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tree grew from a seedling, the variety would be new, since apples do not grow true from seeds. It is also possible that Rambo brought apple scionwood with him from the old world, and the grandson got the story wrong when he mentioned apple seeds, or, perhaps, the translation is inexact. If grown from scionwood, the Rambo apple tree would be a clone of an old Swedish or other European variety. Many varieties of the Rambour apples were developed in France about a century before Peter Rambo and had spread widely before the time Rambo left for New Sweden, definitely to Holland, and possibly to Sweden. It is possible that Gunnarsson was familiar with one of the Rambour apple varieties before he crossed the Atlantic, and took some seeds or scionwood from one of them. There is a long history of confusion between the Rambo and Rambour apples. The Summer Rambo was originally called the Rambour Franc, and the common name only became Summer Rambo well after the Civil War. A genealogist many years ago speculated that Rambo took his name from Ramberget, a mountain that overlooked the city of Gothenburg, and that explanation appears not have been questioned. The grandson wrote that the family name was first Ramberg but was changed to Rambo. It seems a bit wild to speculate that a man might have named himself for the apple, but I still wonder about the connections. It is not definite that Peter Gunnarsson Rambo developed the Rambo apple. It is just as likely that a later member of the Rambo family developed the Rambo apple. There was orcharding in the family for several generations. The conversation between Peter Kalm and Peter Rambo did not mention any specific varieties of apples. The first written documentation for the Rambo apple is not until William Coxe's 1817 treatise, A View of the Cultivation of Fruit Trees, and the Management of Orchards. In the section on the Rambo, he writes, "This apple is much cultivated in Delaware, Pennsylvania, and New-Jersey; taking its name from the families by whom it was introduced into notice." The Rambo apple could easily have come after several generations of plantings and orchard development.
Peter Larsson Cock was a passenger on either the Kalmar Nyckel or her sister ship the Claritas when the Kalmar Nyckel made its third voyage. He was likely one of those Finns who had been making lots of trouble back in Sweden. He was described as an "imprisoned soldier from Smedjegarden" who "must serve as a soldier for penalty, and is to receive necessary sustenance and clothing." If his name doesn't sound Finnish, there are several reasons. First for official records, the Swedish government used the Swedish version of any Finn's name. More importantly, Cock, or Kock in some records, was the name Peter adopted only while aboard ship, after he had become the ship's cook (Kock being Swedish for cook). Later generations changed the name to Cox or Cook. He married a year and a half after he arrived in New Sweden, but while still in servitude. After he became a freeman, he moved with his family to an island at the mouth of the Schuylkill. He and his wife eventually had twelve children who reached adulthood. Cock continued to be a troublemaker of sorts. He was accused of trading guns with the Indians. Even though a jury of his peers found him not guilty, the governor sentenced him to three months of hard labor. This may indicate a personal feud between Cock and the governor, rather than lawbreaking, for later on, Cock joined Rambo as a ruling judge of Upland Court under the Swedes, the Dutch, and the English, and as a judge of the court in the colony of Pennsylvania. His public service and trust can also be seen by the fact that in 1663, Cock was appointed Collector of Tolls on Imports and Exports. On documents he also made his mark, which was not always identical.
appears one time, but later it was written in a slightly different form:
One incident involving a Rambo son and a Cock daughter (not in our direct family line, however) reveals something of the social mores of the time. In 1685 Peter Cock and his daughter Brigitta (Bridget in the court record) took John Rambo to court for fornication and "criminal intercourse." On the night before Christmas the previous year, John had pulled off a plank of the Cocks' house [in the roof, I am guessing] and jumped down to the floor of the loft. He then entered the room where three teenaged Rambo daughters were sleeping. John awakened Brigitta by getting into bed with the sisters and declaring loudly that he wanted to marry Brigitta -- just as his brother had married Bridget's older sister. Bridget's sisters left the bed and slept the rest of the December night on the cold floor. The court fined both John and Brigitta ten pounds and ordered John to marry Brigitta "before she be delivered" or make payments to maintain the child. Peter Cock was also fined five shillings for swearing in court. He had cried out "By God" at one point during the hearings. The relationship between John and Bridget appears to have been a bit strange, because in a subsequent trial that year Brigitta sued John for breach of promise (the first such case in Pennsylvania). John was fined one hundred and fifty pounds. Nonetheless, John and Bridget did marry eventually (after the birth of their first child), and together they had ten more children.
Gertrude Svensdotter traveled on the Kalmar Nyckel when she was one year old. Her father Sven Gunnarsson was one of the army deserters who had been rounded up and sent with his family to help settle New Sweden. Her older brother Sven was three, and while on board her brother Olle was born. After his servitude was completed, her father prospered. He joined Rambo and Cock the others in signing the petition against Governor Printz, and like Rambo and Cock he later purchased land north of the Schuylkill. Gertrude was a real frontier woman in spirit. She married a soldier, Joen or Jonas Nilsson, who after eleven years of army service in New Sweden, quit to marry and become a farmer. When Gertrude was pregnant with their first child, her husband left her to return to Sweden. She was a single mom for almost two full years before her husband returned. It is unknown if she cleared land and began farming or lived with relatives. The only reason known for her husband's departure was to collect unpaid wages but it seems there must have been something more. Once reunited, Gertrude and her husband moved to Kingsessing (near some of the Holstein, Rambo, and Cock family members), while her brothers took over their father's 1125-acre plantation that bordered the Delaware River several miles east of there. In 1683 her brothers ceded most of that acreage to an enterprising English Quaker named William Penn, who used the land to build a city of brotherly love. Downtown Philadelphia was built on land once owned by our forebearers.
New Sweden was probably doomed from the start, not because of a military failure, but because of undersettlement. During seventeen years, only thirteen Swedish expeditions were launched, and several of them brought few or no permanent residents, and during some others ships sank or were captured by enemies. To contrast the populating of New Sweden with that of New England, in the same time the Swedes sent twelve ships, the English sent over two hundred.
Under Dutch rule, however, the Swedes flourished as a semi-autonomous "Swedish Nation" governed by a court of presidents/judges whom the Swedes chose themselves. The Dutch Governor Stuyvesant even helped organize a few more expeditions to bring more Swedish immigrants.
Five years later, when the English brought an end to New Netherlands, the Swedes and Finns yet again proved most willing to swear an oath of allegiance to yet another crown. Once more they were allowed to keep their land and independent court. When William Penn arrived to create Pennsylvania he did not confiscate land but he recognized the already established deeds and bought land from Swedish landowners to build Philadelphia. The Swedes and Finns quickly assimilated into the English culture, dropped not only their native tongue, but largely abandoned their Lutheranism.
Although the sauna never took hold in America, the Finns of New Sweden were responsible for establishing one icon of America, the log cabin, which appeared in the new world for the first time in New Sweden. Their particular method of building with logs was not practised elsewhere in Europe, but it was so well suited to the early frontier that it was copied by pioneers from all ethnic groups. The Finn's practice of their burnbeating to clear forests was also very effective and also widely copied, and in only a few generations much of the wilderness of eastern America had disappeared.
Even if New Sweden ultimately ended in failure for its crown and company, it proved itself to be one of the most remarkable adventures in the history of American colonization. New Sweden has the distinction of being one of the smallest and shortest lived of all of the European settlements of North America. Founded on false premises (according to European law, at least) on territory already claimed by two other countries, and perhaps the most ill-conceived and poorly conducted colonial attempts, the Swedish settlers themselves became remarkably resilient. Rather than cower before the obese governor Johan Printz, the colonists stood up and petitioned against him and forced him to return to Sweden


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If you order an AP Calculus AB or BC Exam for a student and they indicate after the November 13 ordering deadline that they would like to switch to the other type of AP Calculus Exam, you may switch the student's AP Calculus Exam in AP Registration and Ordering by March 12, 2021, (11:59 p.m. ET) without incurring a late order fee.
The student must be enrolled in two class sections: the one they were originally enrolled in and the one for the exam they would like to switch to.
- For example: A student enrolled in AP Calculus BC decides they would like to instead take the AP Calculus AB Exam. The student should enroll in the class section for AP Calculus AB while still being enrolled in the class section for AP Calculus BC.
When the student has enrolled in the second class section, click the Why can't this be changed? tooltip next to the Order Exam? field for the class section corresponding to the exam the student isn't taking.
Select the checkbox to switch the exam.
When you've completed switching the student's exam, submit the change to your exam order. See How do I submit a change to my initial order?

source: openbmb/Ultra-FineWeb


text:
How to write a Petition
To get the petition process started you have to define
- how your agenda looks like,
- who is the official recipient of your petition,
- which investigations you have to undertake to examine and to clearly present your issue,
- how one formulates a petition in the most effective way,
- and how the campaign concerning your petition should look like.
Thus one has to settle if the petition deals with an issue concerning either politics, the media, education or something else. Does it concern the people right there in my street or is it something that affects everyone in this country? How do the circumstances look like, what was exactly missed by the lawmakers and which problems result from that? The petitioners have to provide a detailed and solid documentation for the recipients which in the best case is accompanied by well-defined campaign.
Different Forms of Petitions
Once you start thinking of how to write a petition it is important to differentiate between different forms:
- Petitions put forward by one person
- Petitions put forward by a group of persons (These are accompanied by a list of signatures)
- Several petitions put forward by single persons dealing with the same issue
The bandwidth of petition examples seems to be endless. Some petition examples would be the raise of the gasoline price, noise disturbances caused by planes or the violation of human rights.
A sample petition would be the online petition stated by the German Midwives Association in 2010. It dealt with the raise of the liability premium and the generally quite low fees of midwives. To reach a public sitting the midwives had to collect 50.000 signatures. The public sitting was held, the government reconsidered the matter.
Text of the Petition Example
The German Bundestag may enact immediate measures to ensure a supply of the help of midwives located nearby for women as well as the free choice of the place of birth also after July the 1st, 2010. Another requirement would be the acceptance of a service guarantee for the help of midwives on the lines of § 72 SGB V. Furthermore the German Bundestag may determine a data ascertainment concerning the need of help by midwives and its coverage. (Online source with original text in German: _URL_ (07/03/2011)). Subsequent to this request the Internet page provides a 400-word-long statement of grounds referring to it.)


