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This question arose in the comments of A question about groups of intermediate growth. I think it might be interesting to put it more in evidence.
Let $G$ be a f.g. group with a fixed symmetric set of generators $S$ and denote by $B(n)$ the ball of radius $n$ about the identity w.r.t. the word metric induced by $S$.
Fix an integer $k\geq1$ and define $\overline\zeta_k(G)=\lim\sup_n\frac{|B(nk+k)|}{|B(nk)|}$.
Observe that
 1. If $G$ has polynomial growth, then $\overline\zeta_k(G)=1$, for all $k$.
 2. If $\overline\zeta_k(G)=1$ for all $k$, then $G$ has sub-exponential growth.
General question: What can we say about $\overline\zeta_k(G)$ if $G$ has intermediate growth?
Martin Kassabov, in the comment to my question, suspects that it should be always (or most of the times) equals to $1$, but I cannot find even a single examples of a group of intermediate growth for which it is equal to $1$. I have to say that my knowledge about groups of intermediate growth is very little and I just tried to apply Corollary 1.3 in, but, as already observed by Martin, it is not strong enough to give an example of groups of intermediate growth whose $\overline\zeta_k(G)=1$.
Particular question: Is there an example of group of intermediate growth for which $\overline\zeta_k(X)=1$, for all $k$?
Thanks in advance,
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there is not "easy proof" of the observation 1, and for observation 2 it is enough to have it for some $k$. – kassabov Nov 15 '11 at 16:41
Yes, I was sure about the second point... – Valerio Capraro Nov 15 '11 at 19:32
1 Answer 1
It seems that if $\bar \zeta_k > 1$ for some $k$ then $\bar \zeta_k > 1$ for all $k$. Also it is clear $\lim_k \sqrt[k]{\bar \zeta_k} = 1$.
My guess is that most known groups of intermediate growth satisfy $\bar \zeta_k=1$, but proving this require very carefull estimates for the size of the balls. Notice that until recently the growth type on any group of initermediate growth have not be computed, which requires just a "crude" estimates of the growth type. You can see the recent papers of Bartholdi and Eschler: and, where they have computed the growth type of many groups, but I fell that their estimates are far from what you need to get $\bar\zeta_k=1$.
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the second claim (about the limit) is clear and follows from your argument in the other question. Can you please give me some details about the first claim: if $\overline\zeta_k >1$ for some $k$, then $\overline\zeta_k>1$, for all $k$? Thank you very much in advance. – Valerio Capraro Nov 15 '11 at 22:27
Using that $B(n)$ is an increasing function one can easily see that $\sqrt{\zeta_k} \leq \zeta_l$ for $k


About the COAD
What does the Elkhart County COAD do?
The Elkhart County COAD convenes and coordinates a collaborative disaster response network of private, public, and nonprofit individuals and organizations to respond to disasters.
Why should we join the Elkhart County COAD?
In times of disaster you will get up to date information about resources and response and the opportunity to attend regular disaster forums, trainings, and information sessions.
What do member organizations have to do?
Member organizations and individuals are asked to 1) attend regular meetings and trainings, 2) share updates about their work to facilitate collaboration, and 3) help communicate critical information and resources back to affected communities.
Who are the ECCOAD members?
Over 30 organizations and individuals are part of our COAD including the Community Foundation of Elkhart County, City of Elkhart, local faith institutions and businesses.
What is the value of a COAD?
Communities that bring resources together through a COAD can increase the effectiveness of their response to the needs of disaster survivors, and reduce the social and economic impact of the disaster.
Who runs the Elkhart County COAD?
The COAD is governed by an executive committee and chair. The COAD fiscal agent is the Crossroads United Way and it was jointly founded by the Community Foundation of Elkhart County and the Crossroads United Way.
Does the Elkhart County COAD have funding to distribute?
No, but the COAD can hold and distribute funds during an emergency
Does the Elkhart County COAD only convene member organizations during emergencies and disasters?
It would be very difficult for coordination to occur if there was no regular communication between COAD and member organizations. Meetings and communication occur regularly enough to maintain channels and updates during non-emergency periods. During emergencies and disasters, meetings are scheduled as needed and taskforces meet even more regularly to help coordinate resources.
Does the Elkhart County COAD have control over the member organizations?
No, the COAD serves, supports, and coordinates member organizations in disaster response and recovery. Participation is voluntary.
Does the Elkhart County COAD perform public outreach?
The COAD's role is to support members. We work through our members to coordinate messaging but COAD will do direct public outreach if it is requested from our member organizations.


text:
The white moss (Leucobryum glaucum)? Surely it is green? You actually need to see this moss close up to see why it is called white moss. The shoots are actually different colours, some are a dirty white, some a glaucous colour (see the glaucum in the scientific name) and some are pale green. From a distance it looks green but close up it looks more white.
This is a common moss in acid conditions, especially on damp soils in woods, heaths and bogs; the soil must be bare and very acidic. It forms tufted mats of closely packed shoots and it is sometimes called the pin cushion moss for this very reason. In favourable conditions these mats can be quite large and cover earth, logs, stumps and even tree trunks. It is very distinctive and cannot really be mistaken for any other moss species which, in moss identification, is a real treat for the novice!.

source: openbmb/Ultra-FineWeb


text:
HARMFUL METHODS – is our companion page in opposite to Basic Standards. It's where we explain and dispel myths that cause damage to grave markers. In this section we explain some of the most commonly used harmful methods being used in cemetery preservation and restoration. I have often said, there are many more don'ts to preservation than do's. Again, it's always about doing what is best for the cemetery or grave marker. These 4 areas cover the things that cause the most permanent damage. Quite often many people are simply unaware they are doing harm. We hope this section gives you the knowledge needed so your preservation effort is both successful and long lasting for generations to come.
The 4 basic areas of destructive practice that are seen most often.


What are peacock babies called?
Peacock babies are called peachicks, though you won't find any peachicks at Sacrewell as we only have male peacocks and no peahens.
We thought you might be interested to know the correct terms for the male, the female and the baby of some other animals that we have on the farm too.
Animal Adult male Adult female Young
peafowl peacock peahen peachick
pig boar sow piglet
cattle bull cow calf
chicken cockerel hen chick
sheep ram ewe lamb
goat billy nanny kid
horse or pony stallion mare foal
alpaca macho hembra cria
donkey jack jenny foal
guinea pig boar sow pup
rabbit buck doe kit
For some animals, farmers also use different words for adult animals which are used for breeding and adult animals which aren't. Here are two examples:
Animal Castrated male Breeding male Young female Breeding female
pig barrow boar gilt sow
cattle steer bull heifer cow
An adult male peacock displaying his fabulous feathers.


text:
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Let N be a normal subgroup of index m in G. Show thatam N for all a G.
(Frequency) How does the frequency of a harmonic motion changeif
we take (i) a spring of 3 times the

source: HuggingFaceFW/fineweb-edu


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text:
- kilter •
Pronunciation: kil-têr • Hear it!
Part of Speech: Noun, mass
Meaning: Good condition, health, tune, or spirits.
Notes: Kilter is another word on its last leg that we would like to rescue from the lexical boneyard. We hear it today almost exclusively in the expression "out of kilter". However, the use of this Good Word is by no means limited to a single negative phrase.
In Play: Dr. Goodword is frequently asked, "If something is not out of kilter, is it 'in kilter'?" "Yes," is always the good doctor's answer: "Everyone at the party was in good kilter so the party was a great success." Anything that can be out of kilter can as well be in good kilter: "The choir is sounding better, but their music still isn't in perfect kilter."
Word History: Today's Good Word is a corruption of kelter, but a corruption that began in the middle of the 17th century, so there is little chance of going back now. Kelter is still preserved in some British dialects, but kilterclearly is favored today. The question is, then, where does kelter come from and the straightforward answer is that no one has the foggiest notion. No semantically related words resembling kelter can be found in English or any other language in its family. That leaves us with little more to say about this word except to thank Perry Dror for his contribution to keeping our Good Word series in high kilter by suggesting fascinating words like today's.


As a biologist I study myrmecology, a branch of entomology focusing on the scientific study of ants. In this field I have interest in natural history, behavior, polidomy, and principally the myrmecomorphy.
What is myrmecomorphy?
Why some arthropods resembles to the ants?
 ''Mimicry as a survival strategy played a very important role in the general acceptance of the theory of natural selection among naturalists in the last century. Myrmecomorphy, in turn, is mimicry of ants by other organisms known as widespread phenomenon among arthropods. There are several traits that allow ants being good models of mimicry, such, the possession of potent stings, distasteful flesh, strong mandibles, hard integument and secretion of formic acid. The combination of the eusociality and these characteristics make ants very suitable organisms to be mimicked by innocuous arthropods.''
 I am fascinated by the ecology of batesian ant-mimicry. I am interested in myrmecomorphy since the undergrad, when I studied natural history aspects of an arboreal ant and its mimic, a thomisid spider. During my masters I continued working with ecology, behavior and natural history of ants and again I became fascinated with this survival strategy by founding ant mimicking arthropods in the Cerrado Savanna.
© 2020 heliosoaresjunior.com


text:
Knowledge Base - Technical Articles
Error:.ORA-06553: PLS-306: wrong number or types of arguments in call to 'SDO_AGGR_MBR
".ORA-06553: PLS-306: wrong number or types of arguments in call to 'SDO_AGGR_MBR'"
Solution or Workaround
Using a SQL client such as SQL*Plus, execute the CREATE INDEX statement. Provide a name for the spatial index, the name of the ST_Geometry column, grid sizes, and spatial reference ID.
The following example creates a spatial index named crm_idx on a table named cult_rcs, which contains an ST_Geometry named shape. One grid level is used (size=10) and the spatial reference ID is 1.
create index crm_idx on cult_rcs(shape)
indextype is sde.st_spatial_index
Once the spatial index exists, proceed with registering the table with ArcSDE using the sdetable -o register command, or altering the table's registration using the sdetable -o alter_reg command. Consult the ArcSDE Administration Command Reference provided with ArcGIS Server Enterprise for correct syntax and usage of these commands.
Last Modified: 11/25/2009


text: 1. The problem statement, all variables and given/known data What is the concentration of the unknown Cu2+ solution? The reaction is Zn(s) + Cu2+(aq) -> Zn2+(aq) + Cu(s). The concentration of Zn2+ is 0.05 M 2. Relevant equations 3. The attempt at a solution I'm coming up with about 2 different answers, and I'm not sure which is correct. Using a graph of (Emf vs log Cu2+) I obtained the line y = -1.0967 - 0.02x and I'm not sure how to figure out the unknown copper concentration. Method 1 (I'm leaning towards this method): -1.08 V is the voltage obtained from the unknown. -1.08 V = -1.0967 - 0.02x x = -.835 10^x = 10^-.835 [Cu2+] =.146 M Method 2: I'm assuming E0 is the y intercept and -0.0592/2logQ is the slope, not positive if that is correct. E = E0 - 0.0592/2logQ Q = [Zn2+]/[Cu+2] -1.08 = -1.0967 - 0.0592/2 log Q [Cu+2] =.183 M Which is the correct method to use for finding the copper concentration?


