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Aim : To verify the laws of combination (series) of resistance using a meter bridge (R=R1 + R2 )
Apparatus : a meter bridge, a leclanche cell (battery eliminator ), a galvanometer, a resistance box, a jockey, two resistance wire or two resistance coils, set square, connecting wires.
- The resistance (r) of a wire or coil is given by
Where R is the resistance from resistance box in the left gap and l is the length of the meter bridge wire from zero end upto balance point.
2. When two resistance r1 & r2 are connected in series, then their combined resistance
- Mark the two resistance coil as r1 and r2.
- To find the r1 and r2 proceed same way as in experiment 1.
(if r1 and r2 are not known )
- Connect the two coils r1 and r2 in series as shown circuit diagram in the right gap of meter bridge and find the resistance of this combination. Take at least three sets of observation.
- Record your observation.
Within limits of experimental error, experimental and theoretical values of R are same. Hence law of resistance in series is verified.
- The key should be inserted only while taking observation.
- Connections should be neat and tight.
Sources of error
- The key in resistance box may be loose.
- The galvanometer may not show opposite deflection.
|Resistance in R.B. (ohm)||Balance l (cm)||(100-l) (cm)||[(100-l)*R]/l||Mean r1 (cm)|
|Resistance in R.B. (ohm)||Balance l (cm)||(100-l) (cm)||[(100-l)*R]/l||Mean r2 (cm)|
|Resistance in R.B. (ohm)||Balance l (cm)||(100-l) (cm)||[(100-l)*R]/l||Mean rs (cm)|
R1 + R2 = 1.616+1.015 = 2.631 ohm
Rs = 2.615 ohm
Therefore, experimental error = [(2.615-2.631)/2.615]*100 = 0.6%
How does resistance change in series combination?
Ans. Resistance increase in series combination
Why does resistance increase in series combination?
Ans. Effective length of resistor increases. As R*l, resistance increases.
What is resistance?
Ans. it is the opposition offered by the material of two wire to flow of electric current.
What is the cause of resistance?
Ans. it is the opposition offered by the material of wire to flow of electric current.
What is the effect of temperature In the resistance of conductor?
Resistance of all conductor increases with increase in temperature.


PTA stands for parent-teacher association. Based at a local school, each PTA chapter is affiliated with the National PTA and, often, a state PTA. Members pay dues, some of which go to the national and state-level organizations. In return, individual school units receive resource materials, training, and other services. A PTA is a type of parent organization.


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Sketchpad Resources || Main CIGS Page
Modeling a Ferris Wheel
Using Translations and Animation
Physical devices can be modeled using dynamic geometry. A vital tool for moving objects around in the model are the isometries, or distance-preserving transformations. This model of a Ferris wheel provides a good example.
Begin with a circle and a template for the chair.
- Start a new sketch and draw a circle; then add point C as a Point on Object that slides around the circle.
- Also, create a chair-shaped blob as a Polygon Interior.
An animation button for C.
- We wish to animate C so that it runs around its circle. Select the point C and also the circle (by shift-clicking).
- Now we choose an item on a submenu. Press the mouse button down on the Action Button Item of the Edit menu and then slide the mouse to the right and down to choose Animation....
- You will get a dialog box with some choices. This time just click on the button that says Animate.
- An animation button appears in the sketch. Double-click on the button to send the point C running around the circle.
- To stop the animation, click with the mouse anywhere in the sketch (you may have to hold down the button a while to get the animation to stop).
- Add a segment. Construct the radial segment AC and double-click the animation button again. What happens to the segment?
Attach a chair at point C using a translation.
- We will mark a vector from a vertex of the blob to point C. Select one on the vertices of the blob and then point C. Now choose Mark Vector.
- Translate the blob by the marked vector. Where does the blob move? What happens when you drag point C. Why?
- Now double-click the animation button again. What happens? Why? In the figure, can you tell which vertex on the blob was selected when marking the vector?
Adding more seats.
This Ferris wheel has just one seat. Let's add more seats. We will do this by constructing 3 more points on the circle to which we will attach the seats. These points, along with C, will make four points, equally spaced 90 degrees apart around the circle.
- Construct these points by constructing the line AC and then the line through A perpendicular to line AC. The points of intersection of these lines with the circle are the four equally spaced points.
- Run the animation again to see how the four points move in unison. Hide the two lines for esthetic reasons.
- Now in turn mark the vector from the same vertex of the blob as before to each of these three new points. Each time you mark a vector, translate the blob by this vector.
- Now double-click the animation button again to see your Ferris wheel.
Refinements and Extensions.
- Adjustable seats. Since this construction is dynamic, we can make changes. Drag some vertices of the original blob to reshape the "seat." Can you make the seats face the opposite way as before?
- A three-seater. Make another Ferris wheel with three seats.
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A synthetic gas generator and gas reactor test system. The system is configurable to provide a number of alternative flow paths, each with different furnace and reactor configurations. Various types of reactors, and combinations of two or three reactors, may be installed and tested. Injected agents, such as reducing agents, are injected in a manner that prevents unwanted reactions with the test gas. The system is especially useful for testing vehicle emissions aftertreatment devices.
Date Of Issue:
Rijing Zhan; Thomas R. Gabehart


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Table of Contents
- Table of Contents
- Setting Up the Board
- Building the Application
- Run the Application
- Conclusion & Next Steps
Setting Up the Board
In this lab, you will us a Grove Button Sensor as an input sensor and use the data comeing from the button to turn an LED Module on and off.
- Connect the Grove shield to the Edison (mounted to the Arduino adapter).
- Connect the Grove Button Sensor to port D4
- Connect the LED Module to port D6, and insert an LED into the LED Module.
Building the Application
There are three (3) steps to building the application in this lab:
- Define and install the application metadata and dependencies.
- Define the device abstractions.
- Handle the board.on("ready") callback.
Define an Install the Application Metadata and Dependencies
Defining and installing the application metadata and dependencies works similarly to steps 1-3 in the Hello, IoT World! lab.
Start by creating a new application directory and a new package.json file.
- Using your favorite/preferred text/code editor, create a file in the directory you want to use for this lab (e.g. C:\Development\IoTLabs\MyLab) named package.json
- Add the following code…
Define the Device Abstractions
Create a file named button-led.js in your lab application directory (e.g. C:\Development\IoTLabs\MyLab).
Within the application file (button-led.js), you need to define the abstractions of the devices you will be using within the application. There are five (5) variables that matter:
- A variable to reference the Johnny-Five framework object.
- A variable to reference to the Edison-IO plugin object.
- A variable to represent the physical board.
- A variable to represent the physical button.
- A variable to represent the physical LED.
Within the button-led.js file, add the following code:
In this code you define five (5) variables that you will be working with:
fiverepresents the Johnny-Five framework capabilities, which provide a type of object model for working with boards like Arduino and Edison.
Edison- a variable that represents the edison-io plugin for Johnny-Five.
board- a representation of the physical board you are using.
button- a represntation of the physical Button Sensor you are using.
led- a represntation of the physical LED Module you are using.
Handle the board.on("ready") Callback
Johnny-Five provides a board 'ready' construct that makes a callback when the board is on, initialized and ready for action. Inside the anonymous callback function is where your application code executes (this function is invoked when the board is ready for use).
In the following code, you will create a callback function that is invoked when the board is initialized and ready (this is a Johnny-Five concept). In this lab, you will begin to work with Johnny-Five abstractions of the sensors and actuators - specifically
- You will create instances of each object type (
- You will handle the
Button.on('release')events by defining the call back function for each.
- You will change the state of the
Ledobject in the callback functions.
In an earlier lab you likely used
digitalWrite(pin, value) to set the pin state to 0 (LOW) or 1 (HIGH). In this lab, that code is abstracted into the
- Add the following code to button-led.js
Run the Application
The Button-Led application will run on the Intel Edison, but first, you have to get the code on the board.
Copy the Application Files to the Edison
The application will execute on the Intel Edison.
- Open FileZilla
- Set the Host to the IP address of your device.
- Set the Username to the administrative username (e.g. root).
- Set the Password to whatever you set the password for the device.
- Set the Port to
- Click Quickconnect
- In the Local site window (typically the left side), navigate to your local application directory.
- In the Remote site windows (typically on the right side) - this is the file system on the Edison.
- Navigate to the labs directory you previously created (e.g. $root\labs)
- Drag the package.json and button-led.js files to the blinky directory on the Edison.
Install the Application Dependencies
You can remotely execute NPM on the board to install the application dependencies. The instructions are a little different, depending on whether you are using a Windows PC or a Mac. Select the appropriate tab below and follow the instructions.
Installing Application Dependencies Using Windows (PuTTy)
- In PuTTY, double-check that you are in the Session screen by looking at the left-hand tree menu.
- Select the Serial radio button under Connection type.
- Specify the destination you want to connect to:
- Serial line:
Use the COM port number designated for your device. This should take the form of COM# where # is the number of your USB Serial Port (for example, COM3). See Intel's documentation for more information.
Always use 115200 for the baud rate.
- Serial line:
- Click Open to open the serial connection.
- When you see a blank command prompt, press Enter. At the login prompt, login with the username root and the password (if you created one).
Installing Application Dependencies Using Mac (Screen)You can execute commands on the Edison using the screen utility.
- Open Terminal
screen /dev/cu.usbsthen press Tab to autocomplete.
115200 -Lafter the device identifier, and press Enter.
- At the login prompt, login with the username root and the password (if you created one).
Run the Application on the Board
Once the application is running, you can press the button and see the LED light up (you will also see the
PRESSED log message in the remote session). As long as the button is pressed, the LED will remain on. When you release the button, the
button.on('release') callback is invoked and the LED turns off (you will also see the
RELEASED log message).
When you want to quit the application, press CTRL + C twice to exit the program without closing the window (you may also have to press Enter).
Conclusion & Next Steps
In this lab, you learned how to write a _URL_ application that writes LOW (0) and HIGH (1) signals to a digital output pin to make an LED blink. In itself, this may not be very exciting, but the core concept is necessary.
In this lab you learned the following concepts:
- Using Johnny-Five abstractions for sensors and actuators.
- Responsing to sensor events using the
- Using data collected from input sensros to control output actuators.


