Trapped – Week 3
3 – Fear of Intimacy
4/5/17 (HS)
"All my intimate friends abhor me, and those whom I loved have turned against me." Job 19:19
1. Fear of intimacy makes us distant.
2. Fear of intimacy makes us defensive.
2. Take a prayerful relational risk for an intimate relational return.
It is scary to risk… but it is even scarier not to risk.
"I adjure you, O daughters of Jerusalem, that you not stir up or awaken love until it pleases." Solomon 8:4
1. Before you risk, you must find security, acceptance, and intimacy in Christ.
"Accept one another, then, just as Christ accepted you." Romans 15:7
Discussion Questions:
1. Have you ever thought about intimacy before? Do you see it as a deep need in your life?
2. Where have you tended to look for intimacy in the wrong places (outside of Christ)? How has that worked out for you?
3. Why is intimacy so risky? What scares you about intimacy?
4. Do you think you can have intimacy with others without Christ? How can you prioritize intimacy with Christ (concrete examples)?
5. What would your life look like if you broke free of this fear of intimacy?


Easier access to scientific data
Brought to you by NOAA NMFS SWFSC ERD
The EDDTableFromEML and EDDTableFromEMLBatch Options in GenerateDatasetsXml
[This web page will only be of interest to ERDDAP administrators who work with EML files.
This document was originally created in 2016. It was last edited on 2020-11-30. ]
ERDDAP is a data server that gives users a simple, consistent way to download subsets of gridded and tabular scientific datasets in common file formats and make graphs and maps. ERDDAP works with a given dataset as either a group of multidimensional gridded variables (e.g., satellite or model data) or as a database-like table (with a column for each type of information and a row for each observation). ERDDAP is Free and Open Source Software, so anyone can download and install ERDDAP to serve their data.
To add a dataset to an ERDDAP installation, the ERDDAP administrator must add a chunk of XML describing the dataset to a file called datasets.xml. (There is thorough documentation for datasets.xml.) Although it is possible to generate the chunk of XML for datasets.xml entirely by hand, ERDDAP comes with a tool called GenerateDatasetsXml which can generate the rough draft of the chunk of XML needed for a given dataset based on some source of information about the dataset.
The first thing GenerateDatasetsXml asks is what type of dataset you want to create. GenerateDatasetsXml has a special option, EDDTableFromEML, which uses the information in an Ecological Metadata Language (EML) (external link) XML file to generate the chunk of XML for datasets.xml to create an EDDTableFromAsciiFiles dataset from each data table in an EML file. This works very well for most EML files, mostly because EML files do an excellent job of storing all of the needed metadata for a dataset in an easy-to-work-with format. The information that GenerateDatasetsXml needs to create the datasets is in the EML file, including the URL for the data file, which GenerateDatasetsXml downloads, parses, and compares to the description in the EML file. (Many groups would do well to switch to EML, which is a great system for documenting any tabular scientific dataset, not just ecological data. And many groups that create XML schemas would do well to use EML as a case study for XML schema that are clear, to the point, not excessively deep (i.e., too many levels), and easy for humans and computers to work with.)
Here are all the questions GenerateDatasetsXml will ask, with comments about how you should answer if you want to process just one EML file or a batch of EML files:
EML plus ERDDAP is a great combination, since ERDDAP can give users more direct access to the wealth of Knowledge Network for Biocomplexity (KNB) (external link) and Long Term Ecological Research (LTER) (external link) data and help those projects meet the US government's Public Access to Research Results (PARR) requirements by making the data available via a web service. Also, EML plus ERDDAP seems like a great bridge between scientists in the academic / NSF-funded realm and scientists in the federal agency (NOAA, NASA, USGS) realm.
If you have questions, comments, suggestions, or need help, please send an email to bob dot simons at noaa dot gov.
Design Details
Here are the design details of the EDDTableFromEML option in GenerateDatasetsXml.
Some are related to differences in how EML and ERDDAP do things and how GenerateDatasetsXml deals with these problems.
Issues with the EML Files
There are some issues/problems with the EML files that cause problems when a software client (such as the EDDTableFromEML option in GenerateDatasetsXML) tries to interpret/process the EML files. Here are the issues:
Questions, comments, suggestions? Please send an email to bob dot simons at noaa dot gov.
ERDDAP, Version 2.10
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Three lessons learned about alarm fatigue and better alarm management – (1) to reduce alarms turn to John Hopkins research, (2) patient surveillance monitoring improves patient safety, (3) reducing leads can reduce alarms by 22%.
According to The Joint Commission, alarm fatigue occurs when clinicians become desensitized or immune to the sound of an alarm. Fatigued clinicians may:
- Turn down alarm volume
- Turn off alarm
- Adjust alarm settings.
Any of these actions may jeopardize patient safety.
A tragic example of alarm fatigue is 17-year old Mariah Edwards, who following successful removal of her tonsils, died after nurses muted the sound on the monitors that were in place to alert caregivers of deterioration of her physical condition following opioid administration.
The need to urgently address this issue has been emphasized by The Joint Commission in its Sentinel Event Alert #50, "Medical device alarm safety in hospitals". According to The Joint Commission Sentinel Event Alert database, between January 2008 and June 2012, there were 98 alarm related events reported, of which:
- 80 resulted in death (82%)
- 13 resulted in permanent loss of function (13%)
- 5 resulted in unexpected additional care or extended care (5%)
Consequently, it is no surprise that the problem of alarm fatigue and the need for better alarm management was the most discussed topic at the recent the Association for the Advancement of Medical Instrumentation (AAMI) annual conference.
Here are three lessons learned about alarm fatigue and better alarm management:
1. To Reduce Alarms Turn to John Hopkins Research
The most referenced research for reducing false alarms and increasing the number of actionable alarms is that of Maria Cvach, RN, MSN, CCRN (assistant director of nursing and clinical standards at The Johns Hopkins Hospital) and her colleague Kelly Creighton Graham, RN, BS. "Monitor Alarm Fatigue: Standardizing Use of Physiological Monitoring and Decreasing Nuisance Alarms".
As Ms. Cvach did not present, reproduced below are three tips for decreasing alarm fatigue from their research:
Tip #1 – Use "Smart Alarm" Technology
Using "smart alarm" technology that brings together a number of physiological parameters may recognize and reduce clinically insignificant alarms while accurately reflecting the patient's condition and preserving clinically significant alarm vigilance.
Tip #2 – Reduce Alarm Duplication
Cvach and Graham describe an example "The alarms for high and low heart rate were the same as the bradycardia and tachycardia alarms. Although how the monitor calculates bradycardia varies somewhat from how it calculates heart rate low, and how the monitor calculates tachycardia differs from how it calculates heart rate high, the task force thought that the monitor alarm did not need to sound twice; therefore, the alarms for heart rate high and low were moved to message level and the alarms for bradycardia and tachycardia were increased to warning level."
Tip #3 – Revise Alarm Default Settings
In their research, Cvach and Creighton Graham were able to decrease critical monitor alarms by 43 percent from baseline. As they explain, one of the changes was to "revise the default settings for the unit's monitor alarms, including parameter limits and levels, so that alarms that occurred were actionable and clinically significant."
2. Patient Surveillance Monitoring Improves Patient Safety
According to a study by the Department of Anesthesiology, Dartmouth Hitchcock Medical Center, Dartmouth Medical School, patient surveillance monitoring results in a reduced need for rescues and intensive care unit transfers. Their study demonstrated a drop of rescue calls from 3.4 to 1.2 per 1,000 patient discharges and a decline in transfers to the ICU from 5.6 to 2.9 per 1,000 patient days.
3. Reducing Leads Can Reduce Alarms by 22%
Making sure that monitors are functioning optimally can reduce the number of alarms that sound. For example, according to the presentation by Melanie Quinton, "Building a Strategy to Support Medical Device Integration and Alarm Management", a pilot study conducted by Kaiser Permanante at one of their medical centers shows that "leads replacement/hygiene has decreased our alerts by 22%".
For four technology recommendations to reduce alarm fatigue, please click here.