Blossom Project
I'm working on the blossom project under computer science, I noticed that under the LinkedList class which has a iter method that uses the (get_value()) method created in the Node class.
However when instantiating a LinkedList, there's no such variable that is created using the Node class. Like at all.
So how can Node.get_value() be used to iterate the LinkedList instances?
class Node:
 def __init__(self, value):
 self.value = value
 self.next_node = None
 def get_value(self):
 return self.value
 def get_next_node(self):
 return self.next_node
 def set_next_node(self, next_node):
 self.next_node = next_node
class LinkedList:
 def __init__(self, head_node=None):
 self.head_node = head_node
 def insert(self, new_node):
 current_node = self.head_node
 if not current_node:
 self.head_node = new_node
 next_node = current_node.get_next_node()
 if not next_node:
 current_node = next_node
 def __iter__(self):
 current_node = self.head_node
 yield current_node.get_value()
 current_node = current_node.get_next_node()
Also, why does the iter method not have next method to go with it too?
When you instantiate a LinkedList here, you can specify its head_node or leave it to its default of None. When you specify its head_node, that will be of class Node, so it already has all the methods of the Node class.
The dunder method __iter__ just serves to explicitly deal with how the iteration should work out when a LinkedList object is iterated.
For reference, here's a video on iterators:
1 Like
Thanks for the reply
Yeah I see where you're coming from with the head_node, but nowhere in the constructor does it make the head_node an instance of a Node.
And I've seen that video, it's got a next dunder too, so why doesn't this one have it also?
The constructor doesn't have to make it an instance of Node. That's up to the user.
Example from the terminal:
>>> new_node = Node(5)
>>> new_node
<__main__.Node object at 0x7fca61327350>
>>> new_node.value
>>> new_linked_list = LinkedList(new_node)
>>> new_linked_list.head_node.value
>>> type(new_linked.head_node)
As to why they omit or include something in a video, I can't speak to the video and its reasons. For basic functionality though, the code you quoted should do the job.
1 Like
I see my issue now.
Instantiating key-value of the flowers was done in the HashMap class instead of LinkedList class, thanks!
1 Like


an 85 kg base ball player who has lept vertically into the airto catch a line drive catches the ball as it is headed horizontallydirectly into his glove theball has a mass of 145 g and is headperpendicular to his arm at 52 m / s just before he catches it justafter he catches the ball with his arm extended horizontally whatis the players angular speed about a vertical axis through his headand feet assuming that he was stationary at the instant he caughtit to make the calculations reasonable you can model the playersbody as a uniform solid cylinder of mass 73 kg and diameter 35 cmand his arm as thin 6.0 kg rods each 70 cm long pivoting along avertical axis through his centre
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text:
Show Of Force Definition - MilitaryDictionary.org
show of force
1.) An operation designed to demonstrate US resolve that involves increased visibility of US deployed forces in an attempt to defuse a specific situation that, if allowed to continue, may be detrimental to US interests or national objectives.
In the United States, military vocabulary is standardized by the Department of Defence. These terms are used by the United States Army, Navy, Air Force, and Marine Corps.
Term Classification: operations
Random Military Term


text:
Storytelling is an oral art form as ancient as the civilizations of the world, yet, relevant to our time and place.
Storytelling motivates reading and helps to develop listening, language, visualization and literacy skills. It is entertainment that provides a means of transmitting positive values.
Storytelling forges heart-to-heart ties between people by encouraging appreciation of one's own cultural identity as well as understanding and appreciation of the diversity of people, ideas, and cultural traditions of the world.
Denise Valentine's storytelling performance illustrates the power of story to transcend differences between people, inspire hope, and transform negativity. She tells stories that emphasize the dignity and power of the human spirit, and the interrelatedness of life. Denise has a passion for researching history and folklore, then bringing it to life with her captivating voice.
Ms. Valentine presents interactive storytelling performances for audiences of all ages at schools, libraries, museums, and community events. Her programs are designed to engage audiences of all ages, encourage exchange between generations, and promote a spirit of connectedness and community. As a teaching artist, she facilitates folk arts residencies and teacher/professional staff development workshops. P
The storyteller made her debut with Keepers of the Culture, Inc. (KOTC) in 1997, and shortly thereafter joined the National Association of Black Storytellers. In 2003, she performed with Spoke-N-Weal as part of the Philadelphia Fringe Festival, in a production called "Faultlines," and made a guest appearance on a WYBETV35 "Philly Live" segment about urban legends.
In 2004, she participated in a storytelling delegation to South Africa, with the National Storytelling Network, under the auspices of People to People Ambassador Programs. In addition, she was awarded The Leeway Foundation of Philadelphia, Pennsylvania's 2004 Window of Opportunity Grant to study the preservation of folktale traditions in South Africa. Her essay, A Voice for the Voiceless© was published in the July/August 2005 issue of Storytelling Magazine, by the National Storytelling Network.
Ms. Valentine is on the roster of The Pennsylvania Council on the Arts 2010-2011 Arts for in Education Directory Southeast Pennsylvania. She is also included in the Pennsylvania Humanities Council's 2010-2011 Commonwealth Speakers Bureau.
(Visit Resources page for links to highlighted sites.)
Denise Valentine - Storyteller, teaching folk artist, writer and humanist.
Denise believes that Stories are like Roots that connect us to the Past... and Wings that carry us into the Future. Storytelling forges heart-to-heart ties between people by encouraging appreciation of one's own cultural identity as well as understanding and appreciation of the diversity of people, ideas, and cultural traditions of the world.
Denise is also a member of Soka Gakkai -USA. SGI is a religious organization, and a United Nations Non-Governmental Organization that promotes peace through education and culture. She has participated with SGI, since her youth, in various cultural presentations: a chorus of 1000 young women in the World Youth Culture Festival in Hawaii; The Cultural Exhibition of the World's Ethnic Peoples; the United Nations 50th Anniversary Celebration and Exhibition, and the Books for Africa Project, in which 15,000 books were collected nationwide and presented to two universities in Ghana.
In 1992, she met South African exile, Godfrey Sithole. Inspired by the selfless determination of Nelson Mandela, she attended the National Conference in Support of a Democratic South Africa, on the 80th Anniversary of the ANC. In 1993, she was on the Welcome Mandela Committee, and attended a reception for Mandela when he came to Philadelphia to accept the Liberty Medal. These events inspired her to become an activist, and then a storyteller for social change.
Denise has also worked in the fields of international education, community advocacy and museum education. She is currently enrolled in the Bachelor of Arts degree completion program in Global Studies at University of Denver, University College. She is a proud mother and grandmother.
UPCOMING PERFORMANCE SCHEDULE


text:
Volcanic eruptions are generally viewed as agents of destruction, yet they provide the parent materials from which some of the most productive soils in the world are formed. The high productivity results from a combination of unique physical, chemical and mineralogical properties. The importance and uniqueness of volcanic ash soils are exemplified by the recent establishment of the Andisol soil order in Soil Taxonomy. This book provides the first comprehensive synthesis of all aspects of volcanic ash soils in a single volume. It contains in-depth coverage of important topics including terminology, morphology, genesis, classification, mineralogy, chemistry, physical properties, productivity and utilization. A wealth of data (37 tables, 81 figures, and Appendix) mainly from the Tohoku University Andisol Data Base is used to illustrate major concepts. Twelve color plates provide a valuable visual-aid and complement the text description of the world-wide distribution for volcanic ash soils.
This volume will serve as a valuable reference for soil scientists, plant scientists, ecologists and geochemists interested in biogeochemical processes occurring in soils derived form volcanic ejecta.
Volcanic Ash Soils, 1st Edition
Plates. Preface. Acknowledgements. The Authors. 1. Terminology, Concepts and Geographic Distribution of Volcanic Ash Soils.
Terminology. Central concepts. Geographic distribution of volcanic ash soils. 2. Morphology of Volcanic Ash Soils.
Introduction. Morphological characteristics. Examples of profile morphology. 3. Genesis of Volcanic Ash Soils.
Introduction. Formation of Andisols. Transition of Andisols to other soil orders. 4. Classification of Volcanic Ash Soils.
Introduction. Classification of Andisols. Classification of Andisols in the FAO/Unesco Soil Map of the World. National classifications of volcanic ash soils. 5. Mineralogical Characteristics of Volcanic Ash Soils.
Introduction. Volcanic ash as a parent material. Colloidal constituents common to volcanic ash soils. Formation and transformation of colloidal constituents. 6. Chemical Characteristics of Volcanic Ash Soils.
Introduction. Inorganic constituents. Organic constituents. Metal humus complexes. Physico-chemical properties. 7. Physical Characteristics of Volcanic Ash Soils.
Introduction. Soil color. Soil texture. Soil structure. Soil consistence. Bulk density and porosity. Water retention and plant available water. Water permeability. Irreversible changes in soil physical properties with drying. 8. Productivity and Utilization of Volcanic Ash Soils.
Introduction. Soil productivity. Chemical properties relating to soil productivity. Physical properties relating to soil productivity. Utilization and management of volcanic ash soils in Japan. Appendix 1.
Description and selected properties of Tsukuba soil, Findley Lake soil, Abashiri soil, and Yunodai soil. Appendix 2.
Andisol TU database. Appendix 3.
Selected thermodynamic data and uncertainties used in modeling mineral stability relationships in Fig. 5.12. Appendix 4.
Reactions and equilibrium constants (25°C) used modeling stability relationships in Fig. 5.12. References Index. Subject Index.