-Shock TubesInstitut de Combustion Aérothermique Réactivité et Environnement
Shock Tubes : High Temperature Chemical Kinetics
Contact : Nabiha CHAUMEIX
These highly instrumented facilities are designed for the development and validation of high-temperature kinetic models.
Heated, 52 mm in diameter and 7.5 m long
38.4 mm in diameter and 3.5 m long
78.4 mm diameter and 9 m long
* Several impact tubes of different lengths and diameters,
* Stainless steel and Pyrex,
* Pmax = 5 MPa / 6 MPa,
* Tinitial, max from 298 K to 403 K.
* Pressure sensors,
* Viewing windows,
* Sampling valve coupled to the shock tube.
* Pressure measurements,
* Emission, Absorption,
* LASER extinction and diffusion,
* Atomic Resonance Absorption Spectrophotometry,
* Gas analysis by CPG-MS/FID/TCD.
Measuring device : Laser extinction / Rayleigh scattering
Gas sampling device coupled to the shock tube


3.4.7. Facilitation
Facilitation can be defined as an action or agent that stimulates a value chain to develop and grow but does not become part of the chain. The activities that facilitators do are often the same as those that implementers have always done: providing training and technical assistance, subsidizing activities, and providing a range of support services. The differences are in why and how the interventions are conducted. The why refers to determining if the intervention will result in the industry moving towards increased competitiveness with a broad-based distribution of benefits. The how refers to ensuring that the donor-funded intervention results in more effective, sustainable relationships between value chain and support market actors, more competition based on ongoing upgrading and innovation, and more rational and transparent benefits that support effective relationships and constant upgrading.
Watch the video below to see how various implementers view facilitation:
Determining Facilitation Activities
Value chain constraints will lead designers to a number of potential facilitation activities to improve the competitiveness of the value chain. These can be reviewed in relation to specific criteria established by the implementing organization in order to select which activities to pursue during program implementation. Examples of possible criteria include the following:
 - extent of impact on microand small enterprises (leveraged effect)
 - number of MSEs that will benefit
 - cost effectiveness of the intervention (relationship between cost and impact)
 - chances of the intervention resulting in sustainable, commercially viable solutions
 - capacity of existing, commercially viable facilitators to implement or manage the interventions
 - timeframe for completing the intervention
 - synergy of interventions among various commercially viable solutions
 - ability to promote win-win relationships among MSEs and larger firms
Value chain participants should feel a sense of ownership over the change process. The facilitator should avoid engaging in any direct transactions and be one step removed from interactions among MSEs and service providers. Unless value chain actors take responsibility and ownership of the management and operations of the competitiveness process, long-term success is unlikely.
SDCAsia comic
Recognizing that traditional information campaigns have a limited effect on changing behavior, SDCAsia uses comics to communicate a change agenda to value chain actors and generate their buy-in to the process.
Transforming Relationships
Governance structures and relationships between value chain participants are always in a state of flux. A good facilitator is able to transform a parasitic or indifferent relationship into a more symbiotic, mutually beneficial relationship by demonstrating the benefits of collaboration to both MSEs as well as lead firms. This transformative nature of value chain facilitation creates synergies and paves the way for competitiveness.
Techniques to Foster Relationships and Ownership
Buying Down Risk
New ways of relating among actors in a value chain often carry substantial perceived risks. Concerns relating to commitment failure, free rider behavior, theft, rent seeking and a loss of profits may limit the willingness of a value chain actor to engage with other actors. These risks are often more intense when developing commercial relationships with and between MSEs--the relationships that value chain facilitation projects are tasked with fostering. The starting point for establishing any commercial relationship is the transaction. In weak and highly confused markets, the perceived risks associated with initial transactions--where trust is established--can be prohibitive. As a result, a project can use its subsidy to reduce (or buy down) the risks leading into a transaction, especially for new clients or for firms entering new markets where risks are perceived as too high to warrant investment.
When facilitating the establishment of commercial relationship, the project cannot be seen as the primary contact for either party to the transaction. The project has to be the matchmaker or bridge--and this may require masking its supporting role from one party or the other as a means of maintaining the focus on the core relationship between the parties engaging in the transaction. Project involvement can often be more effective through low-profile interventions than through highly promoted ones. Assessing critical tipping points in terms of reducing risks sufficiently to enable transactions to happen and then fostering more supportive lead up and follow through on transactions can provide the foundation for shifting adversarial relationships into supportive ones. The key is that the project cannot be seen as mediating the transaction.
Self-Selection and Rolling Exit
Self-selection is the process of setting a precondition to any form of project assistance. The precondition has to be directly related to the change in behavior being sought by the project. For example, agricultural input firms have to use their own funds to conduct promotional events in various communities before being able to participate in a project's program to increase agricultural input sales in rural areas. Self-selection tools are tied to commercial goals, so they have value from the perspective of a serious business. Businesses that are uninterested in taking on risks or are interested in obtaining "free" donor funds would self-select out of the program by not performing the action. A project can use self-selection tools at multiple levels and in all programmatic areas.
A project that actively uses self-selection tools can be seen as applying a rolling exit strategy. A rolling exit strategy uses self-selection tools with wait-and-see tactics to constantly test and challenge private-sector partners' (including microenterprises' and farmers') ownership and capacity to function without the project's support. Wait-and-see tactics include strategic decisions to stay away from or limit any support to a partner as a means to assess how they respond. The process can be passive--by letting support die without active communication from the project, or active--by refusing to work with a partner until they shift behavior.
An important component of using self-selection tools and applying a rolling exit strategy is shifting expectations in relation to risk and project timeline. If a partner has shown on multiple occasions a half-hearted attempt to select into the program, standards for access to project support need to be raised each time the partner indicates an interest in this support. Similarly, as the project nears the end of its timeframe, a new partner will have to overcome a substantial hurdle to access project support.
In all cases, a project should use these tools and tactics to develop more transparent and commercially grounded relationships that foster benefit flows that are rational and drive constant upgrading (i.e., innovation). To foster these new relationships and changes in behavior, a project must ensure that the relationships it fosters are not dependent upon its involvement. Also, a project should maintain an industry-level focus: while it may work at many levels in a value chain, the goal remains industry-level competitiveness that MSEs contribute to and benefit from.
Managing Facilitation
Understanding the underlying decision-making process of actors in a value chain is not always straightforward and projects have to develop systems and an operational culture to be effective observers and analysts. Typical projects foster a command and control management approach with activities directed down to staff and operational reporting required to flow upwards. This traditional management approach is not appropriate for a value chain facilitation project as it encourages a misdirected focus on transactions and operational statistics such as the number of people trained. Depending on cultural dynamics in a country a traditional management approach can also foster misreporting of data to appease management.
The objective of a facilitation approach is to change the way that transactions occur by fostering more supportive relationships, innovation-based competition, and benefit flows that encourage effective relationships and innovation. Management systems have to support an operational environment that:
 - provides quantitative and qualitative data to track performance--i.e, the capacity to observe actors in relation to expected behavior changes
 - empowers staff to manage in dynamic environments--i.e., trains staff, encourages staff interaction and provides guidelines for staff to effectively observe and report on progress
 - fosters more appropriate decision-making--i.e., provides a clear direction concerning the types of behaviors required for improving competitiveness
 - reinforces a learning-based operating culture


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Shades of Blue: Patagonia's Glacial Lakes
(Image credit: NASA)
The glacial lakes of Patagonia are blue beacons standing between the richly forested islands and peninsulas of Chile and the high, arid plain stretches east from the Andes in this image taken by NASA's Terra satellite last month.
Like glaciers the world over, Andean glaciers have slowly pulverized the rocks below into fine-grained sediments. When pooled in glacial lakes, glacial (or rock) flour colors the water bright turquoise. Patagonian glaciers have been grinding rocks into flour for at least a few million years.