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Washington, DC Weather
Washington, DC climate is warm during summer when temperatures tend to be in the 70's and very cold during winter when temperatures tend to be in the 30's.
The warmest month of the year is July with an average maximum temperature of 88.30 degrees Fahrenheit, while the coldest month of the year is January with an average minimum temperature of 27.30 degrees Fahrenheit.
Temperature variations between night and day tend to be fairly limited during summer with a difference that can reach 18 degrees Fahrenheit, and fairly limited during winter with an average difference of 16 degrees Fahrenheit.
The annual average precipitation at Washington is 39.35 Inches. Rainfall in is fairly evenly distributed throughout the year. The wettest month of the year is May with an average rainfall of 3.82 Inches.
Moon, Sunrise and Sunset
|Moon Phase: Waning Gibbous Moon||Civil Twilight:
5:16 AM EDT
5:47 AM EDT
8:22 PM EDT
8:53 PM EDT

source: HuggingFaceFW/fineweb-edu


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Codes of Connection (CoCo) Consultancy
What are Codes of Connection (CoCo)?
A Code of Connection (CoCo) is used when a formally accredited information system wishes to connect to another "unknown" information system. There are a variety of reasons for wishing to connect information systems together, but they usually involve a requirement to exchange data and information.
This page explains how CoCo works, including services such as N3 and the Gambling Commission.
How does CoCo Work?
A code of connection works by the accredited system stipulating a baseline set of controls to be implemented, or commented on, by the connecting organisation.
These controls are usually selected from best practice (ISO 27002) or, more usually, various HMG Information Assurance requirements.
The controls can broadly be broken down into the following types:
 1. Technical, such as implementing an assured barrier between the two organisations or performing an IT Health Check.
 2. Procedural, such as ensuring that all security incidents are reported to the partner organisation.
 3. Physical, such as ensuring that the physical security of assets is adequate.
 4. People, such as ensuring that all staff involved have appropriate background and identity checks or appropriate education, training and awareness.
When the code of connection is completed, the accredited information system will assess the threat the connecting organisation poses. If it believes that the risks are acceptable, it will authorise the connection.
How stringent a code of connection is depends on the level of assurance required between the participant organisations.
What Specific Codes of Connection (CoCo) services are we likely to require?
 - Connecting to N3
 N3 is the integrated network for the NHS, a combination of broadband connections and network services which are intended to link all NHS sites in England and Wales. Our N3 Consultancy service will help you to comply with NHS security policies.
 - Gambling Commission
 Our experienced consultants can help you map a route to compliance with the technical requirements of the Gambling Commission.
Please email us or telephone + 44 (0)845 _PHONE_ and talk to us about how our CoCo Consultancy services.
NHS N3 IG Commercial Third Parties Documentation Toolkit v11
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Belfast Telegraph
Monday 17 March 2014
Protect our children and ban smoking in cars
WE are urgently calling on the Executive to protect young people from the deadly effects of passive smoking by introducing a ban on smoking in cars where children are present.
Passive smoking claims thousands of lives each year across the UK and this is the right time for the Executive to take a leading role in reducing the impact of smoking in Northern Ireland.
Both Scotland and the Republic of Ireland are already moving forward on this issue and the Executive at Stormont needs to make a similar commitment and bring forward a consultation on a Bill to ban smoking in cars as a matter of urgency.
Legislation to ban smoking in cars where children are present would protect this most vulnerable group from a hazard that can cause them significant harm, in a space that is already well-regulated.
Legislation could also increase awareness of the harms associated with passive smoking and encourage people to protect others in other enclosed locations, such as at home.
Passive smoking contributes to a 25% increased risk of stroke and a 30% increased risk of coronary heart disease. With three-quarters of the UK population in support of this legislation, which will save lives and improve public health, now is the time to act.
British Heart Foundation
NI Chest Heart & Stroke
Stroke Association (NI)
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Georgina Clark
Artwork title
HSC year
Expressive form
Collection of works
Artist's statement
A fingerprint is 'an impression left by the friction ridges of a human finger', and a ridge 'a long narrow hilltop or mountain range'. If you look closely at your fingertip you'll see ridges which can be interpreted as topographic maps, or a layering of mountains, providing a connection that we as humans have with the land. This connection brought me to inlay the narrative of my palm into surfaces to construct a portrait series of abstract images of landscape, exploring how our human 'imprints' resonate with the land.
Influencing artists: Andy Goldsworthy, Ewen Ross
Collection connections
The landscape is an important subject for both Georgina Clark and Andy Goldsworthy. Compare their approach, particularly how human connection with the land plays a role in their art practice.
What type of landscape do you have in your local area? How do you connect with it? Does it inspire you? Create a series of works based on your relationship with the landscape around you.


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The Food Technology room is a creative and inspirational space that offers excellent facilities for teaching and learning. The pupils, across all school years, have available a range of modern equipment and resources to enable them to progress their culinary skills.
Food Technology in the Lower School
Pupils in the lower school learn to develop a basic understanding of the nutritional value of fruit and vegetables, through various practical and theory activities. The pupils also learn about basic cutting and food preparation techniques and how to work safely within a cooking environment.
Food Technology in the Middle School
In years 6,7 and 8 pupils have the opportunity to further build their skills through a range of projects that include baking, eggs and cheese and chocolate & staple foods (pasta). This is supported by instruction and practice on more advanced food preparation techniques.
Food Technology in the Upper School
Year 9 Food Technology initially focuses on pupils extending confidence in their food and cooking preparation abilities by making a wide variety of dishes that forms the theme of 'Food for Life'. Pupils also have the opportunity to complete a project that allows them to choose and prepare their own dishes for a special occasion.
During the summer term Year 9 work in teams on an environmental themed task that focuses on local and Fair Trade produce.
Food at GCSE: WJEC Catering
Rushmoor offers pupils in year 10 an option to study catering at GCSE. The course is designed to give pupils an understanding of the preparation of food in the catering industry and careers paths they can follow. The specification places great emphasis on the developing and presentation of food and building their repertoire of cooking skills. The GCSE course is comprised of two written and practical controlled assessment tasks that are completed in year 10 and 11 and a theory exam in their final year.
In Year 10 GCSE pupils also have opportunities to take part and experience catering for school events.


Middle schoolers pass out after taking drugs
OKLAHOMA CITY -- School officials say two 8th graders at Webster Middle School showed up at school under the influence of drugs Thursday morning.
Oklahoma City Schools Spokesperson Tierney Tinnin said, "One student passed out in the hallway and then a few minutes later we had the other one pass out in class."
EMSA paramedics rushed to the scene.
When the students regained consciousness, they told officials, they used a dangerous combination of marijuana and Xanax before coming to school.
Both were taken to an area hospital.
EMSA Field Operations Supervisor Colin Roy said parents need to know the physical signs of drug use.
"A change in sleep patterns, unclear speech pattern and appearing more groggy are all signs. Also heavier eyes, slower breathing and slower movement are also warning signs."
There is no word on the condition of those students but school administrators said both were conscious when EMSA medics transported them to the hospital.


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As the Evolang deadline approaches, Bart de Boer and Tessa Verhoef have announced a workshop on the evolution of signals, speech and sign which will take place just before the main conference. The deadline for papers to the workshop is October 10th.
We are looking for contributions that address the evolution of modern humans' abilities to produce, perceive and learn the extended range of (combinatorial) signals that form the physical basis of human language. Signals in our definition form the physically observable manifestation of language, and they can exist either in the articulatory-acoustic modality (speech) or in the gestural-visual modality (signs) and perhaps in other modalities.
The event is intended to be complementary to the main conference in the sense that we look for contributions that explicitly focus on future research. We therefore seek contributions that not only present research results, but that for example also explore possibilities of interaction between fields, that pose new research questions or that make an inventory of areas in which research may be lacking.


# This is an example of a Tcl script used with mq to edit a large # (~380) collection of metadata records in batch mode. # Here's the problem: Metadata producers, including me, have # indicated the price of certain USGS products in fixed dollar # amounts (for example $32.00 per CD-ROM, with $3.50 handling fee). # But these prices are subject to change, and they change every # few years. There isn't a direct linkage that can be used to # obtain the current pricing information, and that depends also # on the volume of the order, whether international shipping is # needed, and so forth. Consequently it is better to provide a # WWW address for pricing information rather than a specific # dollar amount in the Fees element. # # Fees occurs singly within Standard_Order_Process, which can # repeat in Distribution_Information, which can repeat in Metadata. # # The value "none" is commonly used in Fees to indicate that a # data set is available without direct charge through the internet. # This value need not change. # # So technically, the problem is # Read the standard configuration file to get extension info # Find each metadata record # Read the record # For each Distribution_Information # For each Standard_Order_Process # Find Fees element # If there is one, and its value is not "none" # then replace the value with the internet address # of the USGS product pricing page. # If you successfully changed the value, remember that # this record was changed. # Go to the next Standard_Order_Process # Go to the next Distribution_Information # If any Fees values were changed, rewrite the metadata # record using the same disk file name. # Go to the next metadata record # # The implementation of this method is given below as Tcl code # that is provided as input to mq. # # Peter N. Schweitzer (U.S. Geological Survey, Reston, VA 20192) package require mq proc process_directory {long_name short_name} { recurse $long_name } proc process_file {long_name short_name} { global new_value if {[string compare [file extension $short_name].met] == 0} { if {[metadata m -parse $short_name]} { puts stdout "$short_name" set changed 0 set p [$m find_first Distribution_Information] while {$p} { set q [$m find_in $p Standard_Order_Process] while {$q} { set r [$m find_in $q Fees] if {$r} { set value [$m value_of $r] puts stdout " $value" if {[string compare $value none]!= 0} { set ok [$m value_set $r $new_value] if {$ok} { set changed 1 puts stdout "--OK: value at $r changed" } \ else { puts stdout "--ERROR: could not set value at $r" } } } set q [$m find_next $q] } set p [$m find_next $p] } if {$changed} {$m write -format text $short_name} $m forget } } } proc recurse {dir} { global root foreach long_name [lsort [glob [file join $dir *]]] { scan $long_name "$root/%s" short_name if {[file isdirectory $long_name]} { process_directory $long_name $short_name } \ else { process_file $long_name $short_name } } } config read standard.cfg set new_value "See _URL_ set root [pwd] set short_name. recurse $root # end of Tcl code