Home > Features > Rookidee, Corvisquire, Corviknight – Origin of Species
Rookidee, Corvisquire, Corviknight – Origin of Species
As with every region before it, Galar has a common bird Pokémon which is found on many routes. This evolutionary line does have a distinctive British theme which makes it well-suited as the design for the region.
Rookiee, the Tiny Bird Pokémon, has a somewhat unique typing of just Flying. Aside from Tornadus, no other Pokémon has had flying as its only type. Generally the common bird Pokémon of each region starts with the type pairing of Normal and Flying.
Its name, a combination of Rook and Chickadee, suggests it is based on the chickadee bird. Outside of North America it may also be known as a tit (not a link to anything nsfw) or a titmouse. From that genus it may in particular be based on the European blue tit, which live pretty much everywhere in Great Britain. Both share the same blue coloring, the yellow belly, and the black marks around its eyes.
The former part of its name, the rook, could be a reference to a different type of bird. A rook is a large bird in the raven family. It is also the weakest in the line, so 'rookie' plays in nicely, too. Finally, the rook is a castle-shaped chess piece which ties into the medieval theme found in its evolutions' names.
It will bravely challenge any opponent, no matter how powerful. This Pokémon benefits from every battle—even a defeat increases its strength a bit.
The Pokédex suggests it is an acrobatic Pokémon and fairly brave. Though the chickadee is a small bird, there have been observations of its intelligence in gathering food. At a time when milk was delivered, they were able to break the foil seal and drink the milk—Miltank farmers beware.
Corvisquire is fully based on a raven, with its name being a combination of corvidae and squire. Corvidae is the family name for birds which include crows, ravens, and rooks.
In particular it may be based around the hooded crow, as both share many of the same coloration patterns. It is also known as the grey crow in some sregions.
Smart enough to use tools in battle, these Pokémon have been seen picking up rocks and flinging them or using ropes to wrap up enemies.
The lessons of many harsh battles have taught it how to accurately judge an opponent's strength.
The Pokédex makes reference to its intelligence, which is a trait that distinguishes ravens from many other animals. Corvids have shown an ability to learn how to create and use simple tools to accomplish tasks. To get insects burrowed into trees, they can use sticks to poke the insects and lure them out. They have also been observed placing stones into a body of water to raise the water level through volume displacement.
The new caledonian crows have shown the most success in developing tools, which may have served as a secondary influence for this Pokémon.
The latter half of the Pokémon's name is a reference to knighthood in England. Knighthood was given to those, often young nobles, who proved their skill in battle. The career growth of a knight became fairly regular.
At an early age they served the role of a page, assisting those in the castle and knights with basic tasks of maintenance and cleaning. At the age of fifteen they became a squire, where they trained in combat and wore basic armor alongside their duties of aiding knights.
They could be knighted after winning a decisive victory, completing a quest, or other reasons. Knights were given the new title as part of a ceremony by royalty or a noble.
Corviknight is the Raven Pokémon. While it may at first glance appear to be a Dark-type, due to its black color scheme and bright red eyes, it actually has Steel as its secondary typing.
Aren't ravens and crows basically the same? Not at all. The Audubon Society has put together a useful guide to the differences. Ravens are often much larger, organize in pairs instead of larger murders (murders here meaning a collection of crows). Ravens will make a low-pitched croak instead of a caw.
Similarly, Murkrow and Corviknight are also different. Looking at the two Pokémon side-by-side, you can very quickly see that there are size differences, and Corviknight looks more intimidating.
Looking closer at its design, it seems to resemble a knight in its overall design. As we can see in the screenshot below, its body seems to be slightly metallic, with its eyes peaking outside of its helmet-like head. This knight aesthetic could explain its Steel typing.
The association between knights and ravens is not unheard of in the folklore of England and neighboring countries. It makes sense, as knights were a big part of medieval culture, and ravens are also very common birds in that region. Bulbapedia suggests its design is based on the western jackdaw. It also suggests an allusion to the Black Knight, although it lacks the evil connotations.
Ravens are also a part of English folklore. There are six ravens kept in the Tower of London. A legend suggests that the tower and the nation would fall if the ravens left. This could be pretty interesting to dive into further, if there were legendary Pokémon based on ravens which lived in a tall tower.
While this doesn't come up in the game, as Corviknight is not a legendary Pokémon, this legend is directly referenced by one of the trainers on Route 10.
Another interesting piece of folklore, from Danish culture, is the valravn. These are mythical ravens which come into their form through ravens who eat the body of the dead on the battlefield. If a valravn eats the whole heart of a child, they will have the power to transform into the form of a knight. It's also said that if they eat the heart of a king, they will gain "human knowledge", act as a bad influence, and gain superhuman strength.
This Pokémon reigns supreme in the skies of the Galar region. The black luster of its steel body could drive terror into the heart of any foe.
So this could be the Pokémon equivalent of a valravn, with its half-bird, half-knight form. Valravn are also said to be able to transform into wolves, but that seems to be an alternative interpretation.
Vilderavn artwork from Pathfinder
As a quick aside, Valravn also appear in the tabletop RPG Pathfinder under the name Vilderavn. They appear in the fifth bestiary as a type of monster that players could encounter. Looking at the Pathfinder art for the creature, you can see that there's definitely a resemblance.
There was a Hungarian king in the 1400s, Matthias Corvinus, who is referred to as the "raven king". However, that is probably unrelated to Corviknight.
Corviknight plays a key role in the Galarian economy by allowing one to fast travel to various cities and locations in the region through a flying taxi. However this seems to be a specific skill that they need to be trained to learn, as one's own Corviknight is unable to do that.
Gigantamax Corviknight
In Corviknight's Gigantamax form, its wingspan grows dramatically and it starts to glow a reddish hue. Its glowing feathers appear to be detachable and used for attacks similar to throwing daggers or stars.
Imbued with Gigantamax energy, its wings can whip up winds more forceful than any a hurricane could muster. The gusts blow everything away.
The eight feathers on its back are called blade birds, and they can launch off its body to attack foes independently.
Ravens are a common bird in Great Britain, part of the kingdom's history, mythos, and environment. As such it is the perfect basis for the region's primary bird Pokémon.
Were there any raven folk stories I missed? Let me know in the comments below! Or hop on our Discord server to have more Sword & Shield discussions!


text:
RESOURCES + MATERIALS
- PlayColor Sticks
- Black Sharpie
- Cut out template. Use an extra sheet of paper to cut out the template of the vase. Have students trace the vase on their paper with a black Sharpie. Older students may be able to draw their own vase, but this step will be helpful for the younger ones.
- Using the black Sharpie, have students draw the water line inside of the vase. Then, have them draw the line of the table in the background.
- Using the PlayColor Sticks, students can start adding in the flowers. Students can start with yellow as the base and then add in the other primary colors of red and blue. Once they have their Primary Petals completed, they can draw the stems and then color in the table.
- Finally, your students can fill in the rest of the white space with water colors. They can add blue water to the vase and any color background they'd like. Just encourage them to fill the page with saturated colors.


text:
Only 2 left in stock
Publisher: Everyday Press
180 × 120 mm
is a guide and a visual primer that draws on the literature of Rosicrucianism, theosophy and esoteric yoga. It describes how, through visualisation and breathing exercises, the reader will be able to split light into its constituent parts and then recombine the seven colours of the spectrum to form a glowing white cloud that envelops its creator. Thus, potentially, anyone can achieve the goal of becoming invisible.
Ian Whittlesea is an artist whose work is concerned with the ability of text to transform the physical and psychic state of the viewer. His books have ben collectively described as 'instruction manuals for transcendental exercise.'
||180 × 120 × 5 mm


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Changing notation in differential forms
Dear all:
I'm trying to compute the curvature of a Schwarzschild metric using differential forms (Cartan formalism),
sage: reset()
sage: var('t,r,theta,phi')
sage: coords = [t,r,theta, phi]
sage: U = CoordinatePatch((t,r,theta, phi))
sage: Omega = DifferentialForms(U)
sage: X = function('X', r, latex_name=r"\Xi")
sage: f = exp(X)
sage: vi =[]
sage: for i in xrange(len(coords)):
... vi.append(DifferentialForm(Omega,1))
sage: vi[0][0] = f
sage: vi[1][1] = 1/f
sage: vi[2][2] = r
sage: vi[3][3] = r*sin(theta)
sage: dvi=[]
... dvi.append(diff(vi[i]))
sage: dvi
[-e^X(r)*D[0](X)(r)*dt/\dr, 0, dr/\dtheta, sin(theta)*dr/\dphi + r*cos(theta)*dtheta/\dphi]
I'd like to know if it's possible to manipulate the result in a way that:
 - the term D[0](X)(r) in the last line could be written as X'(r) or just X'.
 - the dvi is expressed in terms of the vi-forms instead of the Omega-basis.
Any help is thanked.