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I know that $-\frac{\mathrm{d}E}{\mathrm{d}t} \propto E^2$ for an electron losing energy to synchrotron radiation, but I can't find how to arrange this to give the time it would take for the electron to lose half of its original energy. How would I go about working that out?
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The half-life description only works for exponential decay. As others have shown, this leads to a power-law decay, as 1/t. So you can ask for the asymptotic half-life in log-t variable, but not in t. – Ron Maimon Nov 8 '11 at 6:48
But the OP does not speak of half-life! His problem has meaning per se. – Vladimir Kalitvianski Nov 9 '11 at 15:21
2 Answers 2
Not to worry, it's fairly easy: right now you have a differential equation which can be written
$$\frac{\mathrm{d}E}{\mathrm{d}t} = -CE^2$$
for some constant $C$. You need to solve that differential equation for $E(t)$. (If you're wondering how to do that, you can find more information at the math site.) Then you can determine the electron's energy at the initial time $t_0$ as $E(t_0)$, and find the time at which its energy becomes half of that:
$$E(t) = \frac{E(t_0)}{2}$$
and solve for $t$.
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$$\frac{dE}{dt} = -CE^2$$
$$d\left (\frac{1}{E}\right ) = Cdt$$
$$\frac{1}{E_2}-\frac{1}{E_1}= C(t_2-t_1)$$
$$\frac{1}{E_1} = C\Delta t$$ $$\Delta t = \frac{1}{CE_1}$$
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Although you can select the active guide at any time, a guide will only behave as active if one of the following drawing tools is selected:
Once a guide is active, it will display its horizon line and vanishing points in your drawing space. There will also be two or three dotted lines following your mouse cursor in the drawing area: One line for each horizontal or vertical axis in your guide, and one line going from each vanishing point in your guide through your mouse cursor.
- In the Guide view, click on the desired guide in the guides list
The selected guide will become active.
- Set the focus on your
Camera or Drawingview, for example, by clicking on the view's tab.
- Press the Up Arrowor Down Arrow key to select the previous or next guide in the list.


Botanical Collection
Our four signature Pinot Noir and Chardonnay wines
Appellation Series
Wines from select vineyards away from home.
The Botanicals Collection represents the pinnacle of our achievements at Pyramid Valley.
 Their story is rooted in the foundations of our Waikari Estate in North Canterbury. The initial plantings were arranged by Mike and Claudia Weersing according to specific minute changes in soil composition between the unique limestone and clay particles. These changes reflected their decision to plant either Chardonnay or Pinot Noir. Interestingly the meadow growing in each parcel was also different, with different species of meadow plants being present. These parcels have been named according to the dominant botanicals in the meadow from their beginnings as a vineyard in 2002, and have been vinted as highly individual wines since 2006. Each wine is named after the common colloquial name of the meadow plant and each wears a wonderful piece of Patricia Curtin botanical art reflecting this plant. Since their release in 2006 they have created a new dimension for fine New Zealand wine, illustrating the incredible impact of this remarkable vineyard on the sense of wine. They are wines that truly breathe of their place. They are rare, expensive and collectible.
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Steel Sheet Piling
Steel sheet piles are long structural sections with a vertical interlocking system that creates a continuous wall. The walls are most often used to retain either soil or water. The ability of a sheet pile section to perform is dependent upon its geometry and the soils it is driven into. The pile transfers pressure from the high side of the wall to the soil in front of the wall.
There are permanent and temporary applications. Permanent sheet piles remain in the ground and serve as permanent retaining structures. Temporary sheet piles are designed to provide safe access for construction, and are then removed.
Hot rolled and cold formed are two primary methods of manufacturing sheet pile. While there are key differences between these two methods, the most important distinction is the interlock. Since hot rolled sheet piles are produced from steel at high temperatures, the interlock tends to be tighter than its cold formed counterpart. Normally, looser interlocks are not recommended in extremely hard driving conditions or for walls requiring low permeability. Hot rolled sheet piles are generally larger and have a broader range of strengths than cold form sheet piles, but there is a large overlap between the two, especially in the most common sizes.

source: HuggingFaceFW/fineweb-edu


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Why is the ninth month called September?
Old English cetil (Mercian), from Latin catillus "deep pan or dish for cooking," diminutive of catinus "bowl, dish, pot." A general Germanic borrowing (cf. Old Saxon ketel, Old Frisian zetel, Middle Dutch ketel, Old High German kezzil, German Kessel). Spelling with a -k- (c.1300) probably is from influence of Old Norse cognate ketill. The smaller sense of "tea-kettle" is attested by 1769.
A steep, bowl-shaped hollow in ground once covered by a glacier. Kettles are believed to form when a block of ice left by a glacier becomes covered by sediments and later melts, leaving a hollow. They are usually tens of meters deep and up to tens of kilometers in diameter and often contain surface water.
a large pot for cooking. The same Hebrew word (dud, "boiling") is rendered also "pot" (Ps. 81:6), "caldron" (2 Chr. 35:13), "basket" (Jer. 24:2). It was used for preparing the peace-offerings (1 Sam. 2:13, 14).
in geology, depression in a glacial outwash drift made by the melting of a detached mass of glacial ice that became wholly or partly buried. The occurrence of these stranded ice masses is thought to be the result of gradual accumulation of outwash atop the irregular glacier terminus. Kettles may range in size from 5 m (15 feet) to 13 km (8 miles) in diameter and up to 45 m in depth. When filled with water they are called kettle lakes. Most kettles are circular in shape because melting blocks of ice tend to become rounded; distorted or branching depressions may result from extremely irregular ice masses


Mirrors And Reflections
Question submitted by Anonymous (05 July 2000)
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 I've been trying to implement a mirror system in my OpenGL engine, but I'm having trouble. I don't want to just use the negative (scaled) of the scene and redraw it, because I want to have arbitrarily oriented mirrors. How can this be done?
 Actually, it is quite simple. You need a few things to get started. First, you'll need some construction paper, a pencil, a piece of string, and a small rodent.
Next, determine the point at which your camera's vector intersects the mirror's plane (this point may not be within the mirror polygon) - a ray/plane intersection will do the trick (we'll call this point B).
Now you'll need to reflect the camera's location across the mirror's plane. To do this, you'll need your ray/plane intersection code again. Start off by inverting the plane's normal and use that as the vector for the ray. The origin for the ray is the camera's location. This will create a ray that points directly at the plane from the camera. Find the intersection of this ray with the mirror's plane. This is the closest point to the camera on the mirror's plane. From this, we create a vector from the camera's location to the resulting intersection point. This vector represents the same vector that was used in the last ray/plane intersection, but this time its length is the closest distance to the plane from the camera. Now double the length of the vector. If you add this vector to your camera's location, you'll have the camera's location reflected across the mirror's plane (this is point A.) Subtracting B from A, you get the vector V.
Your new camera will be centered on point A, using the "look-at vector" of V. To render the reflected scene through the mirror, you'll need to clip everything to the mirror's polygon and to the mirror's plane (i.e. not rendering anything behind the mirror.) When rendering, you'll also need to render the scene backwards (left-right) to account for the reflection of the mirror.
Finally, poke the pencil through the construction paper, throw the string away, and get that rodent out of the microwave!
Response provided by Paul Nettle
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Tarzan's Tripes Forever, and Other Feghoots
The Web's Original Shaggy Dog Story Archive
Programming Problems
Category: Rated G
This computer tale was sent to us by Andy Skinner who says, "This came to me during a computer architecture course at UNC."
As fast as computers go these days, one of the strategies of a computer processor is to allow multiple operations to go on at the same time. You have to ensure that things happen in the correct order, however.
If a program instructs the computer to read from a certain memory location and then write to it, the computer must be built to ensure that the read will actually occur first, so that you don't read the value that was supposed to be written later.
There is a similar problem that can occur if you are supposed write to a memory location and then read it, but the read happens first, returning the value of the location before it was changed.
Finally, there is an error where the program was to write two different values to a memory location, but the operations happen out of order, and the memory location is left with the wrong value at the end. I think this was called a write-after-write condition, and is an example of when two writes can make a wrong.
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Identifiers are used as an internal way of referring to a question in the site. They are most commonly added to questions when you require the use of Advanced Expression Piping (AEP) within your form. They are short, one word, values made up of letters and numbers.
- How to Add an Identifier
- How does the Identifier Appear within the Site
- Reasons you may require an Identifier
In order to add an Identifier to a question:
- Access the Form Builder of the form you are looking to edit.
- Click on the Question you wish to add the identifier to.
- On the left of the screen under the question type dropdown is the Identifier. If you have no value currently as an identifier the value will say None.
- Click on the word None, or if there is a value there click on the current value to be given a text box.
- Enter the Identifier you wish to give to the question.
- Save the form.
- Once the Identifier has been added you will notice it will appear as small, text above the question.
NOTE: Question identifiers are case sensitive, must begin with a letter, and may only contain letters, numbers, and underscores.
TIP! To ensure that you can easily identify the question later, make sure the identifier is related to the question. For example if you have a question that asks for the "Home Address" of your applicant an identifier you may use would be home_address or homeaddress. For longer questions it is still important to keep the identifier short, therefore for longer questions, such as "Name your top 3 favourite colours" your identifier may be favouritecolours or threecolours for example.
When the identifier is added to the question this is how it will be identified internally throughout the site, it will replace the original question which is why it is important that it is related to the question so you can easily identify it later. It will be displayed in the following sections:
- In the Piping Wizard of an Applicant form or a Reviewer form
- When adding a column within a report
- Within all Filters
NOTE: The identifier will not be displayed to any of your end users when they are filling out their forms
Below is a list of reasons for adding an identifier to a question:
- Add an AEP formula to your form
- Use the Piping Wizard within an Applicant Form
- Use the Piping Wizard within a Reviewer Form
- Easily identify long questions
- Easily identify questions that appear more than once in your site
- Easily identify questions that don't have a title


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In Understanding Horse Coat Color the following learning objectives are addressed.
- Learning the basic coat colors of horses.
- Learning the characteristics of each color.
- Identifying color patterns of horses.
Once you have completed this lesson, please take a few minutes to give us feedback about your learning experience. Provide Feedback
Once you have completed this lesson you can take other HorseQuest Learning Lessons.