The Clouds: Experiments in Perception, photographs by Stephan Sagmiller
In a project that questions the definition of nature, Stephan Sagmiller juxtaposes photographs of painted skies from dioramas at the Natural History Museum with actual skies photographed throughout the United States.
Sagmiller says, "It is not possible to entirely untangle the concept of nature from landscape photography, the history of painting, or the romantic ideals often embedded in these forms of representation. However, even a small rupture opens up the possibility for reflection and questioning: What is nature? What do we know about nature? How do we know what we know?"
Book design by Meg Birnbaum
Photographs by Stephan Sagmiller
Forward by Paula Tognarelli
Look Inside!
Untitled Document


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Where are DEC's environmental education summer camps located?
The New York State Department of Environmental Conservation runs four environmental education camps for youths. Pack Forest, runs two different sessions for ages 12 to 14 and 15 to 17, and is located in the southern Adirondacks, north of Warrensburg. Camp Colby, for 12 to 14 year olds, is in Franklin County near Saranac Lake. Camp Rushford, for ages 12 to 14, is in Allegany County, and Camp DeBruce, also for ages 12 to 14, is in the southern Catskills, near the village of Livingston Manor.
For more information about these camps, please visit DEC's website or e-mail the DEC environmental education camps at _EMAIL_
Environmental Education Camps
Names and locations of DEC's summer camps for youths


The WorQour Characteristics
The WorQour is a bridging currency that operates in the void between national currencies/economies and primarily functions as a transfer medium.
The WorQour cannot be used directly as a payment for goods or services within any national economy. WorQours must first be exchanged into a national fiat currency.
The WorQour is a cashless currency.
There are no WorQour bank accounts of the type normally associated with commercial fiat currency banking i.e.; savings, cheque or investment, nor are there any WorQour credit or debit cards.
Local currencies are exchanged for the WorQour bridging currency whenever the need arises.
The exchange rate for one (1) WorQour;
1 WorQour = 1 hours paid work at the national mHR*
*(minimum hourly rate of pay for a working individual paid in any national currency.)
The basic WorQour transfer process is performed by the WorQour Encryption and Processing Device (WEAPD) in conjunction with nationally located devices. WorQour certificates, explained elsewhere, also create options for alternative payment transfer methods.
The next thing of significance is how the WorQour currency addresses and solves two historical dilemmas;
The objectives tabled at Bretton Woods in 1944and the Triffin Dilemma as first discussed in the 1960s.


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The University of St. Thomas' booth is a popular destination for many fair-goers as it is where one can obtain the coveted purple bag. UST has been known for its giveaways since 2000, ranging from bracelets and visors to bandanas. The much-loved purple bag first showed up in 2005. Since then, more that half a million bags have been given away, including 30,000 for the 2014 State Fair. (Current count, 565,000.) People wait in line to obtain this treasured bag and even ask for more than one, but there are rules, pre-set distribution times, and trained volunteers who make sure to follow along.
UST alumnus Brad Ribar '82, started selling corn at the State Fair in 1985. Each year, he clears $100,000 in sales, going through 190,000 ears of corn during the 12 day run of the fair.
With fair season now upon us, it's time for some trivia, courtesy of the Minnesota State Fair:
- During a typical year, how many gallons of milk are served at the American Dairy Association's all-you-can-drink concession?
- When was the pronto pup introduced at the State Fair?
- What is the most popular flavor of pies entered in the creative activities baked goods category?
- Approximately, how many rolls of toilet paper are used during the fair?
- On average, what's the total number of corn dogs typically consumed by fair visitors each year?
- In acres, how large is the fairgrounds?
- Which fair food contains the most calories?
- 20,000 gallons
- 22,000 rolls
- 320 acres
- The fried candy bars


text:
The NHS is facing a significant financial challenge and needs to make substantial improvements in productivity if it is to provide high-quality services without additional funding.
Spending on mental health accounts for around 10 per cent of the overall health budget and so the mental health sector has a key role in responding to this challenge.
The King's Fund and Centre for Mental Health, with the support of the Royal College of Psychiatrists and the NHS Confederation's Mental Health Network, have worked together to explore how mental health services could be delivered in a different and more cost-effective way. The consensus from their work, including an expert seminar and a review of evidence, is that there is scope for mental health services not only to improve their own productivity but also to support productivity improvements in other parts of the NHS.
Mental health and the productivity challenge: Improving quality and value for money focuses on four main areas:
immediate priorities for improving productivity in existing mental health services
what mental health services can offer to improve productivity in the NHS as a whole
the economic benefits beyond the NHS of improved mental health care
the longer-term challenge of building a preventive and empowering mental health system.
The report suggests that there are real opportunities to change the way mental health services are delivered in order to achieve more within existing budgets.
Of the improvement areas highlighted in the report, we consider that the following are the most promising targets for immediate attention:
reducing unnecessary bed use in acute and secure psychiatric wards
establishing systems to review the use of highly expensive out-of-area treatments
improving workforce productivity
strengthening the interface between mental and physical health care, particularly for older people and people with long-term conditions.
Many case studies and practical examples are included to illustrate these conclusions, and there are recommendations for action that involve everyone in the health service.


text:
Could Crash Modeling Have Saved the Concordia?8 Mar, 2012 By: Robert Yancey
Viewpoint: Event simulation helps automobile manufacturers design safer vehicles — and it can do the same for shipbuilders.
The Costa Concordia cruise ship disaster has generated many questions, but one in particular haunts survivors and onlookers alike: Could this disaster have been prevented? It is clear that the captain made some unwise choices, which put the ship and its passengers in danger. Could something have been altered in the ship's design to limit the impact of that poor decision-making on the crew and passengers?
Most automobile accidents are also caused by bad decisions. Some are caused by conditions beyond the control of the driver, but the vast majority are a result of drivers speeding, disobeying traffic regulations, attending to distractions, falling asleep at the wheel, etc. Automotive manufacturers have done a great deal to improve car safety, introducing features that minimize harm even when drivers perform poorly. Crumple zones, airbags, and energy-absorbing materials all reduce passenger injuries and fatalities in crashes. Automobile safety ratings for the past decade show a clear improvement — much of which is due to extensive simulation modeling of crash events.
In simulation modeling, engineers use a digital design of a vehicle to generate a simulation model that represents all of the key elements of the design, including material properties, mass properties, occupant models, and the impact event (e.g., side impact, frontal offset, etc.). Engineers have been working for years to correlate these simulation models with real-world test results. The result is that modern simulation models correlate very well with physical test data in regard to the deformation of the vehicle, the energy absorption of the vehicle, and — most importantly — the effects on the passengers.
The accuracy of these models is now so high that most automotive companies do extensive virtual testing of their vehicle designs before ever building prototypes, and the physical testing is really just a final verification of the crashworthiness of the design. In most cases, there are no surprises during the physical test.
From Land to Sea
Could ship designers follow the automotive industry's example? Could we employ simulation modeling to create more advanced designs that can better respond to the type of event that destroyed the Concordia? The answer is yes.
Engineers could use much of the technology developed for automotive crash modeling to model a ship's impact on rocks, icebergs, sandbars, and other hazards. We cannot always prevent these events from happening, but if we can develop ship designs that more effectively respond to these impacts — especially to provide sufficient time to safely evacuate the passengers — we could improve passenger safety and confidence.
In the case of the Concordia, the ship's hull was divided into several watertight compartments; one or two sections of the hull could flood without sinking the entire ship. The ship had longitudinal bulkheads, intended to keep it from listing when flooded. During the recent disaster, however, the ship came to rest on a rock ledge; this caused the vessel to become unstable on the uneven bottom and roll on its side. This position complicated the rescue operation, because many of the lifeboats could not be deployed with the ship listing to one side.
Disaster simulations could help ship designers prepare for uncommon scenarios, such as having a ship run aground and roll onto its side. Image courtesy of Roberto Vongher, via Wikimedia Commons.
This occurrence, and many other unusual situations, could be simulated on a computer. Just as a car-crash simulation varies according to speed, direction, impact zone, and other elements, a good simulation model of a ship could replicate many of the conditions that the vessel might encounter. Armed with the results of these simulations, engineers can adapt the ship design to better respond to each of these situations.
Simulation Offers Proven Benefits
In addition to the automotive industry, the ability of simulation to inform design is also evident in the aviation world. Airplane designers must ensure a safety by planning for a variety of events, including excessive turbulence, engine failure, bird strikes, and lightning. Redundancy is built into the design to ensure that the airplane can land safely, even under these circumstances. Simulation modeling is also used extensively in the aerospace industry to understand and design for these events.
Can simulation modeling help with the design of cruise ships? Twenty-five years of experience in the simulation field has taught me that simulation technology definitely can help this industry. The technology is available, it's proven, and it can be used successfully to improve safety.
In that case, the questions become: Will the industry embrace this technology? Will shipbuilders see value in performing these simulations? and — more importantly — Will the passengers who book passage on these ships demand a safer experience? Hopefully, the Concordia tragedy will bring shipbuilders, cruise ship operators, and passengers together to create a better outcome the next time a bad decision or unforeseen event causes significant damage to a ship.
Autodesk Technical Evangelist Lynn Allen guides you through a different AutoCAD feature in every edition of her popular "Circles and Lines" tutorial series. For even more AutoCAD how-to, check out Lynn's quick tips in the Cadalyst Video Gallery. Subscribe to Cadalyst's Tips & Tricks Tuesdays free e-newsletter and we'll notify you every time a new video tip is available. All exclusively from Cadalyst!
Tune in for my first AutoCAD 2014 webcast tomorrow morning! 21 May, 2013
When Physical Prototypes Aren't an Option 21 May, 2013
Discover and Fix Your Vibration Vulnerability with SolidWorks Simulation 17 May, 2013


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Process monitoring during the laser welding of plastics can be divided into three areas:
- Upstream checking of the components
- Online checking of the welding process
- Downstream checking of the welded components
Various monitoring, checking, or control methods can be used in each of these three areas. The issue of when a particular method can or should be utilized depends on the nature of the component and customer needs. In sectors such as the automobile industry or medical engineering, continuous process monitoring is frequently required. However, the best way to monitor a welding process can only be determined after carrying out an analysis and obtaining advice. The question of which monitoring methods are suitable at a particular time and location must be clarified on an individual basis. The figure shows a selection of possible methods.
- Upstream checking The component check covers all the requirements that the components must meet to ensure successful welding. The components are separated by the housing and cover prior to welding. Sensors or a camera system can be used to check how various components are positioned, both individually and in relation to one another.
- Online checking of the welding process Depending on the configuration, the welding parameters of laser power, speed/time, clamping pressure/force, or even a melt path can be monitored during welding. Another option is to use pyrometry. In this case, a sensor detects the heat in the welding zone, which is then com-pared with a reference measurement.
- In the case of certain applications, a camera can be used to gain a visual impression of the welding seam at the end of the welding process. With the help of digital color matching, this can then provide information about the quality of the welding seam.