Probability function names
For a random variable X and a particular value x, one often needs to compute the probabilities Pr(Xx) and Pr(X > x). It's surprising how many different approaches software packages take to naming these two functions. I'll give a few examples here.
It may seem unnecessary to provide software for computing both probabilities since they must sum to 1. However, sometimes you have to compute Pr(X > x) directly because computing Pr(Xx) first and subtracting the result from 1 will not be accurate. See the discussion of erf(x) and erfc(x) here as an example.
I'm accustomed to calling Pr(Xx) the CDF (cumulative distribution function) and Pr(X > x) the CCDF (complementary cumulative distribution function). In numerical libraries I've written, I use the function names CDF and CCDF. This seems natural to me, but hardly any software does this.
In Python (SciPy), distribution classes have a method cdf to compute the CDF, and a method sf for the CCDF. (The rationale is that "sf" stands for "survival function.") Mathematica takes a similar approach with CDF and SurvivalFunction.
R takes a different approach. Instead of distribution objects with standard methods, each function has a name formed by concatenating a prefix for the function type and an abbreviation for the distribution family. For example, pnorm is the CDF of a normal distribution, dnorm is the PDF of a normal distribution, etc. (I find R's prefixes hard to remember.) Also, R uses the same function for both the CDF and CCDF. By default, pfoo computes the CDF of a distribution abbreviated foo, but if the function has the optional argument lower.tail = FALSE it computes the CCDF.
The Emacs calc module takes an interesting approach, similar to R but more memorable in my opinion. CDF function names begin with ltp ("lower tail probability") and CCDF function names begin with utp ("upper tail probability"). The final letter of the function name specifies the distribution family: b for binomial, c for chi-square, n for normal, etc. So, for example, the CDF and CCDF of a normal distribution are computed by ltpn and utpn respectively.
I generally prefer APIs with long, self-evident names, but I like the Emacs calculator scheme. Brevity is more important in a calculator than in production code, and the prefixes ltp and utp are easy to remember if you know what they stand for. They're more symmetric than, for example, Python's cdf and sf.
Related links:
4 thoughts on "Probability function names
 1. Matlab uses a scheme similar to R, where probability functions go {family}{function type}. So, one has normcdf for the CDF of the normal function, and tcdf for that of the Student t distribution, and so on. Surprisingly, a quick look through the documentation of the probability toolbox could not unearth any obvious equivalent for the CCDF, which seems like an unfortunate omission. It does have, however, inverse-CDF functions, such as norminv and tinv: useful for statistical estimation and hypothesis testing, but confusing when looking for CCDFs. :-)
 2. In SAS the names are CDF and SDF. Therea re also separate LOGCDF and LOGSDF functions, which are sometimes more efficient or accurate than computing the distribution and than taking the logarithm. The other esential functions for dealing with distributions are PDF, QUANTILE, and RAND. For details and a discussion that compares these naming scheme with other languages, see "Four essential functions for statistical programmers"
 3. Dr. Cook,
 How would you name probability function if you were writing such a library from scratch? I ask b/c I'm doing something similar for Perl, built upon GSL's randist functions. GSL names their sampler, pdf, cdf, ccdf and quantile functions gsl_ran_gaussian, gsl_ran_gaussian_pdf and gsl_ran_gaussian_cdf_P, gsl_ran_gaussian_cdf_Q, gsl_ran_gaussian_cdf_Pinv, and gsl_ran_gaussian_cdf_Qinv, which is quite verbose though consistent.
 Right now, I'm thinking of including a straight GSL-binding, but also provide alternative interfaces mimicking other langauges (like R and octave/matlab, by wrapping gsl_ran_gaussian into rnorm for R and normrnd for octave).
 4. Tom: I've written a class library in C++ and one in C#. Both use distribution objects with member functions for CDF etc. For example, the NormalDistribution class has methods PDF, LogPDF, CDF, CDFInverse, CCDF, CCDFInverse, Mean, Variance, RandomValue, etc.
 One advantage to this approach is that you can write generic code that takes a distribution class. For example, a unit test might integrate the PDF function and compare the result to the CDF function. If all the distribution classes have a common base class or implement a common abstract interface, you could write this test once and pass it objects representing several different distribution families.
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text:
Teaching and coaching are two different occupational roles, and teachers who also coach have stressful work environments common to all educational settings, but each occupational role has specific stress and burnout problems. The responsibilities of physical education (PE) teachers and coaches are distinguishable from one another. These different roles and role conflicts may create stress among PE teachers who also coach. The history of physical education shows that there are contextual factors that promote PE teacher-coach role conflict. The aim of this paper is to analyse these contextual factors via using a literature review analysis and to provide suggestions about teacher-coach role conflict for school-based physical education in USA.
Financed by the National Centre for Research and Development under grant No. SP/I/1/77065/10 by the strategic scientific research and experimental development program:
SYNAT - "Interdisciplinary System for Interactive Scientific and Scientific-Technical Information".


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How to Get a Stronger WiFi Signal
Mar 20, 2020
Your wireless home network is only as good as you make it. That means, you have to invest a little time and effort into making sure that everything is secured, optimized for top performance, and fast.
One of the most important things to keep on top of is your WiFi signal. You want to make sure that your WiFi signal is strong. A weak signal doesn't only affect your internet speeds. It determines if you will be able to get a WiFi connection at all.
If your WiFi signal is suffering, here is what you should do:
Check your WiFi first
If your WiFi connection is spotty or slow, your router might need a reboot. Check this first. If your WiFi signal is still weak after you reboot your router, then you need to check your WiFi signal and measure it to see how strong it is (or isn't).
Checking your WiFi signal strength
There are a couple ways to check your WiFi signal. We wrote another article that goes more in-depth on how to check your WiFi signal. But for a quick overview, this is what you should know:
 - There is an "easy" way that requires you to walk around and pay attention to the WiFi indicator on your device. As you watch the indicator, you will get an idea about where the signal is weak or drops in your home. You will also get an idea about how far you can be from your router with your devices.
 - Then there is a more "advanced" way where you use Wi-Fi analyzer apps or platforms.
 - A weak signal has a short range. And one solution for a short range is with using Wi-Fi extenders.
 - WiFi extenders help extend your router's WiFi signal to every corner of your home. However, if you don't have a strong signal, then these devices will only spread a weak signal throughout your home.
So, if you have checked your WiFi signal and you have identified that there are dead spots in your home, it's time to measure the signal strength to actually know the numbers.
Measuring your WiFi signal strength
Measuring your WiFi signal is not hard, but if you don't know how to interpret the results, it can seem difficult.
WiFi signal strength is measured in decibel milliwatts (dBm) and are represented as negative numbers on a scale from -30 dBm to -90 dBm. You want to make sure that your strength is closest to the -30 dBm as possible. A measurement of -30 dBm is considered perfect, and you won't likely reach this.
Get your WiFi signal to a good strength
While you probably won't even see your signal strength at -30 dBm (because obstacles and interferences are inevitable), there are still reliable results that you can achieve. A good WiFi signal strength is around -60 dBm or at a minimum, -67 dBm. These measurements show a good, reliable strength. At these measurements, you can access online services that require a reliable WiFi connection.
While it is normal for your signal to fluctuate, making sure that your signal isn't consistently dropping is important. But this can be overwhelming to constantly keep track of. By managing your home network, you can make sure that your signal is always at its peak.
Manage you whole WiFi Network
Wouldn't you love it if you didn't have to be the one keeping track your WiFi signal (and whole network's) performance? The good news is that you can hand this task over to a WiFi network management tool! (And you totally should.)
Why? Because when your whole WiFi network is managed and under control, everything performs at its best. Which means a strong WiFi signal. Which means a reliable connection.
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using google-authenticator (2FA) on the CS machines
(Note: you can also use Duo if you already have that app – see below)
If you want to add two-factor authentication to your CS account, download the Google Autheticator app to your phone, and then run the google-authenticator command on one of the CS machines:
This will ask you a few questions (see below) and show a QR code, which you scan with the app. Once it's all set up, you'll be asked for a Verification Code when you try to log in to the CS machines with a password. Your password and the code (displayed by the app) are the two factors needed for logging in.
When you run the google-authenticator command above, you will be asked a few questions (shortened versions here):
Above are my answers. I'd keep the first two as "yes", but the others you can change if you want.
Here's an example of an ssh session using a password and verification code:
$ ssh username@fennel
Password:
Verification code: 123456
You will also be asked for the verification code if you log in on the graphical consoles (i.e., sitting in front of one of the lab machines).
Note: if you ever forget your phone, but still need to log in on the graphical console (i.e., in the lab), you can use Cntrl-Alt-F1 to switch to a terminal console. Now log in there (which won't ask for your verification code), and then temporarily move the ~/.google_authenticator file to another name. Logout from the terminal console and use Cntrl-Alt-F7 (or maybe F8) to switch back to the graphical login screen.
using Duo:
If you want to use Duo instead of downloading the google-auth app to your phone, you can! You still need to run google-authenticator as shown above. Once you get the QR code, do this:
 1. Open the Duo app
 2. Touch the "+" in the upper right-hand corner
 3. Scan the QR code presented by the google-authenticator command
 4. Confirm the account name and icon
Back to SwatCS Help Docs


text:
What is River to River CWMA?
The River to River Cooperative Weed Management Area (CWMA) is a partnership between 12 federal and state agencies, organizations, and universities aimed at coordinating efforts and programs for addressing the threat of invasive plants in Southern Illinois. The CWMA was formally established in 2006 (view our MOU) and addresses both terrestrial and aquatic invasive plant species through collaborative projects and activities focused in the following areas:
The CWMA is grant funded and projects-based. Our goal is to cooperatively address the short and long-term effects of non-native invasive plants across jurisdictional boundaries within the 11 southern counties of Illinois.
Thank you for your support!
The River to River Cooperative Weed Management Area would like to acknowledge the following funding sources:
Help Protect Wildlife Habitat by Reducing the Spread of Exotic Invasive Species