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view a plan
This helpful "Note to Art Teaching Assistants" contains a great clean-up song
K, 1, 2, 3, 4
Title – A Note to Teaching Assistants
By – Paula Hrbacek
Primary Subject – Art
Grade Level – K-4
A Note to the Teaching Assistants: Let's get off to a good start this year. This is a list of ways you can help me run a great art program.
- Be a second pair of hands. Listen to the instructions so that you can help students having problems. Lead by example. Don't do it for them, but have your own project going so that you can demonstrate or show them what to do.
- Be a second pair of eyes. I have daily report forms for good and bad behavior. You can fill them in, too, especially for good behavior. If a child is off task or acting up, make them write their name on the board. If they get three checkmarks after their name, I will be able to adjust their behavior grade easily. If you notice that they didn't write their name on their paper, remind them about it (top right corner).
- Be a second pair of ears. I have a hotel bell and a xylophone to ring when the noise level gets too high. I always seem to be on the opposite side of the room from the bell, so feel free to ring it when it gets too lively.
- Give me helpful feedback. I'm open to suggestions. Let me know what you're doing in other subjects, so that I can tie my projects into the curriculum, and avoid repeating the same project you've already done.
- Make the students clean up. Here are the art songs for that purpose:
( I've been working on the railroad )
I am cleaning up the art room, and putting my things away.
I am turning in my paper, my markers and my clay.
Don't you see the time is passing; we've only got a while.
Write you name upon your paper, and put it in a pile.
Won't you pick it up, won't you pick it up, won't you put your things away?
Won't you pick it up, won't you pick it up? Art is done today.
( Revelry )
It's time to pick up, it's time to pick up, it's time to pick up the art room.
It's time to pick up, it's time to pick up, it's time to put things away.
Write you name on your paper, and put it in the grade box.
Pick up all your trash, and put your supplies away.
- If you know you're going to be absent, please let me know so that I can adjust my plans and do something simple.
Note from LPP:
- When Paula Hrbacek isn't writing notes to teaching assistants and teaching art, she is writing award winning and critically acclaimed books -
Stars Shine After Dark
- - a Christian romance novel and for summer/scout/church camp organizers -
Day Camp in Hawaii
- - both books available now at
E-Mail Paula Hrbacek!


Three identical point charges, each ofmass 110g and charge +q, hang from three string.
The acceleration of gravity is 9.8 m/s2 and the coulombconstant is 8.98755 X 109
If the lengths of the left and right strings are each 11cm, and each forms an angle of 49 degrees with the vertical,determine the value of q. Answer in μC.
Get this answer with Chegg Study


text:
Hide, arrange and delete apps on Apple TV 4
Arranging apps on the homescreen
- Hover over or highlight the app you want to move.
- On the Siri Remote, press and hold down on the Touch surface until the app starts to jiggle.
- On the Siri Remote, swipe left, right, up, or down.
- When you're finished, press the Touch surface to save the changes.
- Repeat steps 1 - 4 to move other apps.
On Apple TV 4, you can create folders. To do so, please follow the steps below:
- Highlight an app, hold down the Touch surface until the app starts to jiggle.
- To quickly create a folder, drag the app onto another app.
- To create a New Folder based on the app, or to move the app to a folder that you already created, press the Play/Pause button and choose an option.
- To move the app out of a folder, simply drag it out.
- To rename a folder, select it, then update the title using the keyboard.
Delete or hide apps
On the Apple TV 4, you can delete apps. To do so, please follow the steps below:
- Highlight the app and hold down the Touch surface until the app starts to jiggle.
- Press the Play/Pause button and choose Delete or Hide.
- If you want to add an app back to the Home screen:
- Open the App Store, go to your previous purchases, and download the app again.
- You can also hide your purchases in the App Store, so that you don't see apps on the Purchases page.
If you're still experiencing issues, please don't hesitate to contact our technical support team at _EMAIL_ and we'll do our best to assist further.


text:
£1: Scotland: Forth Railway Bridge
Years of issue:
6 - Common
The third series of £1 coin designs depicts bridges from each of the four constituent countries in the United Kingdom. This coin features the Forth Railway Bridge to represent Scotland. The Forth Bridge is a cantilever railway bridge to the East of Scotland which connects the capital city Edinburgh with Fife. Construction began in 1883 and it was the first major structure in Britain to be constructed of steel, using ten times as much as the Eiffel Tower.
You might be interested in:
Change Checker Scarcity Index: 6
Own the UK 2004 Forth Bridge £1


Since the Game Center feature is just an extension of the existing gameNetwork API, there's no need to go over every single available request you can send to Game Center—you can view the updated gameNetwork init(), request(), and show() documentation for that.
So instead, I'll give you a quick overview of what you need to do on the "Apple side" of things (iTunes Connect), the Corona "setup" info, as well as the special considerations that need to be taken to ensure everything works properly in your app.
iTunes Connect
Link: Visit the iTunes Connect Portal
The steps you're required to take on Apple's side of things are pretty straightforward, so I won't need to go too in-depth with this section. In short, you'll need to create Leaderboards (high score boards) and Achievements for the apps you want to enable Game Center features, and also make note of the individual Leaderboard and Achievement ID's you've assigned to each one.
 1. Click the 'Manage Your Applications' link.
 2. Click your app's icon.
 3. On the right, click 'Manage Game Center' button (blue).
 4. Click the 'Enable' button.
 5. Click 'Edit' under the Leaderboard and Achievements sections.
 6. Add Leaderboards and Achievements.
 7. Make note of each 'Leaderboard ID' and 'Achievement ID'.
Of course, if you don't want to have Achievements (or a Leaderboard) in your game, you can skip those sections. It's recommended you add something, or your Game Center implementation might be a little bland to say the least.
System Events and initCallback
Normally, gameNetwork.init() is called at the beginning of main.lua, and is never touched again for the lifetime of your app's runtime. With Game Center, there are two main differences in regards to gameNetwork.init().
The first difference is, because Game Center is a system-wide process in iOS, users are logged out of GameCenter (for your app) every time your app is suspended (e.g. the user presses the 'Home' button or switches to a different app). Therefore, you'll want to call gameNetwork.init() every time your app receives an "applicationStart" system event.
The second difference between other providers is that with Game Center, you can specify an initCallback function that is called once the init request has completed (which gives you a chance do something when the user logs in, declines, or if the they are offline and can't access Game Center features).
Here's an example of how you might use gameNetwork.init() when using Game Center as a network provider:
local gameNetwork = require "gameNetwork"
local loggedIntoGC = false
-- called after the "init" request has completed
local function initCallback( event )
 if then
 loggedIntoGC = true
 native.showAlert( "Success!", "User has logged into Game Center", { "OK" } )
 loggedIntoGC = false
 native.showAlert( "Fail", "User is not logged into Game Center", { "OK" } )
-- function to listen for system events
local function onSystemEvent( event )
 if event.type == "applicationStart" then
 gameNetwork.init( "gamecenter", initCallback )
 return true
Runtime:addEventListener( "system", onSystemEvent )
In your initCallback listener function, the event table includes a single property,, which is set to true upon successful Game Center login, and is nil if user was not logged in. The primary use-case for this is to avoid calling gameNetwork.request() in situations where the user is not logged in. For more information, see the updated gameNetwork.init() documentation.
Game Center Requests
When using Game Center as your provider, the following strings can be used in conjunction with gameNetwork.request():
 - setHighScore
 - loadScores
 - loadLocalPlayer
 - loadPlayers
 - loadFriends
 - loadAchievements
 - unlockAchievement
 - resetAchievements
 - loadAchievementDescriptions
 - loadFriendRequestMaxNumberOfRecipients
 - loadLeaderboardCategories
 - loadPlayerPhoto
 - loadAchievementImage
 - loadPlaceholderCompletedAchievementImage
 - loadIncompleteAchievementImage
Please see the gameNetwork.request() API documentation to see the different kinds of data that needs to be passed with each of the above requests. Most of the above requests allow you to specify a listener which is where you'll receive requested data. The most confusing aspect of Game Center requests is knowing what data is returned to your callback listener through the event table. As a reminder, this information can always be found in the gameNetwork.request() API documentation page and also on the individual class reference pages within the Official Game Kit Documentation. If all else fails, you could always encode the event table into a JSON string and display it on your device's screen through a native alert. Here's an example of how you might do that in conjunction with a "loadFriends" request:
local gameNetwork = require "gameNetwork"
local json = require "json"
-- callback listener for Game Center requests
local function requestCallback( event )
 if event.type == "loadFriends" then
 local data = json.encode( )
 -- show encoded json string via native alert
 native.showAlert( "", data, { "OK" } )
gameNetwork.request( "loadFriends", { listener=requestCallback } )
 1. I see that you said that you include
 components = { "openfeint" }
 in build.settings, but is that for both GC and OF, just GC within OF?
 2. Jonathan Beebe says:
 _USER_: You have two three options when it comes to OpenFeint and Game Center:
 1. Standalone GameCenter
 2. Standalone OpenFeint
 3. Standalone OpenFeint (with included GameCenter features)
 For the first option, you'll include the empty components table in your build.settings.
 For the second and third option, you'll include "openfeint" as the only item in build.settings (see example in article above).
 With the third option, you'll call gameNetwork.init( "openfeint" ) and all of your gameNetwork requests will be to OpenFeint. OpenFeint has integrated Game Center features that allow you to submit to both OpenFeint and Game Center when it comes to setting a new high score or unlocking an achievement (but the requests will go through OpenFeint).
 You cannot init both OpenFeint and Game Center as a *standalone* provider in your app. If you want both of them, you have to go with the third option in the list (which provides only a very limited Game Center implementation).
 3. Since Game Center is already built-in to all iOS devices, we don't make you specify it as a "component". It is always there regardless if you use it or not.
 OpenFeint is a large 3rd party framework which adds several megabytes to your build. We originally tried to be smart about whether we included it by detecting if you did "require('gameNetwork')" in your code. But this won't work anymore since we can't tell if you are using OpenFeint or Game Center from this. So we need you to tell us explicitly now in your build.settings what you really want.
 4. Kiel McDonald says:
 Thanks for the info, looking forward to adding this to my current project!
 Are there any plans to extend Game Center support to include the turn based items released in iOS 5?
 5. This is fantastic! Thanks Ansca, and thanks for the tutorial Jon! I have an implementation question and I'm not sure if this is the best place to ask, but I'll try it:
 I originally submitted my game to Apple using a wildcard App ID. It's my understanding that I can't use GameCenter with an app using the wildcard. Will Apple allow my update to use a different App ID for the same app so that I can add Game Center?
 6. How do we show the leaderboards? I am trying to call it from a button event and the call I am using is: "leaderboards", { listener=dismissCallback } )
 This shoud work correct?
 7. Nm I think the call actually is: "leaderboards", { leaderboard = {category="com.appledts.GKTapper.aggregate", timeScope="Week"}, listener=dismissCallback } )
 8. Jonathan Beebe says:
 _USER_ / Falcon: You can build using a different provisioning profile (that doesn't use a wildcard), but in either case, your bundle ID should actually be the same. As long as the provisioning profile you created is using the same bundle ID as what you have in iTunes Connect, then everything will be fine.
 This is not working in last build: 2012.726
 I didnt include components=openfient but my app has OF bundle files in it. (~300files / 2mb)
 10. Can: If you don't put the components line in your build.settings, we revert to our old behavior which will always include OpenFeint if you have require('gameNetwork') in your code.
 11. Hey Jonathan,
 I'm currently using only game center and insured that build.settings is set correctly, as well as made sure my user is logged in before posting.
 When