Your Job Performance Appraisal
Making it a Career Boosting Experience
( 0 )
42 pages
This book is an invaluable aid, giving you confidence on how to handle daily matters and your career progression a positive boost.
Dit is een Business eBook
Lees dit boek via onze eReader, geen advertenties in het boek
Recente eBooks
Over de auteur
PATRICK FORSYTH runs Touchstone Training & Consultancy, an independent firm based in the U.K. specialising in marketing consultancy, research and training on marketing issues, sales and communication and management skills.
He is a consultant of many y
Want to give your career a boost? Can your job performance appraisal help? It surely will not if you do not know what you want to achieve from it. You cannot just wing it and it is simply too important to be left to chance. Appraisals represent a unique opportunity to check progress and, more importantly, to look to the future. Being prepared is the first step to making these meetings go well.
This quick and easy guide provides proven, down to earth advice on:
- Preparing for the meeting
- Knowing what to say, how to say it and what questions to ask
- Reacting to what you are told
- What follow up action to take.
This book is an invaluable aid: it can give your confidence, how you handle matters on the day and your career progression a positive boost.
Patrick Forsyth is a consultant, trainer and writer. He is the author of many successful business and career books (including in this series Your boss – sorted! and How to get a pay rise). He runs Touchstone Training & Consultancy.
 1. Introduction: a career boosting opportunity
 2. What's the appraisal process all about?
 1. Why job appraisal?
 2. Assessing your position
 3. Considerations about rewards
 4. The link to employment legislation
 5. Additional factors
 3. The job/career opportunity
 1. Projecting the right image
 2. Consider your specific work plans
 3. Consider success criteria
 4. Development needs
 5. The link to career development
 6. Overall rewards
 4. Preparing for your appraisal meeting
 1. Information: the foundation of success
 2. Collecting the right information
 3. Take the initiative
 4. Coping with systems
 5. Scales of measurement
 6. Think ahead
 5. Your manner and conduct in the appraisal meeting
 1. First impressions last
 2. Listening
 3. The question of questions
 4. Your commentary
 5. The right reaction to criticism
 6. Targeted results
 7. Ratings
 8. Search for opportunities
 9. Action plans
 10. Keep calm
 11. Concluding the meeting
 6. After the meeting
 1. The appraisal cycle
 2. Completing the system element
 3. Link to your work system
 7. Summary: the future
it is a great book and must have.


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OTHER COMMON NAMES: FLOWERING ASH, FRESNO
BOTANICAL NAME: Fraxinus cuspidata
PRONUNCIATION: FRAK-suh-nus cus-pi-DA-tah
FAMILY: Oleaceae (Olive Family)
TYPE: Deciduous ornamental tree
HEIGHT: 10 to 20 feet
SPREAD: 8 to 12 feet
FINAL SPACING: 8 to 15 feet
NATURAL HABITAT AND PREFERRED SITE: It grows naturally in the canyons of the Devils and Pecos Rivers along the Rio Grande
in Val Verde County and on the western Edward's Plateau. It primarily grows in the Trans-Pecos and far west Texas on mountain slopes and in canyons, primarily rocky soil conditions.
IDENTIFICATION INFORMATION: Fragrant ash has white flowers that are very fragrant - the only ash with this kind of flowers. It is more shrubby than tree like and has long thin leaflets on compound leaves.
FLOWERS AND FRUIT: Flowers have four white petals that appear as the leaves first emerge in the spring and are born on clusters 3 or 4 inches long. In the spring fragrant ash seem to be completely covered with a white blanket of flowers. Bloom period is generally in the spring from April to May. The fruit is drooping panicles of long samaras on slender stems. The foliage is compound leaves 3 to 6 inches long made up of 5 to 7 leaflets which are delicate and narrow.
BARK: The bark is smooth and white to medium gray. On old trunks the bark starts breaking into short scales and irregular fissures.
CULTURE: Fragrant ash will grow equally well in slightly alkaline limestone soils or slightly acidic igneous soils. It even does well in the heavy black clay soils.
PROBLEMS: Availability in the nursery trade is the biggest problem.
PROPAGATION: Best grown from seed. The seed may be planted in the fall immediately after harvest or in the spring after storing at 41 degrees.
INSIGHT: This gorgeous tree is at least as showy as flowering dogwood and should be planted much more in Texas.


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Real Life Stories
The Low-Tech Active Learning Classroom at Cégep de Sept-Îles
The term active learning classroom usually evokes images of a sleek space packed with all of the latest technological bells and whistles. Not so at Cégep de Sept-Îles. To fit our teaching and learning needs and goals, we consciously opted for a classroom where inter-activity – not technology – plays a central role. This being 2017, of course it doesn't mean we relegated electronic devices altogether. Here's the story that explains the "how" and "why" of our low-tech active learning classroom.
Picturing Our Active Learning Classroom
Even though our active learning classroom (ALC) officially opened its doors in the Winter 2017 term, its story started about 5 years prior to that. I took part in a tour of several ALCs at McGill University, Dawson College and Champlain Saint-Lambert College organized by the Society for Teaching and Learning in Higher Education (STLHE/SAPES). This proved to be an incredibly valuable first-hand experience, and something I would whole-heartedly recommend to anyone planning to lobby for an active learning classroom at their institution. I had the chance to exchange with ALC "gurus" Adam Finkelstein, Jim Sparks, Chris Whittaker and Elizabeth Charles. It also allowed me to make some first-hand observations that would shape our project at Cégep de Sept-Îles:
- Space is very important. Students need to be able to move around, both on their chairs and throughout the room.
- Air and temperature are another important consideration. When students are active, the temperature can go up quickly. Electronic devices also generate a considerable amount of heat.
- It is important to keep noise and acoustics in mind. If there are no sound-absorbing elements, things get chaotic quite quickly once students get talking.
- Big tables allow students to spread out, but hinder conversation. This, in turn, increases noise levels even further!
- Workstations can also become a physical barrier to conversation, as students need to talk "over" or "in between" computer screens.
Sharing a Vision
I documented my visit with photos and videos, which I shared with the college's administration. As a teacher pushing for an active learning classroom, gathering the necessary documentation as well as theoretical and pedagogical references to back up my vision proved key in making a convincing case.
- Administrators talked to me about my ideas for an "e-learning class" or a "computer lab." I had to make it clear that active learning is not all about technology; it's about students collaborating.
- Technical Services and Purchasing each had their own vision about equipment and design. From a teacher's perspective, for instance, rolling chairs were non-negotiable, even if it meant fitting in fewer students in the room. The most cost-effective solution is not necessarily the best one: imagine the sound of twenty-odd students moving about on squeaky chairs with noisy wheels.
All design decisions should first and foremost be based on pedagogical considerations, not on what "can" or "cannot" be done in terms of cost, or protocol. Teachers need to be solid about their vision for the active learning classroom.
Getting Colleagues Involved in the Design Process
Once the idea of an active learning classroom got some traction with the administration, we set up a poll with SurveyMonkey. We wanted to find out which teachers were already using active learning techniques – even if they didn't necessarily refer to them by that name. About 80% of the respondents already used approaches like project-based learning, case studies, flipped teaching, peer feedback, etc. I also wanted to get other teachers across the college on board, so the ALC would not be a one-woman project. Everyone had the opportunity to get involved. We formed a working group, which allowed us to work with different points of view and experiences. This was very enriching. In total, 6 teachers got release time to turn the active learning classroom dream into reality. Subsequent meetings led to the final design, which includes:
- 5 regular whiteboards (3 on the walls and 2 on wheels)
- Rolling chairs that swivel
- Narrow trapezium-shaped tables with a slightly wider side toward the whiteboard. These were made in-house; their colours are representative of the area.
- A convertible standing desk for the teacher
- A projector and speakers, as in any other classroom
The active learning classroom at Cégep de Sept-îles
The room's colour scheme represents local elements such as plants (blueberries, spruce) and wildlife (gulls, minke whales). The wall and flooring colours did not make it into the final design.
Three elements are essential to the success of an active learning classroom: adapted chairs and tables, and writeable surfaces.
Low-Tech, yet Active?
As the above list shows, we took a decidedly low-tech approach, for several reasons:
- It is less stressful for the teacher and the students, as there is no pressure to use technology at all times.
- It is more accessible budget-wise.
- Any technological device that is an integral part of the room is prone to becoming outdated at some point.
- Interactive whiteboards are a nice feature, but different brands and models can lead to compatibility problems. They are also rarely used to their full potential.
Does this mean we shun technology at Cégep de Sept-îles? Of course not! We have carts with laptops and iPads, which are accessible to students in the active learning classroom when relevant. As a result:
- Students do not see the active learning classroom as a mere computer lab, but as a space where they collaborate in different ways.
- Technology is never a distraction; it is only used when it enhances learning.
- There is better continuity between work in different spaces because students can use the same devices and platforms (such as Moodle or Google Drive) elsewhere.
- The room offers better flexibility because there are no fixed workstations or cables to hinder movement.
Students learning actively, without the use of technology.
First Experiences and Observations
Once our active learning classroom was ready to welcome its first groups of students, the teachers involved created a folder on Google Drive where we documented our use of the ALC. This included images, a list of problems and solutions and a document compiling our ideas and success stories. Below are a few examples of teacher notes, representing very different fields:
|Traditional Lesson||Active Learning Lesson|
PowerPoint, lecture with examples and discussion on elements of the plot in a short story.
|I listed the events in a short story in the order they appeared in the story. This story had a lot of flashbacks and repetition. Students put them in chronological order. Each group used their whiteboard to make a diagram of the plot of the short story.|
Lecture-type delivery of theory on protein synthesis starting with the DNA molecule in the nucleus.
|Each team was given a protein to synthesize. Students first researched information online and in their course book. Then, they discussed the concepts and illustrated them on the whiteboard. At the end of the activity, each team presented a skit to illustrate the protein synthesis to the other teams.|
|"The respiratory system"
|Students had to analyze mini case studies (one / table). Each team had a different color marker to write their interpretations on the white board. After 10 minutes, they changed places and tried to solve the next mini case. They could add or modify the information already available on the board. When every team had resolved all cases, there was a class debriefing.|
Short story plot diagrams produced during the Plot Lines activity described above show how different student teams creatively used their whiteboards to complete the task at hand.
For each class taught in the ALC, teachers also had one additional period in the room to explore and plan their activities. This was important to overcome two important concerns shared by several colleagues:
- Loss of control (classroom management)
- Loss of time (efficiency)
Learning in the active learning classroom definitely feels "messier," but it is also more profound and effective. Activities seem more chaotic and less productive, but my students feel like they get more out of the learning experience. As soon as they walk into the room, they start talking straight away. This is a refreshing change from seeing students riveted to the screen of their smartphone while they are waiting for class to start!
Learning activities may seem less orderly, but students are more focused and learn more effectively.
In this video, teachers who were also on the Cégep's ALC working group, share their experiences and thoughts on active learning.
Teachers sharing their experiences and thoughts on active learning (video in French)
Tips for Getting Your Very Own Active Learning Classroom
It took a considerable amount of effort, but I am proud to say the active learning classroom at Cégep de Sept-Îles is a success! If you are interested in getting an ALC at your college, the following steps are crucial:
- Establish a working group and get teachers as well as administration involved.
- Identify your specific needs and do research.
- Don't try to reinvent the wheel – look at what's out there and visit in person, if possible.
- Keep the main focus on pedagogy; only consider technology as a supporting tool.
- Obtain release time to plan and implement the ALC.
When planning your first classes in the active learning classroom, carefully choose your activities, but always allow for creativity and flexibility. Instead of asking yourself "what am I going to say to my students?" consider what you are going to get your students to do to meet the learning objectives." Keep it simple,