Two prisoners are imprisoned at opposite ends of the prison. They cannot meet, nor exchange any kind of information. However, one day they are brought together by the ward who tells them:
"I shall give you a chance for getting free. In one hour you'll be separated again, and one of you will go back to his cell, while the other one will stay here. I shall show the former six different numbers randomly chosen among the positive integers $ 1,...., 245 $. He may think about the numbers and then will have to reject one of the six numbers and tell me the other five. I shall write these five numbers down on a piece of paper, in one line and in the same order as I hear them. Then this guy will have to leave the room. The other man will be called in. I show him my piece of paper with the five numbers, and he must say a number. If he says the rejected number, then the two of you will be free. "
How can these two guys get free?
 - 1
 $\begingroup$ 'in one line' - does this mean that the second person won't know if 345 is 34, 5 or 3, 45 or 3, 4, 5.... Or that he will know what the different numbers are? $\endgroup$ – Ben Feb 24 '16 at 10:57
 - 5
 $\begingroup$ Sounds like the Fitch Cheney card trick $\endgroup$ – Julian Rosen Feb 24 '16 at 14:19
(1) We observe that $245=5\times49$. Instead of working with the integers $1,\ldots,245$, we will use the integers $1,\ldots,49$ in the five colors red, blue, yellow, green and orange.
(2) Among the six numbers randomly chosen by the ward, there will be at least two of the same color, say integers $x$ and $y$ both in color red. Modulo $49$, exactly one of $x-y$ and $y-x$ is in the range $1,\ldots,24$; assume that $y-x$ is in the range $1,\ldots,24$. Then we reject $y$, and put $x$ as the first number on the list. With this, the second prisoner knows that the rejected number has the same color as the first number $x$ on the list and is one of $x+1,x+2,\ldots,x+24$ (taken modulo $49$).
(3) There are $4!=24$ permutations of the other four integers. This is enough to communicate the value of $y-x$ to the other prisoner. (The two prisoners just have to agree on a bijection between permutations of four objects and the numbers $1,2,\ldots,24$.)
 - $\begingroup$ This is brilliant, but I think it needs to be expanded to include the code for part 3, because they only have one hour to agree it and they also need to be able to encode and decode it relatively easily. $\endgroup$ – jhabbott Feb 25 '16 at 15:51
 - 3
 $\begingroup$ _USER_ Label four objects ABCD. Put their 24 permutations in alphabetical order. The first permutation (ABCD) is 1, the second permutation (ABDC) is 2, and so on. $\endgroup$ – f'' Feb 25 '16 at 16:58
 - $\begingroup$ _USER_ - see my post where I explain how to encode 1-120 from permulations of 5 integers. For 4 integers, just drop $a_5$ and $d_4$, and you can encode 1-24. $\endgroup$ – Paul Sinclair Feb 25 '16 at 17:18
This doesn't work. I will leave it in case someone can use it to create a real solution. The problem is this:
Consider the sequence 121, 122, 123, 124, 125. Whatever scheme I came up with, it was possible to add a number to that sequence that would defeat the strategy. Try adding 120, 126, 1 or 245 as the sixth number and by my reckoning one of those should be unreachable by strategies like the one below. The idea of using permutations to indicate a number between 1 and 120 is valid and Paul Sinclair has given an elegant explanation in his post.
The prisoner who is to leave announces that his strategy will be
To reject either the largest or the smallest number given. Of the remaining five numbers, if there are fewer numbers larger than the largest remaining numbers, then the largest was rejected. Likewise for smaller. In case of a tie, the rejected number is smaller. Thus no more than (245 - 5) / 2 = 120 numbers remain.
The prisoners then agree on the following numbering system:
The base ordering of the five numbers is largest to smallest. This represents the number 1. If the final two numbers are permuted, this represents the number 2. If the third and fifth numbers are permuted, this represents 3 and so on. The number of permutations is 5!, exactly enough to solve the worst case.
 - $\begingroup$ I'm afraid I don't understand the second half of your explanation -- how does the permutation represent a number? $\endgroup$ – Fund Monica's Lawsuit Feb 24 '16 at 13:40
 - $\begingroup$ _USER_ - I added an answer (too long for a comment) explaining a scheme for representing the number as a permutation. I am not sure if it the scheme that Hugh Meyers intended, but it does the job. $\endgroup$ – Paul Sinclair Feb 24 '16 at 14:25
 - 1
 $\begingroup$ As far as I understand it this doesn't work. If I understand you right the second person should compare the range of numbers that are larger than the largest remaining one and the range of thos that are smaller than the smallest remaining one and depending on which is smaller should focus the second step on this range. However given for example the initial numbers [3, 119, 120, 121, 242, 244] the first person can't make such a situation happen. If he removes the 244 the second person will focus on the range [1, 2] and if he removes the 3 the second person will focus on the range [245]. $\endgroup$ – The Dark Truth Feb 24 '16 at 14:39
 - $\begingroup$ _USER_ - Don't reject the largest or smallest, unless they have equal ranges - then reject one of them to make the ranges unequal. If they are already unequal, reject some middle number. The 2nd person uses the smaller range. Everything else proceeds as Hugh Meyers said. $\endgroup$ – Paul Sinclair Feb 24 '16 at 14:46
 - $\begingroup$ _USER_ I don't think your proposal works - if the second person sees 10 as their smallest number and 225 as their largest, how do they know if 225 was the largest number given to the first person (and thus they rejected some middle number), or if the first person rejected 235? $\endgroup$ – Dan Staley Feb 24 '16 at 19:24
Arrange the numbers from 1 to 245 clockwise around a circle, and mark the locations of the six numbers on it. Consider the gaps left between the marked numbers. There are six gaps, with a total length of 245. Each gap is at least 1, so the largest possible sum of two gaps is 241, and the second-largest gap is at most 120.
Find the largest gap (or possibly one that is tied for largest). The number that will be removed is the one on the clockwise edge of this gap. The next gap clockwise (before the number is removed) is at most 120, so its length can be encoded by the order of the five numbers to be written.
The other prisoner receives the five numbers and similarly plots them on a circle. They will necessarily find that one of the five gaps is larger than any of the others. The removed number comes from this gap, and its value can be found by converting the order of the five numbers back into a value from 1 to 120, and counting that many places counterclockwise from the clockwise edge of the gap.
 - $\begingroup$ Really nice solution if you can write on paper and you don't have to remember much details $\endgroup$ – Falco Mar 1 '16 at 12:37
Not an answer, but too long to add as a comment to Hugh Meyer's answer. I don't completely follow his scheme for converting a permutation to a number either, but here is one that works:
Let $a_1, a_2, a_3, a_4, a_5$ be the five numbers in the order given. Then for $k = 1, 2, 3, 4$ define $d_k$ to be the count of numbers $a_1,..., a_k$ which are less than $a_{k+1}$. So for example, $$\begin{align}d_1 &= \begin{cases} 0 & \text


text:
Type of Gap:...between male and female salaries
In the UK university sector in 2004, women earned on average £30,500 per annum - more than £5,000 per annum less than the average for men, constituting a pay gap of 14%.
Type of practice: Leadership & company commitment
A large scale Pay Framework exercise was undertaken by the School in 2006, to assimilate the majority of staff onto a unified grading structure underpinned by analytical job evaluation and based on a single pay spine. The purpose was to ensure that equal pay for work of equal value was adhered to within the School.
The opportunity was also taken to harmonise conditions such as annual leave, sick pay and working hours.
An Equal Pay Audit was carried out on 2008 data, two years after the after the new grading structure had been introduced. The aim was to test the extent to which the Pay Framework Exercise had resulted in pay gaps of less than 5%, and to identify the reasons for any gaps above that benchmark
Equal Pay Audit is an ongoing process, the next to be carried out using 2011 data. This will identify the current position, note any adverse/positive changes in the intervening period and highlight any further interventions required.
The intervention had proved extremely successful. Only one staff group was identified with a pay gap greater than 5%. This gap could be attributed to staff on salary protection (red-circling) and students on placement who are with the School for one year only, and thus never achieve incremental progression.
- Only one staff group out of a total of 12 covered by the Exercise had a pay gap higher than 5%.
- The gap was explored and could be explained through protected salaries and one year student placements
- The job evaluation scheme was demonstrated to be working within the School and delivering equal pay for work of equal value
- Time and resources required to introduce the structure and conduct job evaluations for 673 staff
- Ensuring that staff fill out the necessary paperwork accurately and on time
- Defending a job evaluation scheme that, despite delivering on equal pay, is often seen as bureaucratic, irrelevant and unnecessary


Samoa Sustainability Issues
The critical environmental and sustainability issues of Samoa:
 1. Health Issues
Samoa is suffering from alarming rates of noncommunicable diseases (NCDs). Noncommunicable diseases are the result of a combination of genetic, physiological, environmental and behavioural factors. NCDs accounted for 75% of the total disease burdens in 2016 and more than half of all premature deaths in the country. The current service delivery system in Samoa is heavily hospital-centric characterized by a weak primary health care structure and overcrowding in the main referral hospital. Also in recent decades, the Samoan islands have suffered some of the highest rates of obesity, diabetes and heart disease in the world. In november 2019, a deadly measles outbreak hit especially the children in Samoa. It caused 2,437 people to fall sick and killed 32. Twenty-eight of the 32 deaths were children aged under 5.
 1. Youth Unemployment
Youth unemployment increased from 9.99% in 1998 to 18.39% in 2012 but again it decreased to 17.94% in 2018. The primary factor leading to the high unemployment rate is the high rate of students dropping out of school.
According to Tracer Youth Employment Survey (TYES), the survey sampled 790 people aged 18-35 years from 14 villages. Results found that out of the sample size, 78.93 percent of young people dropped out of school at primary and secondary level. The main reason being families could no longer afford school fees with others becoming caretakers for family members.
 1. Water
Samoa uses both ground and surface water for all of its water supply needs. Surface water equates to 65 percent of the total water supply while groundwater accounts for only 35 percent. Currently the main obstacle preventing improvements to the water quality in Samoa is pollution of coastal and freshwater sources. Two major sources of pollution that affect the Samoan water quality are improper solid waste disposal and sediment erosion.
There is no known water quality monitoring for wastewater associated pollution. Despite pollution from improper waste disposal and sediment erosion, the Samoan government has made constant efforts to improve both the islands' overall water quality. Records from the CIA indicate that since 2015, 99 percent of the total population in Samoa has access to improved sources of drinking water. Additionally, citizens who have access to a piped water supply are estimated to be between 90 and 95 percent of the total population of Samoa.
 1. Gender Inequality
Married women aged 15–49 have much lower participation in economic work than married men in the same age group. Only 28% of these women were employed compared to 70% of the men. There is still a considerable level of acceptance of domestic violence even among women themselves. 37% of women agree that 'wife beating' can be justified. Overall, 46% of Samoan women who have ever been in a relationship have experienced one or more kinds of abuse. Samoa currently has two female members of parliament in the Samoan legislative assembly, accounting for 4.8% of women in parliament, compared with 8.2% in 2006.
 1. Climate Change
By 2030, the island's surrounding sea level will increase by up to 17 centimetres (6.69 inches), elevating the risk and impact of storm surges and coastal flooding.
Cyclones will be less frequent but more intense.
Ocean acidification—or carbon pollution that increases the ocean's acidity—will continue across Samoa, endangering the nation's coral and reef ecosystems.