Plotting Surfaces with R
In this post, I'd like to review some basic options for plotting three dimensional surfaces in R. In addition to producing some eye catching visualizations, plotting surfaces can also help develop one's geometric intuition for the mathematics describing the surfaces.
The first plot below shows a Helicoid surface which is the path a propeller moving at uniform speed along the z-axis would sweep out. You might be familiar with this shape from working with a hand turned steel auger or a helocoid anemometer. The surface is built up from first principles as follows: we consider two open intervals U = {u: \(\in\) (0, 2\(\pi\))} and V = {v: \(\in\) (0, \(\pi\))}, lay down a mesh or grid over the two dimensional open set U x V, compute the parametric representation of the surface in \(R^{3}\), and use the surf3D() function from the plot3D package to render the surface.
M <- mesh(seq(0, 6*pi, length.out = 50),seq(pi/3, pi, length.out = 50))
u <- M$x ; v <- M$y
x <- v * cos(u)
y <- v * sin(u)
z <- 10 * u
surf3D(x, y, z, colvar = z, colkey = TRUE,
 box = TRUE, bty = "b", phi = 20, theta = 120)
The next code block uses the same approach and functions to render half of a torus.
R <- 3; r <- 2
M <- mesh(seq(0, 2*pi,length.out=50), seq(0, pi,length.out=50))
alpha <- M$x; beta <- M$y
x <- (R + r*cos(alpha)) * cos(beta)
y <- (R + r*cos(alpha)) * sin(beta)
z <- r * sin(alpha)
surf3D(x = x, y = y, z = z, colkey=TRUE, bty="b2",
 phi = 40, theta = 30, main="Half of a Torus")
You might test your intuition about the how changing the ratio of R and r alters the look of the torus.
I think surf3D(), which is built on base R graphics, produces high quality visualizations. I really like the crisp, metallic look of the torus. However, although surf3D() allows you to set the viewing angle, it is limited to producing static plots. A first remedy for this might be to consider the plot3d() function in the rgl package which contains functions built on base graphics and the OpenGL standard for high performance graphics. You can use the same code as above, but just swap out surf3D() and replace it with plot3d().
Here is a wireframe version of the half torus that you can rotate with your mouse.
torus <- plot3d(x, y, z, type = "l", col = "blue",
 cex =.3, pch = 1, main = "Half Torus", pch = 20)
rglwidget(elementId = "plot3drgl")
These days, of course, JaveScript has become the preferred rendering engine for interactive plots, and there are several possibilities for creating interactive, JavaScript plots in R including threejs, plotly, and graph3D. Here we show an arresting rendering of two surfaces from the threejs gallery that is built up from the parametric equations.
N = 20000
theta = runif(N)*2*pi
phi = runif(N)*2*pi
R = 1.5
r = 1.0
x = (R + r*cos(theta))*cos(phi)
y = (R + r*cos(theta))*sin(phi)
z = r*sin(theta)
d = 6
h = 6
t = 2*runif(N) - 1
w = t^2*sqrt(1-t^2)
x1 = d*cos(theta)*sin(phi)*w
y1 = d*sin(theta)*sin(phi)*w
i = order(phi)
j = order(t)
col = c(rainbow(length(phi))[order(i)],
 rainbow(length(t), start=0, end=2/6)[order(j)])
M = cbind(x=c(x, x1), y=c(y, y1), z=c(z, h*t))
scatterplot3js(M, size=0.1, color=col, bg="black", pch=".")


Triskelion Symbolism: Learning its Inner Ways and Importance
triskelion symbolism
Triskelion Symbolism: How is this Emblem Important to You?
To fully comprehend the triskelion symbolism, you may need first to know the underlying meaning of the triskelion itself. It is an ancient symbol of the druids, a motif, that has triple spirals that are joint together in the middle some triangle. One can say the structure of the triskelion replicates the Archimedean spirals. In some circles, it is the representation of three human legs. This symbol comes from Sicily, and it means the Isle of Man.
Also, it has other names like Tree Cassyn Vannin. However, in the ancient lands of Brittany is the triskelion. So, like most of the other essential emblems in life, this too has meaning that is very important to us. In the Celtic culture, it bears the definition of passive and active. When you closely stare at the symbol, it seems like something that is always moving. The logo signifies the active parts of our life we invest through the aid of this symbol. Also, it represents how the cosmos gives us a response to our efforts.
On the other hand, the passive part represents the faith, belief, prayer and meditation that we invest in the hope that the universe can reply to us. It is a simple concept. The triskelion only shows you that you need the help of the heavenly beings at times. When this happens, there is a harmonious balance that will help you out.
Symbolic Meaning of the three Arms of the Triskelion
Just by the first look of the triskelion, you will notice that it has three extensions at the edges with spirals. They stand for various things depending on the culture and the belief that you hold about it. Some of these include the mind, spirit, and body. On the other hand, there is the symbolism of Father, the Son, and the Holy Spirit. However, in some of the cultures, they believe that it represents the past, present, and future. In short, there are several symbolic meaning of the triskelion that has a lot of purpose in life.
The combination of these arms is what brings harmony to give the life of any personal meaning. To understand this, people must know that they need to be both active and passive.
Moreover, you cannot work yourself to death or worry that much. Also, you need to have faith in the things that you are doing or working towards will work out. The moment that one of these is cut off from your life, then you will notice exact problems.
In Celtic culture, they understood that these arms of the triskelion needed to go hand in hand. Moreover, they would plant, hunt and even plunder. However, they would also take time to pray to their gods for guidance in life. Also, they knew that there is the presence of the supreme beings in their life and that they are always watching.
Representation of the Three Realms by the Triskelion
Like in most culture and beliefs the triskelion also has the three worlds that make up the entire universe. There is the spirit world that carries the life of the gods and goddesses.
On the other hand, there is the celestial world where the forces of the universe reside. Lastly, there is the world that we live in. The world of living souls, plants, and animals.
This is why the number three is always a significant number in the universe because it represents that lives of all the things in the cosmos. Also, the triskelion describes the phases of the moon and how they affect the three realms of the universe. You know that there are three primary phases of the moon those are the full, half and the new moon.
Association of the Triskelion Symbolism to the Lunar
When you are looking at the association of the triskelion symbolism to the lunar, there some of the traits that you cannot miss. Some of these are intuition, spirituality, illumination, subconscious, feminine, hidden desire and mastery. These some of the meaning of this symbolism as it touches on the matter of the lunar effect. This is one of the reasons why the triskelion's appearance is a lot in the life of the Celtic people. Moreover, it seeks to teach and guide them in ways that they can live full feelings lives.
Triskelion Symbolism in the Christian Faith
Early in the 5th Century, the Christians took up the teaching of the triskelion into the faith. This took place among the British and the Irish culture when the Romans went there to spread the word of Christianity. However, when you touch on the Christian side, the three arm stands for the Christian triplicates. Later, the triskelion would appear in most of the Celtic Christian arts. Some of these were the cross and Christian manuscripts. Moreover, there are some of the triskelia that would end up on the widows of the churches especially the roman catholic ones.
triskelion symbolism
Representation of the Triskelion in the Contemporary Society
Many people and countries adopted the symbol and are using it on things like their flags and logos. For example, the United States of America's Department of Transportation is using it on their logo. On the other hand, the flag of Sicily has it to represent the Isle of Man. Also, the coat of arm of the Füssen is also having the three extensions of the Triskelion. There are many more places that it appears meaning it represents a lot to the people that are using it.
Triskelion symbolism is an okay way to learn the inner working of the universe and how it represents itself. The people that are having belief on the methods and teaching of the triskelion are most likely to have a quiet life on this earth. Moreover, there is no way that one lifestyle can entirely work without the other.
alchemy planet symbolism
Alchemy Planet Symbols: Learning its Meaning and Significance
square symbolism
Square Symbolism: Spirit of its Significance in Our Lives