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Mensuration Formulae for SSC CGL, SSC CPO, Railways Group D, RPF & ALP in PDF – Part 2
Mensuration is an important topic for Competitive Exam like SSC CGL, IBPS PO, SBI PO, RBI Exams, Railway Group D, RPF & ALP. Since the topic of mensuration revolves around some limited concepts, it becomes very easy to solve these problems if you remember some basic formulas. Hence, we have compiled some important Mensuration Formulas for SSC and Banking in PDF. You can easily print it and affix it in your study room. Just give it a glance when you are solving mensuration problems and you will automatically remember it.
In this sheet of Mensuration Formulas in PDF, we will take different figures and mention all the important formulas related to it. This way you won't get confused. We are also including diagrams so that you can create a mental picture of it and remember it well.
What follows is the part 2 of these Mensuration Formulas for SSC and Banking. Part 2 deals largely with 3D figures. You can also download Part 1 from the link given below.
Attempt Reasoning Mock Test for Bank Exam and know your preparation Levels.
Mensuration Formulas for 3D Figures
8. Mensuration Formulas for CUBOID
In the following formulae, l = length, b = breadth and h = height
- Total surface area of cuboid = 2 (lb + bh + lh)
- Length of diagonal of cuboid= √(l2+b2+h2)
- Volume of cuboid = l × b × h
9. Mensuration Formulas for CUBE
In the following formulae, a = side of a cube
- Volume of cube = a3
- Total surface area of cube = 6a2
- Length of Leading Diagonal of Cube = a√3
Attempt English Mock Test for Bank Exams and know your preparation Levels.
10. Mensuration Formulas for CONE
In the following formulae, r = radius of base, l = slant height of cone and h = height of the cone (perpendicular to base)
- Slant height of a cone = l =√(h2+r2 )
- Curved surface area of a cone = C = π × r × l
- Total surface area of a cone = π × r × (r + l)
- Volume of right circular cone =1/3 πr2h
11. Mensuration Formulas for CYLINDER
In the following formulae, r = radius of base, h = height of cylinder
- Curved surface area of a cylinder = 2πrh
- Total surface area of a cylinder = 2πr(r + h)
- Volume of a cylinder = πr2h
12. Mensuration Formulas for SPHERE
In the following formulae, r = radius of sphere, d = diameter of sphere
- Surface area of a sphere = 4πr2 = πd2
- Volume of a sphere = (4/3) πr3 = (1/6)πd3
Attempt Quant Mock Test for Bank Exam and know your preparation Levels.
13. Mensuration Formulas for HEMISPHERE
In the following formulae, r = radius of sphere
- Volume of a hemisphere =(2/3)πr3
- Curved surface area of a hemisphere = 2πr2
- Total surface area of a hemisphere = 3πr2
14. Mensuration Formulas for HOLLOW CYLINDER
Hollow cylinder made by cutting a smaller cylinder of same height and orientation out of a bigger cylinder.
- Volume of hollow cylinder = πh(R2– r2)
(Where, R = radius of cylinder, r = radius of cavity, h = height of cylinder)
15. Mensuration Formulas for FRUSTUM OF A RIGHT CIRCULAR CONE
Frustum is created when a plane cuts a cone parallel to its base.
In the following formulae, R = radius of the base of the frustum, r = radius of the top of the frustum,
h = height of the frustum, l = slant height of the frustum
- If a cone is cut by a plane parallel to the base of the cone, the lower part is called the frustum of the cone.
- Slant height of the frustum =l=√(h2+(R-r)2)
- Curved surface area of frustum = π(R + r)l
- Total surface area of frustum = π(R + r)l + π(R2 + r2)
- Volume of the frustum=(1/3)πh(R2+r2+Rr)
16. Mensuration Formulas for PRISM
- Prism consists of two polygonal bases which are parallel to each other.
- These bases are joined by lateral faces, which are perpendicular to the polygonal bases.
- The number of lateral faces is equal to the number of sides in the polygonal base. Thus, the base of a prism could be of various shapes, namely, triangular, quadrangular, pentagonal etc.
- Volume of prism = Base area × height
- Lateral surface area of prism = perimeter of base × height
- Total surface area of prism = Lateral surface area + (2 × base area)
17. Mensuration Formula for PYRAMID
- Pyramid consists of a polygonal base and triangles at its sides. These triangles are called faces.
- The base could be of any shape, whereas the faces are generally isosceles triangles.
- All these triangular faces meet in a single point called the apex.
- Total surface area of pyramid = base area + (number of sides × ½ × slant height × base length)
- Volume of pyramid = (1/3) × base area × height
Practice FREE Qs on Testbook to boost your preparation.
Share your doubts and queries with your fellow aspirants as well as our experts on Testbook Disscuss.


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Causal Gene Network Inference from Genetical Genomics Experiments via Structural Equation Modeling
MetadataShow full item record
In genetical genomics, a segregating population is expression profiled and DNA marker genotyped. An Encompassing Directed Network (EDN) of causal regulatory relationships among genes can be constructed with eQTL mapping and selection of candidate causal regulators. Several eQTL mapping approaches and local structural models were evaluated in their ability to construct an EDN. The edges in an EDN correspond to either direct or indirect causal relationships, and the EDN is likely to contain cycles or feedback loops. We implemented SEM with genetics algorithms to produce sub-models of the EDN containing fewer edges and being well supported by the data. The EDN construction and sparsification methods were tested on a yeast genetical genomics data set, as well as the simulated data. For the simulated networks, the SEM approach has an average detection power of around ninety percent, and an average false discovery rate of around ten percent.
- Doctoral Dissertations


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Imperial Oil, majority owned by ExxonMobil Corp., produces an average of more than 140,000 b/d of bitumen from the Cold Lake deposit via cyclic steam stimulation.
ExxonMobil Upstream Research said the steam injection technology, developed by Imperial at Cold Lake, improves regulation and distribution of steam in long horizontal wells, reducing the number of wells required, lowering operating costs by cutting steam consumption, and improving bitumen recovery.
The system has two key components. One is an externally mounted screen section that facilitates contact between the well and reservoir. The other is one or more small flow orifices beneath the screen section that create the desired level of flow restriction between the inside of the pipe and the reservoir.
The technology allows control of steam into the formation over the full length of a horizontal well. In steam-assisted gravity drainage developments, it can be used in injector and producer wells to manage steam distribution.
Eddie Lui, Imperial vice-president, oil sands development and research, said the company has seen reductions of up to 10% in carbon dioxide emissions because of improved efficiency of injected steam and improvement in ultimate recovery.