Relationships among milk yield, body weight, and reproduction in Holstein and Czech Fleckvieh cows
ŘEHÁK, Dalibor, VOLEK, Jaroslav, BARTOŇ, Luděk, VODKOVÁ, Z., KUBEŠOVÁ, Marta a RAJMON, Radko. Relationships among milk yield, body weight, and reproduction in Holstein and Czech Fleckvieh cows. Czech Journal of Animal Science, 2012, 57, 274-282. ISSN _PHONE_.
Kateg. publikaceVědecké publikace impaktované
Interní odkaz12050.pdf
The objective of this study was to determine the dynamics and relative body weight (BW) changes after parturition and their relationships to milk yield in Holstein (H) and Czech Fleckvieh (F) cows, and also the relationships between their BW changes in the first 8 weeks of lactation and reproductive performance. A retrospective, observational study comprised analyses of individual cow records from a computerised herd management system. Production, body weight, and reproduction data were collected between December 2004 and February 2009 from F and H cows kept in a single experimental station. A total of 475 calving interval records (F: N = 132; H: N = 343) were included in the analysis. The data were evaluated using the mixed linear model with repeated measures, and parameters were estimated by the REML method. Whereas BW changes in F first-parity cows significantly (P < 0.01) differed from those detected in greater-parity cows during the major part of lactation, no such differences were manifested for H first-parity animals. The average BW change in weeks 1 to 8 was closely correlated with the BW change in the lactation week, with the lowest BW (NADIR) (r > 0.83, P < 0.0001) in both breeds. In H cows, the average BW change in weeks 1 to 8 and in NADIR significantly (P < 0.01) negatively correlated with the length of postpartum anoestrus, days between parturition and conception, days between first service and conception, and calving interval (P < 0.05 and P < 0.01, respectively). In F cows, the only significant correlations were those with days between parturition and first service (P < 0.05 and P < 0.01, respectively). It was concluded that BW changes postpartum might indicate reproduction problems particularly in H cows.
ProjektVýzkum faktorů ovlivňujících zdraví a dlouhověkost dojnic, Využití genetických a negenetických faktorů ke zvýšení výkonnosti dojených plemen skotu v ČR, Udržitelný rozvoj chovu hospodářských zvířat v evropském modelu multifunkčního zemědělství
OdděleníChov skotu


text:
Never doubt that a small, group of thoughtful, committed citizens can change the world. Indeed, it is the only thing that ever has.
— Margaret Mead, 20th-century anthropologist and author
This session introduces the intangible gift of community. It lifts up the rural, 19th-century American tradition of barn-raising as a demonstration of what a community can achieve together, and the barn dance as an expression of celebration for a shared accomplishment. The activity of building a model for a community playground mimics the communal barn-raising. Consider doing the Faith in Action activity to make the children's playground plan a reality.
As you lead this session, help the children understand how they have given and received the gift of community every day they have been together in Wonderful Welcome.
Large cardboard boxes, empty rolls from gift wrap, empty coffee cans, pipe cleaners, and plastic food storage containers may be useful for children to construct a model of their dream community playground in Activity 4. As you gather items, keep in mind the number of children in the group, the type and size of the meeting space, and the amount of time you will have for building a model playground. If this is not the final session of Wonderful Welcome, you may choose to spend more time on Activity 4, Community Playground, and save the Welcome Celebration (Activity 5) for another meeting.
Plan ahead if you need a volunteer to lead Alternate Activity 2, Square Dance.
This session will:
- Introduce the intangible gift of community
- Offer participants opportunities to build something together for their whole community and celebrate their shared accomplishment
- Engage participants in the spiritual practices of opening and closing rituals.
- Learn about the rural American tradition of community barn-raising
- Learn about the modern practice of building community playgrounds
- Experience shared work for a common goal and shared celebration
- Understand that they have given and received the gift of community each time they have been part of Wonderful Welcome.


text:
Blue - Heat recovery shower system from wastewater to preheat the cold water supply
The Blue uses heat from wastewater to preheat the cold water supply, resulting in a significant lower demand for hot water. By doing so, the demand for hot water drops significantly which means a significant lower energy consumption (depending on the version, a 4-person household can save up to 1.876 kWh per year). In turn, this allows for a smaller hot water system. The installation costs of the hot water system and the utility bill will be lower. The energy performance of the building will improve considerably and less CO2 will be emitted. The Blue has been specifically developed for multi-story construction and projects where the highest possible efficiency must be achieved on one floor.
Showerdrain reclaiming heat energy from used shower water by pre-warming the fresh water before it arrives at the mixer.
The information set out above, is solely for the purposes of information and the Solar Impulse Foundation does not provide any guarantee as to its authenticity, completeness or accuracy. This information does not constitute investment advice or a recommendation to buy into, transact or to enter into any agreement with any of the parties or persons mentioned above. Potential investors or interested parties are solely responsible for their investment or business decisions and for performing any due diligence required by the circumstances.


text:
Kerala is famous for its various martial arts. Some of them include Kalaripayattu, Parisa Kali, Velakanni, Valeru, Kunderu and Njaninmel Kali.
Kalaripayattu is the best and most scientific martial arts in the world. The meaning of the term Kalaripayattu is the fighting art of the Kalari. This fighting is one part of the ayurvedic physical treatment in Kerala called the Kalarichikitsa. The origin and introduction of Kalaripayattu is still unknown and it was considered to be emerged from the old traditions of South Kerala. It was also influenced by the north Indian martial traditions. The present form of Kalari has existed since around 1500 years back. It is a combination of art forms from both North and South Kerala. It is believed that in 350 A.D. this martial art was carried away across the Himalayas by a Buddhist monk named Bodhi Dharma to give rise to another art named Chinese Kung Fu.
Kalari means battlefield and the in charge of Kalari was given to the Nayakanmar. They were later came to be called as the Nayars. In each region they are called by various names like Kurup, Nambiyar, Panicker etc. The Nayar will be in charge of a kalari or several kalaris and they are responsible for training the people in kalaripayattu. Such a person is called as Gurukkal which means master. In the olden times, Kalaris were established in Nayar homes. The Sanskrit word Khaloorika means a place where weapon training is done. It is believed that the word Kalari has originated from this Sanskrit word. And so the method of training in combats and weapon fights came to be called as Kalaripayattu.
Kalari was a place where subjects related to medicine, philosophy, astrology, geometry, yoga etc were taught. In Kalaripayattu, yoga is required for exercise and ayurveda is needed for medical treatments. The training starts with whole body oil massage until the body becomes supple. Steps such as ottam, chattam, marichil etc are then taught. Then the students are taught to handle various weapons and also to fight with hand. Some of the weapons include knives, bow and arrow, sword, stick, long and flexible spring like sword called urumi etc. It requires special skills such as concentration and attention. It is at the same time dangerous to learn using weapons. It is said that in order to become a Guru or master one has to pass seven levels. Those who learn Kalaripayattu can get rid of any physical problems. A guideline to be followed while studying kalaripayattu is that after the completion of the course, the person should take oil massage and practice the studied feats at least once in a year for keeping them in correct shape.
The two main forms of Kalaripayattu are the Vadakkan form which is the Northern style and the Thekkan form which is the Southern style. There is difference in these both forms in the style and the movements. The three maim types of Vadakkan kalari are Arappukkai, Pillattaanni and Vatteel tirippu. They gained widespread publicity. The thekkan style of kalari was more important and it is believed that Sage Agastya was the guru of this style. Even then the usage of various weapons and the style of performance made Vadakkan style more famous.
The two types of Kalari are the Cherukalari and Ankakalari. Cherukalari is called as Kuzhikalari in which the term kuzhi means pit or small areas formed by caving the earth. In Kuzhikalari, the floor of the kalari is lowered by removing the soil. The surrounding area is higher when compared to this kalari. This type of kalari is built for physical as well as weapon training. Ankakalari is the kalari that is constructed temporarily for fighting purposes. This is set up in areas where the audience can also come and watch the fight. A raised platform called Ankathattu is constructed for the person to perform kalaripayattu.
The main steps involved while training Kalaripayattu are
The main aim of this step is to attain flexibility and agility to the body. In this process the learner learns how to jump, twists and the various other body movements.
In this step, the learner learns to fight using sticks.
After attaining excellent skills in stick fighting, the person learns to use metal weapons such as knives, shields and swords.
This is the last step in Kalaripayattu learning where the student is taught how to fights without any weapons. They have to fight with bare hands. This involves wrestling, attack and defense.
Along with fighting techniques the trainer also teaches subjects relating to Ayurveda and also various healing techniques using herbs. It is necessary because the student must be able to heal himself in case of any ailments before preparing for a competition. So they are taught how to heal any wounds.
Kalaripayattu has its root in the vedic culture. This art form is considered as the most comprehensive because it involves Physical training, self defensive techniques with and without the use of weapons, treatment using the ayurvedic principles and a philosophy based on India's vedic culture. All these features make it distinct from the rest of the martial art forms.
There are many training centres where Kalaripayattu is taught. Some of the important centres are at Ettumanoor, Kanjirappally, Pala, Thiruvananthapuram, etc. At present many are engaged in studying kalaripayattu mainly for demonstration purpose and also for fitness. In olden times, any disputes in Kerala during the rule of the kings were settled in battle or betting in martial arts competitions. The warriors of Kerala were skilled in Kalaripayattu and any conflicts can be settled by the match of Kalaripayattu.