% 15.6% 53.4% 30.0%
80 0.3% 8.3% 47.8% 43.6%
The second level perk of the Dynasty Legacy "Kin" states "Dynasty members get better education". In the game code this is achieved by setting the education variable for the ninth and final roll to success equaling three points and failure equaling two points. In essence the Legacy Perk provides the child a guaranteed two education variable points, with the final Education Roll providing an opportunity to earn one extra point. This Perk means a child will need to have successful Education Rolls on seven of the eight rolls to earn a four star education trait.
Education Trait Level Chances with Level 2 Kin Dynasty Perk
Success (%) 1 2 3 4
50 14.1% 49.2% 32.8% 3.5%
60 (Base) 4.9% 35.6% 48.8% 10.6%
63 3.3% 30.4% 52.1% 14.1%
66 2.2% 25.1% 54.3% 18.4%
70 1.1% 18.3% 55.1% 25.5%
75 0.4% 11.0% 51.9% 36.7%
80 0.1% 5.5% 44.0% 50.3%
Traits factor[edit]
The game bases the education success chance on the Success Factor and the Failure Factor.
The Base Success Factor is 60, and increased by positive traits of the child and the guardian, the education matches with childhood trait, and the attributes of the guardian.
The Base Failure Factor is 40, and increased by negative traits of the child/guardian, the education mismatches the childhood trait, and when he doesn't have a guardian.
The outcome will be the formula below.
or a default 60% chance when there's no additional factors involved.
For instance, a child with the "Genius" congenital trait adds 20 to the Success Factor. Under this circumstance, the Genius trait increases the odds of a successful Education Roll from 60% to 66.6%. The example math is provided below.
A guardian with the intelligence trait of Genius provides a Success Factor of 15. If a genius child (20) is being educated by a genius guardian (15) the chances of a successful Education Roll becomes 70.4%, with the example math provided below.
At the age of 3 each child is assigned a Childhood Trait. If the child's Focus does not match the Trait there is a factor of 20 added to the Failure Factor. For instance, if a child has the trait "Bossy" and the focus is Diplomacy, the child would receive the factor of 20 to Failure Factor. In this circumstance, the chance of a successful Education Roll drops to 50%.
The positive Traits a child and guardian can have that increase the Success Factor are provided in the chart below.
Trait Child Trait Factor Guardian Trait Factor
 Genius 20 15
 Intelligent 15 10
 Quick / Shrewd 10 5
Childhood trait Matching 20 N/A
The negative Traits a child and guardian can have that increase the Failure Factor are provided in the chart below.
Trait Child Trait Factor Guardian Trait Factor
 Slow / Dull 10 5
 Stupid 15 10
 Imbecile 20 15
Childhood trait Not Matching 20 N/A
No Guardian N/A 20
Attributes factor[edit]
The success of the Education Roll is also determined by the guardian's relevant attribute points. The "Primary Attribute" for a guardian (more important attribute) is the one which matches the focus of the child, and is determined by that value times 0.4. A guardian's Diplomacy attribute is part of the Factor for a child with a diplomacy focus. The "Secondary Attribute" is the guardian's Learning, which is multiplied by 0.2. The formula is shown below.
For instance a child with a focus in Diplomacy has a guardian with a 10 Diplomacy Attribute and a 15 Learning Attribute will provide a Success Factor of +7.
Guardian Attribute Quick Math
Guardian Attribute Child Focus Learning Factor
5 2 2 2 2 2 1
10 4 4 4 4 4 2
15 6 6 6 6 6 3
20 8 8 8 8 8 4
25 10 10 10 10 10 5
30 12 12 12 12 12 6
The Education Roll bonus provided by guardians with congenital traits of Genius, Intelligent and Quick (or the non-congenital Shrewd) are significantly more important than the attributes of the guardian alone. Under these circumstances an "underachieving" Genius guardian can provide equal value with a character with amazing stats.
Therefore the most important factors when choosing a guardian are:
 1. Someone you trust not to kill your child
 2. Genius
 3. Intelligent
 4. Quick / Shrewd
 5. Value of Primary Attribute (which matches child's focus)
 6. Learning Attribute
A Genius guardian with 5 Diplomacy and Learning Attributes will provide a Factor of +18 (15 + 2 + 1) and successful Education Roll chance of 66% on a average child, while a guardian with 30 Diplomacy and 30 Learning Attributes will provide a Factor of +18 (12 + 6) and successful Education Roll chance of 66%.
Hypothetical Guardian Attributes
Guardian Congenital Trait
Guardian 1 Genius 5 4 2 3 5
Guardian 2 None 30 33 32 28 30
Prowess trait[edit]
Children undergoing a Martial education can also receive a Prowess education trait when they come of age. To qualify, the child's culture or the educator's culture[6] must have the Knighthood innovation and the child must be of a gender that can become knights. The system that determines which Prowess trait the child gets is completely separate from the other education traits. The perks, spouse or universities don't influence the outcome.
When the child finishes their education, the game creates a temporary score for them, which starts equal to the Martial education level they obtained. Then, the game changes this score depending on the child's physical traits (multiple traits stack):
Trait Prowess Factor
 Herculean +3
 Robust, Strong, Giant +2
 Hale +1
 Delicate, Spindly, Wheezing, Hunchbacked, Inbred, Bleeder -1
 Frail, Weak, Dwarf -2
 Feeble -3
Lastly, there's a 25% chance the score increases +2, 25% chance it decreases by -2, and 50% chance it stays unchanged.
The final score is then the child's Prowess education level.
Each character in the game has a hidden "weight" value which ranges from -100 to 100. If your weight is -50 or below, you gain the Malnourished modifier, and the "Gain Weight" decision becomes available to you. If your weight is 50 or above, you gain the Obese modifier, and the "Lose Weight" decision becomes available to you.[7] Being obese or malnourished gives −1 Health.
In addition to a character's current weight, each character also has a hidden "target weight" value, based mostly on traits, which is the weight they are drifting toward. Every year, your real weight will drift closer to your target weight. When you feast, your target weight[8] increases by 7[9], and when you hunt, your target weight[10] decreases by 4[11]. Afterward, your weight will eventually drift back toward your target weight. The "Lose Weight" decision decreases your target weight, and the "Gain Weight" decision adds to your target weight. Ending those decisions brings your target weight back to what it was before.
Switching to a Martial lifestyle will move your target weight closer to 0 (so that if you are underweight, your target weight will increase somewhat, and if you are overweight, your target weight will decrease somewhat). Being a Novice Hunter, Hunter, or Master Hunter, will also move your target weight closer to 0 by successive amounts.
The following traits and events also affect a character's target weight:[7]
Effect on target weight Traits / Events
Large increase Gluttonous, Lazy, Comfort Eater, "Gain weight" decision
Moderate increase Drunkard, Hashishiyah, Gregarious, Greedy, Calm, Trusting, Legendary Reveler
Slight increase Patient, Arrogant, Ambitious, Eager Reveler, Famous Reveler
Slight decrease Shy, Humble, Zealous, Craven, Temperate
Moderate decrease Imprisoned, Diligent, Wrathful, Leper, Impatient, Content, Fickle, Vengeful, Generous
Large decrease Consumption, Cancer