Month-over-Month data in Splunk
Image icon 9-2-2015 9-39-06 AM.png24.56 KB
I've been working with Splunk Enterprise a lot lately (and it's very powerful and easy to use!). In many situations, it is useful to show some metric compared to the same metric a month ago (or some other time period).
One way to accomplish this is with the community-supported Splunk app, Timewrap. I couldn't get Timewrap to output the data as I wanted, so instead here's the approach that I used.
Here's my goal:
Splunk Screenshot
Before we compare data from the current period to the previous period, we need to ensure the dates are consistent. This example compares data from the current day to a previous day. If you want to compare current month/year to previous month/year, refer to the Splunk documentation for the bin command.
index=foo | bin _time span=1d
Now we use the stats command to perform the comparison.
| stats count(eval(relative_time(now(), "_USER_")=_time)) as "Current Period" count(eval(relative_time(now(), "-30d@d")=_time)) as "Previous Period" by category
 - For "Current Period", count the events where the _time field is equal to midnight today. Remember, we just standardized all events to equal midnight of the respective day.
 - For "Previous Period", count the events where the _time field is equal to midnight 30 days ago.
If this is useful to you, or you have any more suggestions, please let me know in the comments below.


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- "The black superman."
- The greatest heavy weight boxing champion of all times and an Olympic gold medalist.
- A teenager who learned to float like a butterfly and sting like a bee.
- A convert to Islam who changed his name from Cassius Clay.
- Stands up boldly for Muslims, as he fights Parkinson's disease.
- A philanthropist sponsoring "Ali Center", which gives "The Muhammad Ali Humanitarian Awards" yearly as a way to publicly recognize and honor people, who are making significant contributions toward securing peace, social justice, and human rights on a global basis.
Why is boxing forbidden in Islam?
Muhammad Ali, loved by Muslims all around the world, suffers Parkinson's, due to hard blows on face. More than 400 boxers have been injured and even died because of this dangerous sport.
Boxing is based on allowing punches to the face of one's opponent using the maximum force that one possesses. Blows to the face earn more points than blows to any other part of the body. This clearly goes against the teaching of the Prophet (sa), as narrated by Abu Hurayrah (rtam): "When any one of you fights, let him avoid (striking) the face." (Bukhari)
Indeed it is Allah's (swt) Rahmah (mercy) upon us to protect our bodies from harm and avoid such violent fights by making such sports forbidden.
1942 – born as Cassius Clay in Kentucky, USA
1964 – wins the Golden Glove Championship
1960 – wins Olympic gold medal
1964 – converts to Islam and changes name to Muhammad Ali
1981 – retires from boxing
1981 – diagnosed with Parkinson's disease
2013 – started "The Muhammad Ali humanitarian awards"
2015 – defends Muslims in response to Donald Trump's ban plan


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The Rhetoric of Art and Commerce
A guide to resources for PWR 2JP: The Rhetoric of Art and Commerce. Course topics include: how consumer culture influences the work of the artist-and vice versa; how art and a market economy overlap; aesthetics, communication, sex, violence, and selling out. This research guide broadly covers the research process from researching refernce materials for broad subject reading to database searching for articles.
Listed below are Library of Congress subject terms, which search only the subject field(s) of the Searchworks catalogue. You can refine your results by using the limiting facets with the left frame. Narrow by SUL (Stanford University Libraries) location, publication year, language, etc.
- Advertising - Psychological Aspects
- Art (Media OR Consumer OR Advertising OR Marketing)/Social Sciences
- Body Language
- Commerce United States
- Consumer Behavior
- Consumption Economics
- Discourse Analysis
- Internet Marketing
- Nonverbal Communication
- Popular Culture
- Persuasion (Psychology)
- Persuasive Communication


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Shunqi Zhang: Smart structures
Design, modeling and simulation of piezoelectric integrated smart structures
Shanghai, China: Shanghai University
Department of Precision Mechanical Engineering
Dr.-Ing Shunqi Zhang is Associate Professor at the School of Mechatronic Engineering and Automation, Shanghai University, China. He obtained the doctoral degree from RWTH Aachen University, Germany; obtained the Master and bachelor's degrees from Northwestern Polytechnical University. His research focuses on modeling of multi-physics coupled structures, design of high-performance smart structures, active vibration control, computation of composite structures, system dynamic testing, and advanced mechatronic equipment.
Thin-walled structures with integrated smart materials e.g. piezoelectric, magnetostrictive, so-called smart structures, are increasingly applied in the fields of civil, automotive and aerospace engineering for vibration control, shape control, energy harvesting and health monitoring. This project focuses on the design, modeling and simulation of piezoelectric smart structures. First, a smart structure integrated with piezoelectric materials will be designed. Afterwards, the designed structure will be modeled and simulated in commercial the finite element software ABAQUS.


How to find the missing number in Geometric Progression in Python
So, guys today we will learn How to find the missing number in Geometric Progression in Python. Let's do it together. We are basically supposed to find the number which is missing in GP. GP will be given the form of an array. GP is a progression of numbers with a constant ratio between each number and the one before.
You Guys may find it a bit difficult but don't worry it's too easy, let's dive deep into the code.
Finding the missing number in Geometric Progression in Python
We can find the missing element by literally traversing the array. It is one the simplest solution for which time complexity is O(N)
Another way of finding the missing number is by the binary search method. This is also simple but just the difference that time complexity changes that is O(logN)
Sample : A[] = {1, 5, 125, 625}
Ans : 25
Sample : B[] = {3, 9, 81, 243}
Ans : 27
def noMissed(sample, l, h, ratio):
 if (l >= h):
 return _PHONE_
 m = l + (h - l) // 2
 if (sample[m + 1] // sample[m]!= ratio):
 return (sample[m] * ratio)
 if ((m > 0) and (sample[m] / sample[m-1])!= ratio):
 return (sample[m - 1] * ratio)
 if (sample[m] == sample[0] * (pow(ratio, m)) ):
 return noMissed(sample, m+1, h, ratio)
 return noMissed(sample, l, m-1, ratio)
def find(sample, length):
 ratio = int(pow(sample[length-1] / sample[0], 1.0 / length))
 return noMissed(sample, 0, length-1, ratio)
sample = [3, 9, 81, 243]
length = len(sample)
ans=str(find(sample, length))
print("Missing Number in GP is " +ans)
Missing Number in GP is 27
Want to learn more! Have a look at some more amazing pieces of codes..!
What is Anagram Substring Search? Explain using program in Python
How to implement Navie String Searching Algorithm in Python
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Kingdom Values
The Gospel of Jesus was never intended to be something that only affected life after death.
His message of good news is for the life in this world and the life in the eternity.
The Gospel is about the eternal relationship of human with God that begins right now in this world itself.
Relationship with God
Relationships are based on what you have in common with another person.
To find out what we have common with another, we must understand what the other person values in his life.
A person is the sum total of the values he keeps in his life.
Depending on an agreement and unity with the other, the relationship deepens.
That means, a deeper and meaningful relationship between two persons depends on what they hold in common as important and valuable.


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Finials dating from the Anatolian Seljuk period
that have survived to the present day are all
carved from solid blocks of white marble. In
the Ottoman period, on the other hand, with
the exception of a few ceramic finials found
on buildings in and around the city of Tokat,
they were always made from bronze, iron, copper
or gilded copper. Hollow inside, they consist
of separate base, body and crest riveted together.
The base is generally hemispherical and either
ribbed or fluted, and the body knopped. The
crest is the most eye catching part, and may
be in the form of horns, a crescent, a horseshoe
or a lily. One face is always turned in the
direction of Mecca, and in some cases they are
engraved with verses from the Koran. Standards
used by the mystic orders were usually surmounted
by the symbol of the order.
An interesting example of an Ottoman Turkish
finial is to be seen on a church in Hungary
near to the tomb of Sultan Suleyman the Magnificent.


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Indian and Himalayan Art
Pilgrimage to the Jain Temples at Shatrunjaya, near Palitana, GujaratMade in Rajasthan, Kota Region, India, Asia
Artist/maker unknown, India
Opaque watercolor and gold on paper
Currently not on view
1972-258-3Purchased with the Edgar Viguers Seeler Fund, the Marie Josephine Rozet Fund, and the Gertrude Schemm Binder Fund, 1972
Pilgrimage—particularly to places associated with the lives of jinas (enlightened beings)—is a crucial part of Jain worship. This wonderfully detailed painting depicts various aspects of a pilgrimage. Large groups, including both lay worshipers and white-robed monks and nuns, travel together through the landscape to visit a large temple of the twenty-third jina-Parshvanatha—who is the central figure of the three images. Parshvanatha is identifiable by the cobra hoods above his head and the snake below him. To his left and right are the sixteenth jina, Shantinatha (shown with an antelope below), and the first jina, Rishabhanatha (with a bull below). The images have been garlanded, and in front of the shrine lay worshipers celebrate the jinas with dance and music.
Many smaller temples dot the landscape, a number of them enshrining the footprints of jinas and other enlightened beings. The concentration of shrines indicates that this painting represents one of the main pilgrimage sites of Jainism, although the lack of an inscription makes exact identification impossible. Along the lower margin marches a festive procession, with those on the right focusing on a monk-teacher (acharya) whose importance is emphasized by the umbrella-like standard held above his head.