equation is:
and therefore the equation for ȧkλ may be written:
It can be shown that in the radiation reaction field, if the mass m is regarded as the "observed" mass then we can take:
The total field acting on the dipole has two parts, E0(t) and ERR(t). E0(t) is the free or zero-point field acting on the dipole. It is the homogeneous solution of the Maxwell equation for the field acting on the dipole, i.e., the solution, at the position of the dipole, of the wave equation
satisfied by the field in the (source free) vacuum. For this reason E0(t) is often referred to as the "vacuum field", although it is of course a Heisenberg-picture operator acting on whatever state of the field happens to be appropriate at t = 0. ERR(t) is the source field, the field generated by the dipole and acting on the dipole.
Using the above equation for ERR(t) we obtain an equation for the Heisenberg-picture operator that is formally the same as the classical equation for a linear dipole oscillator:
where τ = 2e2/3mc3. in this instance we have considered a dipole in the vacuum, without any "external" field acting on it. the role of the external field in the above equation is played by the vacuum electric field acting on the dipole.
Classically, a dipole in the vacuum is not acted upon by any "external" field: if there are no sources other than the dipole itself, then the only field acting on the dipole is its own radiation reaction field. In quantum theory however there is always an "external" field, namely the source-free or vacuum field E0(t).
According to our earlier equation for akλ(t) the free field is the only field in existence at t = 0 as the time at which the interaction between the dipole and the field is "switched on". The state vector of the dipole-field system at t = 0 is therefore of the form
where |vac⟩ is the vacuum state of the field and |ψD is the initial state of the dipole oscillator. The expectation value of the free field is therefore at all times equal to zero:
since akλ(0)|vac⟩ = 0. however, the energy density associated with the free field is infinite:
The important point of this is that the zero-point field energy HF does not affect the Heisenberg equation for akλ since it is a c-number or constant (i.e. an ordinary number rather than an operator) and commutes with akλ. We can therefore drop the zero-point field energy from the Hamiltonian, as is usually done. But the zero-point field re-emerges as the homogeneous solution for the field equation. A charged particle in the vacuum will therefore always see a zero-point field of infinite density. This is the origin of one of the infinities of quantum electrodynamics, and it cannot be eliminated by the trivial expedient dropping of the term kλ ħωk/2 in the field Hamiltonian.
The free field is in fact necessary for the formal consistency of the theory. In particular, it is necessary for the preservation of the commutation relations, which is required by the unitary of time evolution in quantum theory:
We can calculate [z(t),pz(t)] from the formal solution of the operator equation of motion
Using the fact that
and that equal-time particle and field operators commute, we obtain:
For the dipole oscillator under consideration it can be assumed that the radiative damping rate is small compared with the natural oscillation frequency, i.e., τω0 ≪ 1. Then the integrand above is sharply peaked at ω = ω0 and:
the necessity of the vacuum field can also be appreciated by making the small damping approximation in
Without the free field E0(t) in this equation the operator x(t) would be exponentially dampened, and commutators like [z(t),pz(t)] would approach zero for t1/τω2
. With the vacuum field included, however, the commutator is at all times, as required by unitarity, and as we have just shown. A similar result is easily worked out for the case of a free particle instead of a dipole oscillator.[98]
What we have here is an example of a "fluctuation-dissipation elation". Generally speaking if a system is coupled to a bath that can take energy from the system in an effectively irreversible way, then the bath must also cause fluctuations. The fluctuations and the dissipation go hand in hand we cannot have one without the other. In the current example the coupling of a dipole oscillator to the electromagnetic field has a dissipative component, in the form of the zero-point (vacuum) field; given the existence of radiation reaction, the vacuum field must also exist in order to preserve the canonical commutation rule and all it entails.
The spectral density of the vacuum field is fixed by the form of the radiation reaction field, or vice versa: because the radiation reaction field varies with the third derivative of x, the spectral energy density of the vacuum field must be proportional to the third power of ω in order for [z(t),pz(t)] to hold. In the case of a dissipative force proportional to, by contrast, the fluctuation force must be proportional to in order to maintain the canonical commutation relation.[99] This relation between the form of the dissipation and the spectral density of the fluctuation is the essence of the fluctuation-dissipation theorem.[74]
The fact that the canonical commutation relation for a harmonic oscillator coupled to the vacuum field is preserved implies that the zero-point energy of the oscillator is preserved. it is easy to show that after a few damping times the zero-point motion of the oscillator is in fact sustained by the driving zero-point field.[100]
The quantum chromodynamic vacuum[edit]
Main article: QCD vacuum
The QCD vacuum is the vacuum state of quantum chromodynamics (QCD). It is an example of a non-perturbative vacuum state, characterized by a non-vanishing condensates such as the gluon condensate and the quark condensate in the complete theory which includes quarks. The presence of these condensates characterizes the confined phase of quark matter. In technical terms, gluons are vector gauge bosons that mediate strong interactions of quarks in quantum chromodynamics (QCD). Gluons themselves carry the color charge of the strong interaction. This is unlike the photon, which mediates the electromagnetic interaction but lacks an electric charge. Gluons therefore participate in the strong interaction in addition to mediating it, making QCD significantly harder to analyze than QED (quantum electrodynamics) as it deals with nonlinear equations to characterize such interactions.
The Higgs field[edit]
Main article: Higgs mechanism
The potential for the Higgs field, plotted as function of ϕ0 and ϕ3. It has a Mexican-hat or champagne-bottle profile at the ground.
The Standard Model hypothesises a field called the Higgs field (symbol: ϕ), which has the unusual property of a non-zero amplitude in its ground state (zero-point) energy after renormalization; i.e., a non-zero vacuum expectation value. It can have this effect because of its unusual "Mexican hat" shaped potential whose lowest "point" is not at its "centre". Below a certain extremely high energy level the existence of this non-zero vacuum expectation spontaneously breaks electroweak gauge symmetry which in turn gives rise to the Higgs mechanism and triggers the acquisition of mass by those particles interacting with the field. The Higgs mechanism occurs whenever a charged field has a vacuum expectation value. This effect occurs because scalar field components of the Higgs field are "absorbed" by the massive bosons as degrees of freedom, and couple to the fermions via Yukawa coupling, thereby producing the expected mass terms. The expectation value of ϕ0 in the ground state (the vacuum expectation value or VEV) is then ϕ0⟩ = v/2, where v = | μ |/λ. The measured value of this parameter is approximately 246 GeV/c2.[101] It has units of mass, and is the only free parameter of the Standard Model that is not a dimensionless number.
The Higgs mechanism is a type of superconductivity which occurs in the vacuum. It occurs when all of space is filled with a sea of particles which are charged and thus the field has a nonzero vacuum expectation value. Interaction with the vacuum energy filling the space prevents certain forces from propagating over long distances (as it does in a superconducting medium; e.g., in the Ginzburg–Landau theory).
Experimental observations[edit]
Zero-point energy has many observed physical consequences.[3] It is important to note that zero-point energy is not merely an artefact of mathematical formalism that can, for instance, be dropped from a Hamiltonian by redefining the zero of energy, or by arguing that it is a constant and therefore has no effect on Heisenberg equations of motion without latter consequence.[102] Indeed, such treatment could create a problem at a deeper, as of yet undiscovered, theory.[103] For instance, in general relativity the zero of energy (i.e. the energy density of the vacuum) contributes to a cosmological constant of the type introduced by Einstein in order to obtain static solutions to his field equations.[104] The zero-point energy density of the vacuum, due to all quantum fields, is extremely large, even when we cut off the largest


How to Calculate Lost Wages in a Personal Injury Claim
If you are including lost wages damages in your personal injury claim or lawsuit, you will need to know what factors are used to calculate the value of the earnings you lost while recovering. When you assess the value of a lost wages claim, you must be able to provide documentation that proves your injury, your pay, and your normal work hours in order to show a clear and accurate picture of the earnings you missed while injured. Although calculating lost wages can be straightforward, it is important to be take your time and consult an attorney with specific questions.
Before Calculating Lost Wages Damages
Before you do anything, go to the doctor. You need to substantiate your injury claim with good medical documentation, and one way to do that is to see a physician or other health care provider and have a full examination. Be sure that if the doctor tells you to take time off from work, you don't leave his or her office without a physician's medical form in your hand, authorizing you to stay home from your job for the period of time necessary to recover from your injuries.
Proving Lost Wages
In order to prove lost wages, you will first need to gather all the appropriate documentation to support your claim. You will need: a letter from your employer indicating how much time you took off, what your hourly rate of pay or your monthly salary is, how many hours a week you work, and whether or not you typically work overtime. Once you have the necessary documentation, calculate your claim using the following steps:
 1. Determine the number of hours you missed from work. If you work regular hours, simply provide documentation that shows your normal work schedule. If your hours vary, you can calculate an average based on your last 2 or 3 months of work.
 2. Determine the number of overtime hours that you missed. Overtime is typically not guaranteed, so you will need to provide documentation that shows your regularly worked overtime before your injury. Again, going back 2 or 3 months will be sufficient. If you recently were promised overtime by your boss, provide evidence of that conversation.
 3. Multiply the number of hours you missed by your hourly rate
 4. Multiply the overtime hours you missed by 1.5 times your hourly rate
 5. Add the values for regular hours missed and overtime hours missed to arrive at the total lost wages calculation
If you are a salaried employee rather than hourly, you will need to take a slightly different path:
 1. Divide your annual salary by the number of hours you work (hours a full time employee works per year: 2,080) in order to get the amount you earn per hour.
 2. Calculate the number of hours you missed by multiplying the days you were out of work by 8 (typical work days for salaried employees 8 hours - even if you actually work more).
 3. Multiply those two figures to calculate your lost wages.
Keep in mind that in most states, your lost wages are your gross earnings, not your net earnings. Some states only reimburse net wages, but regardless you should present your gross earnings and let the insurance company tell you they only reimburse net wages. Also note that if your injury was as a result of an accident on the job and you are making a workers' compensation claim, it varies from state to state whether you will be reimbursed for gross wages, a percentage of gross wages, or net wages.
Lost Wages Tips to Remember
Aside from the basic wages calculation, there are a few things that you may be able to claim:
 - Money that reflects a promotion or wage increase. If you were due for an increase and/or a promotion, make sure your employer notes this including how much more it would have been and when it was to take effect.
 - Lost commissions on sales
 - Fringe benefits lost
 - Pension benefits lost
If you were unable to return to the same job, or your job was eliminated, and you were forced to take a lower paying job, then you can claim:
 - Difference in income between the two jobs. Include in this calculation the length of time you will be at the lower paying job.
 - The money lost while you searched for a different job
If you are never able to return to work due to a serious injury, you will need to calculate lost earning potential based on your age, your employment and pay history, your job skills, and your quality of life that you earned prior to the accident. Contacting a personal injury lawyer is the best way to ensure your lost wages calculations are accurate, fair, and well supported by documentation.