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JohnKenedy Data Access Layer Library
By, 10 Jul 2008
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JohnKenedy Library is a.NET 3.5 library. This library is an alternative approach to create n-tier database applications with ADO.NET and minimize the dependency of data access created by.NET.
The file consists of two projects:
 - JohnKenedy.DataAccess (Main Library)
 - JohnKenedy.DataAccessModule (Windows Application)
Main Features
 1. Easy to create different database connection (MySQL, Microsoft SQL Server, Oracle and one that uses Oledb) by using a single wrapper class named DataAccessLayer which can adapt to different connection type, command type, adapter type and so on.
 2. Automatically reads table information schema when required and stored in memory to prevent reading redundancy. This information is prepared by DataAccessTableDefinition which can be stored in ASP.NET session or used as a single instance in a Windows based application.
 3. Table schema is used for automation features (DataAccessTableManager, DataAccessTableDefinition, and DataAccessTableFiller).
 The features are:
 - Automatically create T-SQL Command for all tables
 - T-SQL Command for tables that contain Identity column can be adjusted to suit them and easily retrieve the identity value generated by database
 - T-SQL Command for tables that contain not nullable column can be adjusted so that when the programmer does not fill a value for not nullable column, library can automatically fill a default value for those columns
 - T-SQL Command for tables that contain string, Library will truncate string value if it exceeds the maximum character length.
 - T-SQL Command for tables that contain fix string (char/varchar) Library will adjust value length to the length required.
 4. Generate audit trail for every SQL statement (Insert/Update/Delete) that executes from this library, the audit trail can be associated to login user, could be stored in text file, database table or both. The job is done by DataAccessAudit class.
 5. Can generate classes to simplify user (which is only a wrapper) while accessing data in table. JohnKenedy.DataAccessModule Windows Application is the code generator.
 6. Users can create their own extended modules or library and put it in Plugin folder in JohnKenedy.DataAccessModule Windows Application. The Plugin consists of DLL files that inherit from ModuleExtendDefinition class. The Plugin adds new methods when generating codes. Programmers often have their own database model (several tables that relate to each other to create a functionality) and the model is often used by different projects that programmers created such as when storing Invoice in database, there will be a Header and Detail table, the programmers can write a new Plugin for that purpose, for example, named HeaderDetail.dll and put it in Plugin folder, and when generating codes, programmers specify a table to be Header and another table to be Detail, Header and Detail are called Role. Programmers often find that they are recreating models that they have created before, for example database model that stores historical information such as User Data that can change the user name, address, and so on. Programmers can actually write a new Plugin that generates code for retrieving the current data (name, address, etc.) and code for retrieving the data by date, for example, the user's name in the past (before change).
JohnKenedy.DataAccessModule can generate entity classes that are used directly from user interface for data operations or can be wrapped in Business Objects created by the user. JohnKenedy.DataAccess is the main library called by entity classes or can be called directly from Business Object. All crucial operations done in JohnKenedy.DataAccess are logged as audit trail and stored in Database. The audit process hides from the programmer.
JohnKenedy.DataAccessModule can generate different codes for different classes. The scenario is, user selects a module from module list display in JohnKenedy.DataAccessModule, and the module will display a list of roles and for each role, user must input a tablename. All these roles are used in the selected module. A module is a small system that utilizes one or more tables to perform a certain task.
JohnKenedy.DataAccessModule generates two classes for each table, Entity class and EntityCollection class. The code is adjusted based on the role the table has taken, each table may take different roles in different modules because two or more modules can use the same table.
Programmers can write their own module based on module occurrence every time they write an application. The code generated by JohnKenedy.DataAccessModule is fully utilized in methods prepared by JohnKenedy.DataAccess.
DataAccessTableFiller is a class that performs all Insert/Update/Delete methods. Because this class owns an object of DataAccessTableDefinition that stores information about the table, DataAccessTableFiller or we will call it filler from now on, uses this information to create an automatic T-SQL Command which is described in automation features. User gets a new instance of filler object, and then adds column value to the filler class. Then user just calls method start with GetInsertGetUpdate… or GetDelete… statement that creates IDbCommand objects with properties set for CommandText, Parameters, and CommandType automatically.
I often felt that I have rebuilt the same database model again and again and written codes for it again and again. That's why I think there should be some way in which we can actually create a tool to list all database models that we had created and then the tools can generate the same code for us.
Using the Code
To use the code, you should read the full documentation. In short, here is the way we use the library:
using JohnKenedy.DataAccess;
DataAccessLayer _dal = null;
protected void Page_Load(object sender, EventArgs e)
 _dal = new DataAccessLayer(SqlServerType.MSSQL,
 if (DataAccessLayer.Manager == null)
 DataAccessLayer.Manager = _dal.GetDataAccessTableManager();
 else DataAccessLayer.Manager.DALLayer = _dal;
 if (DataAccessLayer.Audit == null)
 DataAccessLayer.Audit = _dal.GetAudit();
You see a DataAccessLayer object is created, this is the main object of this library. The object is created by passing two parameters, the first is an enumeration that tells which database type, the second is the connection string which in this example is retrieved from web.config.
What you see later is, we check if DataAccessLayer.Manager is null, this Manager property is an instance of DataAccessTableManager class. This object is used to store a collection of table definitions or instance of DataAccessTableDefinition. We check if it is null, and when we trace back to the code, the code automatically checks a session name. This session is used to store any DataAccessTableManager object created before. If session contains a previous one, the previous one is used so this minimalized the library to query database to check for table schema. If not, then we will need to create one and store it in Manager property, and the library will automatically store it to session.
This session behaviors also apply to DataAccessLayer.Audit property. This property is an object of DataAccessAudit class. This object is used to log audit trail in database table or in file. To modify the default setting for Audit, check DataAccessStringAndDefault.GetDefaultAudit() properties.
Insert/Update/Delete Operations
Suppose we have a table that looks like this:
JohnKenedy Library enables users to insert to this table, update, and delete without creating any SQL command. The SQL command will be generated by libraries automatically and it has several automation features as described in the Introduction section.
DataAccessTableFiller _filler = DataAccessLayer.Manager["MFood"].GetFiller();
_Filler.AddColumnValue("Name", "Chicken Soup");
_Filler.AddColumnValue("Price", 1000);
IDbCommand _command = _filler.GetInsertStatementFilterIdentity();
long _value2 =
The _value2 will contain the NoFood identity value. If the Name length is more than 50 characters, the text will be truncated to 50 characters length before the insert to prevent error. Although we don't supply a value for Status, the library will automatically add default value for column Status, the default value for int is 0, that's why the code will not error. The truncate and automatically add default value will be recorded in the Audit Trail. Read Preparing Audit Trail section to prepare Audit Trail for library in the Full Documentation (JohnKenedy DAL.pdf).
The example above uses DataAccess directly, in fact the programmer can use JohnKenedy.DataAccessModule tool to generate an entity class and entity collection code. The code for using the Entity and Entity Collection class, is given below.
Suppose we have MFood.cs and MFoodCollection.cs generated from JohnKenedy.DataAccessModule:
MFood _food = new MFood();
_food.Filler.AddColumnValue("Name", "Chicken Soup");
_food.Filler.AddColumnValue("Price", 1000);
long _value2 = _food.InsertIdentity();
Points of Interest
Feel free to use this library. Please let me know if there are bugs or suggestions. Thank you.
 - 10th July, 2008: This is the first release of this application.
 If there are changes in the library, I will update this article.
About the Author
John Kenedy S.Kom
Software Developer (Senior)
Singapore Singapore
Comments and Discussions
Generalbagus sekali Pinmemberawek_cun10-Jul-08 23:30
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July 2014
« Feb
Natural Remedies for Hives
Sublingual Hives Remedy
Hives Remedy
Natural remedies for everything from sleep improvement to headaches are prevalent today, and many people swear by them, so the fact that there are natural remedies for hives is not surprising.
It seems that we have an earth that's wonderful enough to have put everything on it that we need in order to help combat certain human frailties, even diseases and other ailments.
Hives are one of those embarrassing phenomenon that most people tend to correlate with nervousness or extreme stress.
Natural remedies for hives like Oxyhives help to calm and soothe the body to avoid breakouts.
I remember my first experience with observing what I thought was a mild case of hives on either Johnny Carson or Arsenio Hall, when Alyssa Milano, then still a huge star, was a guest on the show, and she apparently was really nervous because her neck broke out in this reddish mass of puffy looking irritations, almost instantly.
I think she even acknowledged it, which of course made her totally endearing, but a lot of people don't need to get nervous to break out in hives.
Hives can be the result of an allergic reaction, or can simply be something that happens to certain people a lot more who are highly sensitive to a variety of ingredients and environmental irritants. But what is the primary cause of hives? And what natural remedies can you look to for clearing them up safely, quickly, and with minimal hassle?
Calm Inflammation
Well, the most common causes of hives happens to be one of two things, and those we actually already discussed.
They can be brought on by emotional stress or turmoil, and they can also be initiated by allergic reactions to certain things like foods, materials, environmental toxins, latex, medications, and a laundry list of other common irritants that our body goes into battle mode to fend off.
Natural remedies for hives (we chose this natural one because it is an oral sublingual formula, which means it is super absorbent, and treats the problem internally.
Internally is where the source of your hives come from since they are essentially an allergic reaction, so this is formulated to help with the most annoying symptoms of hives, which are itching, burning, welts, redness, and duration of time they are on the body.
Some people say that their hives are so bad that they literally just want to crawl out of their own skin, which makes it hard for us who have never experienced them to imagine.
You can see why it's important to get hives cleared up as soon as possible though. Not only are they embarrassing because of the way they look, but they can be so severe and uncomfortable that they put a serious wrench in your lifestyle and enjoyment of your life, making wearing clothes an uncomfortable habit even.
Another strange attribute of hives is that they can be light sensitive, and exposing them to different types of light can actually aggravate them and make them burn and itch even worse. Depending on the individual's sensitivity level, they may experience such painful swelling that they must wear minimally restrictive clothing.
Aside from going to the doctor to be prescribed an ointment, there are some great natural remedies for hives that you can spray under your tongue. Have you ever heard of homeopathic remedies?
Well that's the idea behind this one. It's a sublingual formula for clearing hives, which means you hold it under your tongue, where the membrane under the tongue absorbs it slowly for a few minutes and send it to the blood stream, where the anti inflammatory and soothing ingredients get to work from the inside of the body, which is where the hives originate, whether they came from emotional upset or from an allergic reaction of some sort.
A great natural remedy against hives is to try to "train" yourself to not react so much to situations. Try reading a great self empowerment book by a spiritual authority such as Deepak Chopra. Teaching such as these hammer home the fact that we cannot always control other people's actions, and we can only control some situations by the way we react to them.
Chances are that if you are a person who gets hives because of your emotional reactions to things, this type of learning will serve you well not only in how your body's natural systems physically manifest stress, but also cognitively, where you can control and calm those feelings of stress and anxiety and live a more peaceful existence, as well as help control your hives breakouts.
Now, if you are a person who breaks out in hives because of allergic reactions, an anti inflammatory homeopathic remedy for hives may do the trick because it helps to quell the inner workings of the process by which hives affect the skin.
What actually happens is that blood plasma leaks in response to the stimulus, or allergy, and swells and puffs out the skin, making the appearance of large welts and redness. These welts can be anywhere from the size of a mosquito bite to the size of a plate, depending on the severity of the reaction to whatever stimulae causes your hives.
Assuming these foods are not one that causes a reaction for you personally, you may do well to have a highly "anti inflammatory" diet that is rich in foods like almonds, fish, omega 3 oil rich foods and oils like olive oil, darkly colored berries which have high antioxidant value as well as benefits which extend to taming swelling and irritation, such as raspberries, blueberries, strawberries, goji berries, acai berry and other "super fruits".
Having a great diet is just one way you may be able to naturally remedy your hives breakouts, but of course it may not be the only way, but it can definitely help. In addition to adding beneficial foods, you may want to curb those that encourage inflammation, such as refined sugars and carbohydrates which turn to pure acidic sugar in the system.