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Interactive Plot Viewer
About the Interactive Plot Viewer
The Interactive Plot Viewer shows show data submitted by the author visually in a line or scatter plot and numerically in a data table.
Interactive Plots provide authors and readers with many benefits. They:
- Enable authors to display plots that give easy access to the underlying data
- Enable readers to explore the dataset from the plot via mouse over or viewing the data table
- Enable readers to download the full data set to facilitate validation and re-use
e-NSP: Efficient negative sequential pattern mining - Artificial Intelligence
In situ observation of mechanical damage within a SiC-SiC ceramic matrix composite - Journal of Nuclear Materials
Calculation of the state of safety (SOS) for lithium ion batteries - Journal of Power Sources
The current version of Interactive Plots has been designed to support simple xy plots, though some authors have used the feature for more complicated ones.
Data files for Interactive Plots must be saved and submitted in CSV (comma-separated values) format. Nearly all database software programs – including Microsoft Excel – support this export option.
To format the file correctly, please take the following into account:
- Each column represents a data series. Your file should have at least two columns so the data can be visualized as (X, Y) pairs on a plot. If you include more columns, these will be presented as multiple series on the plot.
- The first row acts as header and should contain the label of the data series in plain text.
- Please remember to include units in the labels (between brackets)
An example of a correctly formatted file is show below.
A file like this would display as the image below. Please note this is a flat image that does not show the interactivity. To see the full interactivity, try saving this file as CSV and uploading it into our Interactive Plots Preview Tool.
Our current version of Interactive Plots has the following number of restrictions for ensuring correct display:
- Please do not include special characters in the header labels.
- Your file should have 2-10 columns.
- The maximum number of rows is 250.
- There should not be any empty cells.
- The application supports numbers with up to 3 decimal digits. If your data contains numbers with more than 3 decimal digits, please use scientific notation, e.g. 1.123E-07.
- The maximum file size is 500KB.
You can check if your file works and how it will look online using the Interactive Plots Preview Tool. Please double check that you mention the units (between brackets).
Upload your file together with your article via the submission system. Important: To ensure we can distinguish your file from a regular data file, please be sure to select the option "Interactive Plots".
In your manuscript, you can indicate where you want the material to appear in the article, for example, by writing 'File1.csv here'.
Reviewers will find CSV files associated with Interactive Plots in the supplementary material submitted with the manuscript. Editors and reviewers can use the Interactive Plots Preview Tool to inspect Interactive Plot files during the review process.
- EES: the files can be downloaded via links on the final pages of the reviewer PDF
- EVISE: the files can be downloaded directly from the system
For more information, read the general reviewer instructions.


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Graduate Academic Services (GAS)
Graduate Studies Home
What is A Human Service Professional?
human service practitioner is a professional who acts as an agent to
assist and or empower individuals, groups, families and communities to
prevent, alleviate or better cope with crisis, change and stress to
enable them to function more effectively in all areas of life and
Goal of the Human Service Practitioner
goal of the human service Practitioner is to enable people to live more
satisfying, more autonomous, and more productive lives, through the
utilization of society's knowledge, resources, and technical
The Human Service Practice Model
Human Service Professional is one who uses the human services practice
model to assess and deliver services. This model views people,
service and the social environment as integrated entities. This
perspective helps individuals, families and communities address and
overcome issues and barriers that arise from a variety of social
problems and adverse societal conditions.
The Role of the Human Service Professional
Human Service Professional is a generalist who works side-by-side with
various professionals and assumes a wide range of roles to assist
individuals, groups, organizations and communities. The human
service professional does not necessarily do in-depth and
psychotherapy, but is well-equipped to facilitate client change and
growth typically by working directly or indirectly with
clients/consumers around concrete tasks, objectives and goals.
Typically the work of the human service professional focuses on one or
more of the following roles.
- Counselor works
with individuals and groups to help identify and solve problems of
everyday living using behavioral and social science theory.
- Outreach Worker provides information to communities and carries out liaison activities in surrounding communities.
- Broker helps clients define needs and utilize new services
- Advocate champions and defends clients' causes and rights
- Research/Evaluator assesses
client programs and shows that agencies are accountable for services
provided. Collects and interprets data through a variety of
research methods to carry out needs assessment, implement programs and
- Teacher/Educator models new behaviors for clients, and conveys new skills
- Behavior Specialist
carries out a range of activities planned primarily to change behavior,
including coaching, problem solving, counseling and behavioral
- Mobilizer organizes client and community to obtain new community services and resources
uses specialized knowledge to work with other professionals and health
and human service agencies regarding their handling of problems, needs
- Community Planner designs,
implements and organizes new programs to serve consumer needs.
This includes work with community boards and committees and grass root
groups to minimize emotional stress and remove social and economic
- Care Manager/ Case Manager
assesses individual consumers, assists in the development of a care
plan/treatment plan, arranges for service delivery, performs a
monitoring function and completes a reassessment to determine service
outcomes, and might also facilitate discharge planning and provide
follow up services.
carries out management and/or supervisory activities that are oriented
to the organization/agency as a total system. This includes
program management, budgeting, human resources management, strategic
resources management, marketing management and so forth.
Occupations which have the following types of responsibilities and functions ARE considered legitimate human service professions.
- Counselors in substance abuse, mental health, mental retardation, corrections, juvenile justice and health care
managers and supervisors of community based grass root agencies,
prevention and intervention programs and other human service and health
- Practitioners and managers in law enforcement, criminal justice and public safety
- Practitioners and managers in child care, child advocacy, and child welfare, including programs for adolescents
and managers for residential facilities in the areas of developmental
disabilities, mental health, mental retardation
and managers in programs and facilities serving the older population,
such as nursing homes, adult day care centers, senior centers,
independent living facilities and other community services.
- Case workers or managers in the Department of Public Welfare
ministry and other full time church related practitioners engaged in
pastoral counseling, community outreach and other forms of faith based
- Practitioners and managers
in human services agencies, universities and public or private
organizations working in human resource management, training and
development, employee assistance, affirmative action or community
Occupations which have the following types of responsibilities and functions ARE NOT considered legitimate human service professions.
- Administrative Assistant
- Agency Receptionists
- Book Keeper
- Purchasing Agent
- Service Representatives/Consumer Services Representatives/Sales Representative
- Maintenance and Housekeeping
- Transportation Services Provider
- Medical Technicians such as phlebotomist, respiratory technician.
- Clerical positions even when they occur in human service agencies.
Center for Graduate and Continuing Education Programs
3020 Market St., Philadelphia PA 19104


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1 Answer | Add Yours
Instead of showing it for this particular case, it is actually less work to prove that the null space and row space are orthogonal complements (perpendicular) for any matrix 'A.' To do this, suppose that 'x in N(A),' so that 'Ax=0.' Also, the row space of 'A' is the same as the column space of 'A^T.' Thus 'y in R(A)' if and only if 'A^T bary=y' for some vector 'bary.' We must show that 'x*y=0,' and we can use the fact that 'x*y=x^Ty.' We get
'x^Ty=x^T(A^Tbary)=(x^TA^T)bary=(Ax)^Tbary=0^Tbary=0,' ''which is what we needed to show. See the link for a slightly different explanation.
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Besides the sport played on the grass at Wimbledon, tennis is not typically considered a "green" sport.
Most matches are played on hard asphalt courts, leading to the short lifespan of tennis balls that are thrown away. Additionally, players drive to local courts, and often bring single-use water bottles for refreshment.
Most of these bottles and tennis-ball cans are deposited in courtside trash bins, ultimately taking their place next to 27 billion other non-recycled water bottles that ended up in landfills in 2010.
However, one local, non-profit, community tennis association is taking a creative approach to encourage tennis players to be more environmentally friendly.
In 2009, Virginia's Arlington County Tennis Association (ACTA) created the Eco-Challenge to promote environmental awareness as an adjunct competition to its already-popular singles ladder.
The association's website asks players to record environmental-impact behaviors after each match. The results are not only publicly displayed with the actual match score, but players who receive the most "eco" points receive prizes at the end of the season.
What's A Singles Ladder?
A tennis ladder is an informal way for tennis enthusiasts to meet and play matches with other similarly skilled players at mutually convenient times and locations.
Players are ranked on a ladder based either on the previous year's results, or simply in the order in which they register. Once ranked, players are allowed to "challenge" other players within a certain range of their own ranking. The players then agree upon a match time and location, and play the match.
If the winning player is the lower-ranked one, the winning player will then take the spot of the losing player and the latter will slide down in the rankings. If the winning player is already the higher-ranked player, then nothing changes. The winning player reports the score online, and rankings are updated automatically. All registered players have access to view the current rankings and results of the matches.
The Eco-Challenge Ladder
Urban Arlington County has approximately 26 square miles, and 200,000 residents. The county has a variety of public-transportation options and over 80 miles of bike trails. Arlington is also a leader in environmental issues, including the Fresh AIRE program, which began in 2007 with the goal of emissions reduction in the county.
In 2009, a conversation between Alex Robertson, President of ACTA, and a few other tennis players led to the creation of the Eco-Challenge ladder.
"We love tennis, and we are also concerned about the environment," Robertson states.
"So, we started brainstorming ways we could use tennis to raise environmental awareness, and came up with the idea to use our very popular singles ladder to promote responsible environmental behaviors."
Robertson, a technology enthusiast by trade, was able to modify the online reporting function of the singles ladder to include the Eco-Challenge results and standings. Now, when players report their scores, they also report on two other items:
- Did you resist using one-use plastic water bottles?
- Did you forgo driving a car to the courts?
When scoring, players simply click the buttons to signify a "Ghostbusters-like" slash across the bottle or car to signify they complied with the rules. Once a player tallies an eco-friendly match, he or she is automatically entered in the challenge.
Although scoring is optional, over half of the 120 ladder players participate in the challenge.
According to Robertson, the challenge has two goals: "First, we just want to raise awareness that there are choices you make that affect the environment–things as simple as using a re-usable water container, or biking instead of always driving the car. Second, we also want to change habits by encouraging people to make green choices."
To get people excited about the new Eco-Challenge ladder, ACTA encouraged a local business to donate re-usable water bottles at an ACTA social, and provide awards for the eco-challenge winners.
Although tennis may not seem an obvious choice to promote environmental consciousness, to Robertson it was a perfect fit.
"Tennis has always been a good metaphor for life. Winning is important, but integrity and being courteous are even more important. Tennis etiquette is typically one of the first aspects of the game taught to young players, and encompasses everything from attire to waiting for approval before entering an active court.
"Being easy on the environment also fits into this etiquette, or the 'how-you-play-the-game' category. It's time we think of eco-awareness as etiquette towards future generations of tennis players."
A Match Made In Heaven
The creative approach used by ACTA demonstrates there are plenty of creative ways for sports organizations to promote environmental awareness. Any sports league, for example, can create a separate competition based on players' environmental practices. The concepts of re-usable water bottles and alternative transportation are applicable to every sport.
What about taking it a step further: what if a flag-football league started each game awarding one point for each player who didn't drive? What about teams that adopt a park, and by picking up trash, earn points?
Even if you did not want to manage the competition, the simple act of reporting your actions on a website raises awareness.
The simple act of encouraging alternative transportation and providing easy access to that information–bike routes or public transportation routes on a website, for example–is also an easy way for sports organizations to promote environmental awareness.
Athletes are a natural group to promote environmental awareness too–they are often the primary users of parks and other outdoor spaces.
Use a little creativity, like the ACTA Eco-Challenge tennis ladder!
Eric Legg, CPRP, is a Sports Programmer with Arlington County, Va., where he oversees a variety of sports, including tennis. The Arlington USTA Junior Team Tennis program recently received the Virginia Recreation and Park Society Award for Best New Program, and the agency was named Parks & Recreation Agency of the Year by the USTA Mid-Atlantic Section. Legg also serves on the USTA National Committee on Tennis in the Public Parks. He can be reached via e-mail at _EMAIL_.