text:
Coloured wax model of a female, half skeletal, half living and dressed in regency clothing, England, _PHONE_
This lady is dressed in Regency clothing typical of the first half of the 1800s. She is skilfully created out of wax. She is half woman, half skeleton. The statue may have been made for one of three reasons: a darkly comic novelty, a 'memento mori' (a reminder of death), or a teaching aid. She is paired with a separate male statue (A78827). These two examples of regency waxwork were exhibited in Montreal, Canada at the International and Universal Exposition in 1967.
Related Themes and Topics
There are 535 related objects. View all related objects
Glossary: anatomical figure
Highly detailed models of the full human figure for artists, teachers and medical practitioners.
A branch of medical science concerned with the structure of living organisms.


5. X Window
Welcome! This is where you will find the most useful tools for Tamil. Even for basic users, it is now possible to have close to a total Tamil-localized office suite. Tamil GUI is achieved in KDE or GNOME environment with localization settings (more about this later in this document), and Tamil character input is achieved using keymanager programs. But first you need to get some fonts to do all this.
5.1. Installing fonts
Linux, by default, uses "pcf" fonts and one can also use "bsd" fonts; these are bitmapped fonts that display under X and can be printed. But, as is common with all bitmapped fonts, these are not always WYSIWYG in print. For high-quality printing you need "Type-I" fonts (Adobe), with Ghostscript you need PS fonts and for "afm" fonts (American Font metrics) are used. But most of the Tamil fonts that are freely available are TrueType (ttf). We will see next how to get all these fonts working.
5.2. Bitmapped fonts
A bitmapped font is a matrix of dots; because of this, these fonts are device-independent. A 75 dpi font, which is good enough for displaying, is still a 75 dpi font in your 1200 dpi printer. So usually bitmapped fonts are created for a specific purpose, such as for displaying on a monitor or for printing. Linux usually uses bdf or pcf font for console or X display. Fonts like those created by dvips or dvi are printer-related bitmapped fonts. These fonts occupy large sizes, but programs circumvent this by dynamically creating them as and when they are needed, and at a specific resolution.
You can get bitmapped Tamil fonts for various applications from:
When an application makes a font request to the X Server, XFree86 looks for fonts in specific directories. This means that when you add fonts to your system and you want them to be recognized by X Server, you need to tell X about the location of these fonts. Simply add a directory to your font path with the commands:
 xset fp+
where the family directory is the name of the directory where you have fonts. Once you have done this you have to ask the server to get this registered for the session, with the command
xset fp rehash
Since you will want these commands to run automatically, you should put them in your.xinitrc file ( or possibly your.Xclients or.xsession file -- this depends on how you start X. Another way to have the commands set automatically is edit XF86Config. For example, to add /usr/share/fonts/myfonts to the font path when X is started, edit XF86Config like this:
 Section "Files"
 FontPath /usr/share/fonts/myfonts
The advantage of editing XF86Config is that the resulting changes are system wide.
5.3. TrueType fonts
You may get TrueType fonts for TSCII, TAB and TSCII1.7 encoding from the download section of _URL_ Alternate sources for these fonts are
TSCII - _URL_
TAB - _URL_ and _URL_
TSCII-1.7 (experimental) - _URL_
Installing these fonts are either too easy or too difficult. Too easy if you have one of the latest distributions, like RedHat7.x or Mandrake7.x. This is because RedHat (and Mandrake, maybe SuSE) come with xfs pre-packaged. It is also easy to find xfs for Debian, but as far as I know, Debian does not come with xfs packaged.
Debian users are now redirected to this mini-howto on TrueType fonts in Debian - _URL_
There is also another utility, xfstt, which is easier to install and use, but xfs is becoming popular as it can handle Adobe Type1 in addition to TrueType fonts.
If you do not have either of these, consider getting either xfs (not to be confused with Silicon Graphics (SGI) sponsored XFS journaling file system) from _URL_.
or xfstt from _URL_ You may also get xfstt binaries from _URL_ or reading an article about xfstt in the Linux Gazette at
5.3.1. Installing TrueType Fonts
You need to run these commands as root. If you are currently logged in as a normal user, you can use su to do this now.
You should now have xfs availability, otherwise use the steps in the previous section to obtain it.
In some distributions like Mandrake, installing TrueType fonts is a cakewalk. Just go to DrakConf and use the font install utility - follow a few easy steps there and you'll have them all.
Put your TrueType fonts in whatever directory you want. For example, /usr/share/tamiltt.
From within the directory containing your new fonts, type:
ttmkfdir -m 50 -o fonts.scale
This makes a file that will contain the necessary information about the fonts for the xfs server. The option -m 50 specifies the magnification for the fonts; I have seen some Tamil fonts working well only with -m 100.
Then type:
Now you can add the new directory to your xfs search path. Red Hat (and Red Hat-like) distributions come with a neat utility to do this called chkfontpath. Run chkfontpath like this:
chkfontpath --add /usr/share/tamiltt
This will add the new font directory to your font path.
(Other users, who have an xfs font server, without ttf support, can do this by editing their xfs configuration file.
If xfs is already installed on your system, you should see which port it is running on. You can do this with the following command:
ps ax grep xfs
Then check your XFree86 font path with this command:
xset -q
If your font path includes something like "unix:/port number," where port number is the port on which the server is running, then you already have xfs set up properly. Otherwise, you should add it to your XFree86 font path with these commands:
xset fp+
xset fp rehash
The port number is a numerical value, something like 7100.
You can add the fontpath permanently by editing your.xinitrc. To add it system-wide, edit your XF86Config file (either under /etc/X11/XF86Config, /etc/X11/XF86Config-4, /etc/XF86Config, or /usr/X11R6/lib/X11/XF86Config), by adding the following line to the Files section:
FontPath "unix/:port number"
Here is an example of how it should look:
 Section Files
 FontPath "unix/:-1"
If xfs is already properly installed, then you can restart it like this as root:
service xfs restart
After restarting xfs, it is a good idea to restart your X session.
As most of the users in Tamil will be doing this, let me summarize the essential steps.
 1. Become root.
 2. Download and copy some ttf fonts into a directory (say /usr/share/fonts/tamiltt ).
 3. Go to that directory and do a ttmkfdir -m 50 -o fonts.scale (use the -m 100 option if your fonts do not budge).
 4. Do a mkfontdir. (Notice that you need to specify the directory either absolutely or with a dot).
 5. Do a chkfontpath --add /usr/share/fonts/tamiltt. (Remember this command is available only in Red Hat-like distributions. If you can run this successfully, skip the remaining steps and restart the X server).
 6. Do ps ax | grep xfs and get the xfs port known.
 7. Check your font path: xset -q
 If your font path includes something like "unix:/port number", (something like "unix: 7100"), add this to your xfont path:
 xset fp+ unix: port number
 xset fp rehash
 8. It is a good idea to restart the X Server.
 9. If everything works fine, update your.xinitrc file, wherever it is.
 10. Have fun!
5.4. Other Font Servers
There is another project, X-TrueType Server, worth looking into, at _URL_
Another interesting project with broader scope is FreeType; check _URL_.
I personally feel xfs is a great utility; it can handle Type1 fonts (very useful if you use programs like GIMP). Besides, a stand alone xfs server is not attached to X server. This means that you can deliver these fonts for remote X displays. I use this feature extensively with VNC Server running in my host and VNC Viewer running locally in Windows. It's something of a luxury having a Tamil Linux desktop while working for my employer.


hagioscope, also called squint, in architecture, any opening, usually oblique, cut through a wall or a pier in the chancel of a church to enable the congregation—in transepts or chapels, from which the altar would not otherwise be visible—to witness the elevation of the host (the eucharistic bread) during mass. Similar openings are sometimes furnished to enable an attendant to see the altar in order to ring a small bell at the appropriate intervals of the elevation of the Eucharist in preparation for communion or to permit someone in a vestry to notify the bell ringer. Hagioscopes are more common in England than in continental Europe.


Penalty Kicks Addition
Penalty Kicks Addition - Addition Math Game
Content Skill: Addition
Common Core State Standards: CCSS.Math.Content.2.OA.B.2 - Fluently add within 20 using mental strategies. By end of Grade 2, know from memory all sums of two one-digit numbers.
Think you've got what it takes? Let's see you get one past the goalkeeper in this exciting soccer math game. But be warned, the goalkeeper's tricky. If you love soccer, you'll love learning the math facts in Penalty Kicks.
Welcome to Penalty Kicks
Step 1
At the opening screen, hit the play button to begin playing a new game.
Kick the ball into the goal
Step 2
Try to kick the ball into the net by clicking and dragging where you'd like to kick. If you're on a mobile device, tap, and drag where you'd like to kick.
Answer a math equation
Step 3
After your kick, you'll be asked to answer a math equation. Answer correctly to get another chance to make a goal. Good luck.
Try again
Step 4
After 15 tries the game is over. Hey that goalie's a tricky one, isn't he? But don't worry, you can try again by hitting the refresh button. Thanks for playing Penalty Kicks.