text:
Add text to each line online
Keywords: append, add, texts, lines, number, prepend, concatenate
Append text to the end or beginning of each line. You can add constant text, the number of line, the line itself and more
The text you want to work with
Tip: write %N% for the line number; and/or %L% for the line itself
- Text at the beginning
- Text at the end
- How to count lines?


text:
A wonderful exploration of color, smell, taste, and creativity using one simple ingredient! Popsicle Paint!
Discover and Explore the five senses with this fun DIY Five Senses Discover and Explore Kit!
Exploring our sense of smell through this engaging water transfer experience.
This past week the children explored their sense of touch, taste, smell, sight, and hearing. Let me show you what the children found in the "sense of smell" discovery center... Smelly Cups The children used their [...]


text:
Did you know 413,000 or 14 percent of Kansans suffer from food insecurity? The issue affects communities across the state, and there's no magic bullet.
The American Farm Bureau wants to be part of the solution and parents, teachers and students can help. Through its Foundation for Agriculture students can tackle food insecurity with the Purple Plow Challenge.
What Is Food Insecurity?
Many children and adults wonder where their next meal is coming from, whether they will have enough food to eat throughout the week, and how to deal with hunger on a regular basis. That is food insecurity. And, it can affect anyone. In fact, many people are surprised to learn that neighbors or friends face food insecurity.
What Is the Purple Plow Challenge?
The Purple Plow Challenge is a program that tasks students with becoming aware of food insecurity issues and championing solutions in their communities. How? By creating and maintaining an edible plant garden. With spring just around the corner, this is a great time to introduce kids to gardening and help them get planting!
The gardens created during the Purple Plow Challenge could serve as prototypes for community gardens in the future designed to help combat food insecurity.
How Does It Work?
Students in grades 5-8 can enter to participate in the challenge, which runs runs through May 1, 2018. BONUS: It's a fun and simple way to get involved with your community and teach students about agriculture, STEM and giving back.
How Do I Start?
Before starting the challenge, sit down with teachers and administrators to set out a plan of action for the classroom, who may be willing to donate supplies and how to teach students about food insecurity.
For the challenge, students must complete an assessment of needs related to food and hunger in their community and then develop a growing space for edible plants. Here are some ideas to help you in your own challenge:
- Identify the problem in your community and describe what the solution may be. For this challenge, the solution may be one of the student's prototypes!
- Set goals for the project so the students know what to aim for when participating in the challenge. Let the students brainstorm all the ways they can fight food insecurity, what design they will use and all the materials needed.
- Build the prototype! This is the most fun part where students (and parents and teachers) get to see their designs come to life. Have them collect data like how long each plant takes to grow, what each plant produces and how much the materials cost.
- Discuss what this prototype could do on a large scale. How many people could they feed? Talk about the results and compare to the goals. Find the areas for improvement and make the changes.
- Finally, share all the ideas, designs, data and conclusions! Look for opportunities in the community to share the student's work and give them the opportunity to share it.
Benefits of Participating
Students will not only learn about the science of growing plants and the engineering of designing the perfect growing space, but they will also learn about food insecurity, population growth and access to resources.
This project has a far-reaching impact from students to parents to members of the community. Try a project that goes beyond the classroom to have a positive influence on those involved.
And finally, you might be able to win a prize for your local school! Enter the students' reflections and presentation or social media post to win one of eight $500 grants from the American Farm Bureau Foundation for Ag in the Classroom. The top three teams will win a 3D printer and Visa gift card to buy supplies for the next challenge.
Ready to start? Visit purpleplow.org for more information.
From the Purple Plow website:
- The Purple Plow encourages students to research scenarios related to food, hunger and sustainability and build their own prototypes to solve the defined problem. Resources provided for facilitators, students and volunteers are written by teachers, aligned to national learning standards and reviewed by industry experts.
- The Purple Plow is a great fit for individuals, groups, and 5th through 8th grade classes. It's perfect for maker spaces, after school programs, in-school lessons, 4-H clubs, library learning, scout troops and more!


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What is Asoka Tree?
Asoka is an evergreen tree native to India and Sri Lanka, and is highly valued for its medicinal properties. It belongs to the Polyalthia genus and grows to a height of approximately 30 feet. The bark and leaves of Asoka are often used in Ayurvedic medicine, and are thought to have a variety of benefits. These benefits include relief from inflammation, as well as digestive aid and immune system support.
Where is Asoka generally used?
Asoka bark and leaves are most often used in traditional Ayurvedic medicines to treat a variety of ailments. In particular, they are believed to be beneficial for reducing inflammation, supporting cardiovascular health, and boosting the immune system. Additionally, Asoka is also used for its astringent and antiseptic properties, and may be used for treating wounds and skin irritations.
Where is Asoka found?
Asoka is primarily found in India and Sri Lanka, although it is becoming increasingly available in other parts of the world. The tree has a very long life span and is fairly easy to cultivate, so it is becoming more widely grown in other tropical regions as well. Asoka is often found in native forests, as well as in home gardens and plantations.
What are the health benefits of Asoka?
The bark and leaves of Asoka have a variety of medicinal properties, and are believed to have anti-inflammatory, digestive, and immune boosting benefits. Additionally, Asoka has also been used for its antiseptic and astringent properties, and may be beneficial for treating wounds and skin irritations. Other potential benefits of Asoka include improving digestion, relieving pain, and reducing the risk of cardiovascular diseases.
Interesting Facts about Asoka
- Asoka is a sacred tree in India and is often planted near temples.
- Asoka has been used for centuries in Ayurvedic medicine to treat a variety of ailments.
- The leaves and bark of Asoka are generally dried and powdered before being used for medicinal purposes.
- Asoka is also highly valued for its timber, which is used to make furniture, tools, and other items.
- Asoka is also known to attract wildlife, as it is pollinated by wasps and the nectar of its flowers is an important food source for birds and butterflies.
List of other similar ingredients
Other ingredients with similar properties to Asoka include Neem, Haritaki, Tulsi, and Ashwagandha. These ingredients are often found in traditional Ayurvedic medicines, and may help to reduce inflammation, support cardiovascular health, and boost the immune system.
In conclusion, Asoka is an evergreen tree native to India and Sri Lanka, and is highly valued for its medicinal properties. The bark and leaves of the Asoka tree are thought to be particularly beneficial, and are believed to have anti-inflammatory, digestive, and immune boosting properties. Additionally, Asoka is also a source of nectar to a variety of birds and butterflies. Other similar ingredients with similar properties to Asoka include Neem, Haritaki, Tulsi, and Ashwagandha. Asoka is a natural source of many beneficial compounds, and is an essential part of traditional Ayurvedic medicine.


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Training to Compete
Develop the Engine
The Player - SPECIALIZES
The players in this stage are generally around 16 - 19 years old for boys and around 15 - 18 years old for girls
Players are more likely to have committed themselves to rugby as their chief sport. They are more willing to invest a significant amount of time and energy to become successful. They are driven and are fiercely competitive with a greater capacity for all game related competencies. Players pay more attention to developing themselves as positional specialists in order to undertake their functional roles.
Players at this stage are capable of independent thinking and of taking greater responsibility while also contributing more toward problem solving.
The Coach - FACILITATES
Since players have the capacity for greater input, the role of the coach shifts towards facilitation. Allowing opportunity for opinions and problem solving is critical if players are to develop confidence and relative autonomy.
The coach will still need to employ teaching, challenging and guiding skills where appropriate. The emphasis should be on developing players' ability to navigate rather than replicate.
The Game - OUTCOMES
The game becomes fiercely competitive with positional specialists influencing games, mini units and units well are synchronized and team play concentrates on reducing errors and maximizing success. The focus is on achieving desired outcomes with respect to attacking and defensive goals (team, unit, mini-unit).