FIG Foundation - Building a Sustainable Future
FIG Foundation Grant for Young Surveyors' educational and training activities
The FIG Foundation may contribute a maximum of 5000 euro's to support travel and accommodation costs for young surveyors to participate in surveying (See the FIG Definition of the Functions of a Surveyor education or training activities. Funded events are likely to be part of a Commission's Working Plan or part of the activities associated with a FIG Working Week/Conference.
Young surveyors are those as defined by the FIG Young Surveyors Network. Preference will be given to young surveyors from countries listed by the World Bank as a low-income, lower-middle or upper-middle income economy.
The application and post grant reporting procedure should be as follows:
 1. The grant covers travel and accommodation costs. Registration costs are excluded. These shall be covered by the event organisers or through other funding sources.
 2. The application may be prepared and submitted by the organisers of the activity / event. If the event is tied to or part a Commission's activities, the Commission Chair shall co-sign the application.
 3. The application shall be submitted to the FIG Foundation at least 90 days before the activity.
 4. The application shall be structured as follows:
 1. A description of the Commission (s) involved / FIG Working Week / Conference,
 2. A description of the activity,
 3. The benefits to the young surveyors who are intending to participate in the activity / event,
 4. The benefit to FIG of the young surveyors participation,
 5. The selection procedure of potential participants (e.g. education levels),
 6. A description of how the grant will be managed,
 7. Intended dedication of the grant,
 8. Other sources of funds.
 9. A budget and a justification for the budget. If airfares are part of the budget, applicants should do a search of fares for travel from different possible locations.
 6. Within 60 days after the activity, the organisers and the Commission Chair(s) as co-signatories shall send a report to the FIG Foundation which covers:
 1. A brief report of the activity,
 2. The outcomes realised for the young surveyors as measured against the proposed outcomes,
 3. The benefit to FIG of the young surveyors participation as compared with the proposed benefits,
 4. The management of the granting process as compared with what was proposed
 5. An appendix explaining and comparing budgeted expenses against actual expenses
Send your proposal by email to:
FIG Office August 2019


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From UPSC perspective, the following things are important :
Prelims level : Fortification of food
Mains level : Read the attached story
The Cabinet Committee on Economic Affairs has approved supply of fortified rice in all States and Union Territories (UTs) by 2024 in a phased manner.
What is the news?
- Fortified Rice will be supplied throughout the Targeted Public Distribution System (TPDS) under the:
- National Food Security Act (NFSA)
- Integrated Child Development Services (ICDS)
- Pradhan Mantri Poshan Shakti Nirman-PM POSHAN [erstwhile Mid-Day Meal Scheme (MDM)] and
- Other Welfare Schemes (OWS)
Phases of implementation
The following three phases are envisaged for full implementation of the initiative:
- Phase-I: Covering ICDS and PM POSHAN in India all over by March, 2022 which is under implementation.
- Phase-II: Phase I above plus TPDS and OWS in all Aspirational and High Burden Districts on stunting (total 291 districts) by March 2023.
- Phase-III: Phase II above plus covering the remaining districts of the country by March 2024.
What is Fortification?
- The Food Safety and Standards Authority of India (FSSAI) has explicitly defined fortification.
- It involves deliberate increasing of the content of essential micronutrients in a food so as to improve the nutritional quality of food and to provide public health benefit with minimal risk to health.
Types of food fortification
Food fortification can also be categorized according to the stage of addition:
- Commercial and industrial fortification (wheat flour, cornmeal, cooking oils)
- Biofortification (breeding crops to increase their nutritional value, which can include both conventional selective breeding, and genetic engineering)
- Home fortification (example: vitamin D drops)
How is fortification done for rice?
- Various technologies are available to add micronutrients to regular rice, such as coating, dusting, and 'extrusion'.
- The last mentioned involves the production of fortified rice kernels (FRKs) from a mixture using an 'extruder' machine.
- It is considered to be the best technology for India.
- The fortified rice kernels are blended with regular rice to produce fortified rice.
How does the extrusion technology to produce FRK work?
- Dry rice flour is mixed with a premix of micronutrients, and water is added to this mixture.
- The mixture is passed through a twin-screw extruder with heating zones, which produces kernels similar in shape and size to rice.
- These kernels are dried, cooled, and packaged for use. FRK has a shelf life of at least 12 months.
- As per guidelines issued by the Ministry of Consumer Affairs, Food and Public Distribution, the shape and size of the fortified rice kernel should "resemble the normal milled rice as closely as possible".
- According to the guidelines, the length and breadth of the grain should be 5 mm and 2.2 mm respectively.
But why does rice have to be fortified in the first place?
- India has very high levels of malnutrition among women and children.
- According to the Food Ministry, every second woman in the country is anaemic and every third child is stunted.
- Fortification of food is considered to be one of the most suitable methods to combat malnutrition.
- Rice is one of India's staple foods, consumed by about two-thirds of the population. Per capita rice consumption in India is 6.8 kg per month.
- Therefore, fortifying rice with micronutrients is an option to supplement the diet of the poor.
What are the standards for fortification?
- Under the Ministry's guidelines, 10 g of FRK must be blended with 1 kg of regular rice.
- According to FSSAI norms, 1 kg of fortified rice will contain the following: iron (28 mg-42.5 mg), folic acid (75-125 microgram), and vitamin B-12 (0.75-1.25 microgram).
- Rice may also be fortified with zinc (10 mg-15 mg), vitamin A (500-750 microgram RE), vitamin B-1 (1 mg-1.5 mg), vitamin B-2 (1.25 mg-1.75 mg), vitamin B-3 (12.5 mg-20 mg) and vitamin B-6 (1.5 mg-2.5 mg) per kg.
Does fortified rice have to be cooked differently?
- The cooking of fortified rice does not require any special procedure.
- The rice needs to be cleaned and washed in the normal way before cooking.
- After cooking, fortified rice retains the same physical properties and micronutrient levels as it had before cooking.
What is India's capacity for fortification?
- At the time of the PM's announcement last year, nearly 2,700 rice mills had installed blending units for the production of fortified rice.
- India's blending capacity now stands at 13.67 lakh tonnes in 14 key states, according to figures provided by the Ministry.
- FRK production had increased rapidly from 7,250 tonnes to 60,000 tonnes within 2 years.
How can a beneficiary distinguish between fortified rice and regular rice?
- Fortified rice will be packed in jute bags with the logo ('+F') and the line "Fortified with Iron, Folic Acid, and Vitamin B12".
- Health: Fortified staple foods will contain natural or near-natural levels of micro-nutrients, which may not necessarily be the case with supplements.
- Taste: It provides nutrition without any change in the characteristics of food or the course of our meals.
- Nutrition: If consumed on a regular and frequent basis, fortified foods will maintain body stores of nutrients more efficiently and more effectively than will intermittently supplement.
- Economy: The overall costs of fortification are extremely low; the price increase is approximately 1 to 2 percent of the total food value.
- Society: It upholds everyone's right to have access to safe and nutritious food, consistent with the right to adequate food and the fundamental right of everyone to be free from hunger
Issues with fortified food
- Against nature: Fortification and enrichment upset nature's packaging. Our body does not absorb individual nutrients added to processed foods as efficiently compared to nutrients naturally occurring.
- Bioavailability: Supplements added to foods are less bioavailable. Bioavailability refers to the proportion of a nutrient your body is able to absorb and use.
- Immunity issues: They lack immune-boosting substances.
- Over-nutrition: Fortified foods and supplements can pose specific risks for people who are taking prescription medications, including decreased absorption of other micro-nutrients, treatment failure, and increased mortality risk.
Back2Basics: Public Distribution System (PDS)
- The PDS is an Indian food Security System established under the Ministry of Consumer Affairs, Food, and Public Distribution.
- PDS evolved as a system of management of scarcity through the distribution of food grains at affordable prices.
- PDS is operated under the joint responsibility of the Central and State Governments.
- The Central Government, through the Food Corporation of India (FCI), has assumed the responsibility for procurement, storage, transportation, and bulk allocation of food grains to the State Governments.
- The operational responsibilities including allocation within the State, identification of eligible families, issue of Ration Cards and supervision of the functioning of FPSs etc., rest with the State Governments.
- Under the PDS, presently the commodities namely wheat, rice, sugar, and kerosene are being allocated to the States/UTs for distribution.
- Some states/UTs also distribute additional items of mass consumption through PDS outlets such as pulses, edible oils, iodized salt, spices, etc.
Mid-Day Meal Scheme
- The Midday Meal Scheme is a school meal program in India designed to better the nutritional standing of school-age children nationwide.
- It is a wholesome freshly-cooked lunch served to children in government and government-aided schools in India.
- It supplies free lunches on working days for children in primary and upper primary classes in government, government-aided, local body, and alternate innovative education centers, Madarsa and Maqtabs.
- The program has undergone many changes since its launch in 1995.
- The Midday Meal Scheme is covered by the National Food Security Act, 2013.
The scheme aims to:
- avoid classroom hunger
- increase school enrolment
- increase school attendance
- improve socialization among castes
- address malnutrition
- empower women through employment