly as much as we'd like to think.


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Pure water does not conduct electricity very well. However, when certain substances are dissolved in water, the solution does conduct electricity. You can make a simple device that shows how well a solution conducts electricity. This device uses a flashlight bulb to indicate how well the solution conducts electricity. The better the solution conducts electricity, the brighter the bulb will glow.
To construct the conductivity tester you will need:
- ● a 12-volt AC adapter
- This converts the 110-volt electricity from a wall socket to safer 12-volts. It must be 12 volts AC, not DC, because DC will not work for this. You may have a suitable adapter around the house from an old device you're no longer using, or you may get one from an electronics store (e.g. Radio Shack, catalog number _PHONE_).
- ● an audio cable with a 1/4-inch or 1/8-inch monaural plug on one end
- The plug will become the probe for testing conductivity. You may have an unused cable around the house. What is on the other end does not matter because it will be removed. You may also get a suitable plug-and-cable assembly from an electronics supply store (e.g., Radio Shack, catalog number 42-2381).
- ● a 12-volt flashlight bulb and socket
- The bulb will provide a visible indication of how well a material conducts electricity. You can get these from an electronics store (e.g., Radio Shack, catalog numbers _PHONE_ for the bulb and 272-357 for the socket).
- ● a block of wood about 4 by 4 by 1 inch
- The electrical connections will be made on this block, and the lamp will be mounted on it, too.
- ● two 1-inch wood screws
- These hold the lamp socket to the block of wood.
- ● one 3/4-inch round-headed screw and washer
- These will be used to make an electrical connection.
- ● wire cutter and wire stripper
- These are used to prepare the electrical connections.
- ● a screw driver
Cut the plug from the end of the cord of the AC adapter. Separate about four inches of the cord into its two conductors. Remove about 1 inch of insulation from each of the conductors.
Cut the cord of the audio cable about 2 feet from the plug. Remove about four inches of insulation from the cut end of the cable. This will expose bare stranded wire wrapped around insulation that covers a center wire. Unwrap the stranded wires from the insulation and twist the strands together to make a single bundle. Strip about 1 inch of the inner insulation from the center wire.
Use wood screws to attach the lamp base (socket) to the block of wood. Put the washer on the round-head screw and screw it into the block next to the lamp base, but do not tighten the screw yet.
Wrap one wire from the AC adapter (it doesn't matter which) around the screw above the washer. Wrap the end of the bundled wire from the audio plug around the same screw. Tighten the screw to fasten the two wires together.
Attach the remaining wire from the AC adapter to one of the terminals of the lamp base. Attach the remaining wire from the audio plug to the other terminal of the lamp base.
Screw the 12-volt flashlight lamp into the lamp base.
To make the connections more secure, you can use a heavy staple to hold each of the two wires to the wooden block.
The conductivity tester is now complete and ready to use. To test that it works properly, plug the AC adapter into an AC outlet. The lamp will not light. Touch the audio plug sideways to a piece of metal, such as a coin. When the two metal conductors of the plug are shorted by the coin, the lamp will glow brightly. The bright glow indicates that current is easily flowing through the piece of metal.
Testing a solution
Put some water into a cup. Insert the end of the audio plug into the water. If you use distilled water, the lamp will not glow. If you use tap water, the lamp may glow dimly, if at all. If it glows, it shows that the tap water conducts electricity only poorly. Add some table salt to the water and stir the mixture. The lamp will glow brightly when the plug is put into the solution, because salt solution conducts electricity very well, almost as well as metal.
You can investigate different materials from around your house to see how well they conduct electricity when mixed with water. Some things to try, in addition to salt, are sugar, baking soda, shampoo, laundry detergent, rubbing alcohol, and antacid tablets. Anything that dissolves in water can be tested. In order to avoid mixing the materials you're testing, be sure to rinse the plug in water and dry it before testing a different substance. Do not put the plug in a solution for more than 10 to 15 seconds, because doing so will cause the plug to corrode rapidly. Keep a record of which substances conduct electricity well, which conduct poorly, and which do not conduct at all.
Sometimes, mixtures of substances conduct differently than the separate substances. As an example, test the conductivity of vinegar. Then test the conductivity of laundry ammonia. Then, pour a little ammonia into the vinegar and test the mixture. You will see a big difference between the separate substances and the mixture!
An electric current is a flow of electrical charge. When a metal conducts electricity, the charge is carried by electrons moving through the metal. Electrons are subatomic particles with a negative electrical charge. When a solution conducts electricity, the charge is carried by ions moving through the solution. Ions are atoms or small groups of atoms that have an electrical charge. Some ions have a negative charge and some have a positive charge.
Pure water contains very few ions, so it does not conduct electricity very well. When table salt is dissolved in water, the solution conducts very well, because the solution contains ions. The ions come from the table salt, whose chemical name is sodium chloride. Sodium chloride contains sodium ions, which have a positive charge, and chloride ions, which have a negative charge. Because sodium chloride is made up of ions, it is called an ionic substance.
Not all substances are made up of ions. Some are mode of uncharged particles called molecules. Sugar is such a substance. When sugar is dissolved in water, the solution does not conduct electricity, because there are no ions in the solution.
Some substances that are made of molecules form solutions that do conduct electricity. Ammonia is such a substance. When ammonia dissolves in water, it reacts with the water and forms a few ions. This is why laundry ammonia, which is a solution of ammonia in water, conducts electricity, but not very well.
Sometimes, when two different solutions are mixed, the substances they contain react with each other and form ions. This is what happens when ammonia and vinegar are mixed. An ammonia solution contains only a few ions, and it conducts electricity only poorly. A vinegar solution also contains only a few ions and conducts only a little electricity. But when these solutions are mixed, the ammonia reacts with the acid in vinegar (acetic acid), and they form a lot of ions. This is why the mixture of ammonia and vinegar conducts electricity very well.


Apply gradient fill to editable text in Illustrator
For a long time I used Type>Create Outlines to turn my text into objects, then applied a gradient fill. This is fine, but means that your text is no longer editable. I usually created a copy of the editable text before creating outlines and hid it in the layers panel, just in case I needed to edit it later down the line.
But there is a way to keep your text editable AND apply a gradient fill.
 1. Select your text box.
 2. Go to the Appearance palette (make the palette visible by selecting Window>Appearance or shift+F6).
 3. Go to the drop down menu for more optionsat the top right of the Appearance palette.
 Select the drop-down menu in the Appearance palette
 4. Select "Add new Fill".
 5. Now you can select a gradient from the Fill palette.
But wait a minute. That means that there are two fills, one on top of the other. If you look closely you may be able to see the original fill colour behind the new gradient fill. To remove the original solid fill:
 1. Go back to the Appearance palette.
 2. Double-click on Characters, to show the original stroke and fill colours of the text.
 3. Select the Fill colour, and drag it into the trash can in the Appearance palette.
Your text now only has a gradient fill, and is still fully editable.
Found this tutorial helpful? Find out how to apply a gradient across multiple objects.
Other Illustrator tips.
Draw or resize shapes and selections from the centre in Illustrator
Apply a gradient fill across multiple objects in Illustrator
Maintain or scale stroke width while resizing in Illustrator
Creating and exporting a print document in Illustrator CS5
Back to Tips


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Benjamin Patterson | String Music, 1960 | Collection Getty Research Institute, Los Angeles
The Fluxus artistic philosophy can be expressed as a synthesis of four key factors that define the majority of Fluxus work:
- Fluxus is an attitude. It is not a movement or a style.
- Fluxus is intermedia. Fluxus creators like to see what happens when different media intersect. They use found and everyday objects, sounds, images, and texts to create new combinations of objects, sounds, images, and texts.
- Fluxus works are simple. The art is small, the texts are short, and the performances are brief.
- Fluxus is fun. Humour has always been an important element in Fluxus.