source: openbmb/Ultra-FineWeb


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ProjectsEuropean Research Network on Philanthropy
Giving in Evidence
Fundraising from philanthropy in European Universities
Funder: European Commission
This study is the first to provide data gathered from universities across the European Union regarding the efforts made, and successes achieved, in fundraising from philanthropy for research. An additional output of the research is a new
database of contacts responsible for fundraising in almost 500 European universities. Results indicated that philanthropic fundraising is not, on the whole, taken seriously in Europeanuniversities. Only a very small number of institutions are raising significant sums of money from this source, and even fewer are accessing philanthropic funding to pay for research
and research-related activities. Whilst this may be disappointing for those hoping that private donors can represent an important source of funding for university-based research, it may also be interpreted in a more positive light as indicative of potentially significant untapped potential.
There are many different types of university, which affects their likelihood of realising philanthropic income as a result of investment in fundraising activities. The data demonstrates that success in fundraising is related to institutional privilege (what kind of a university it is, in terms of wealth, reputation and pre-existing relationships with different types of donors), as well as to the efforts made by universities (what the university does, in terms of fundraising activities), and environmental factors (where the university is located, in terms of the geo-political context). For this reason, we suggest that the concept of 'accumulative advantage' should be understood as an important factor, alongside 'efforts' and 'context' which have so far featured more prominently as key levers in the policymaking literature.


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None of the Above
Q. I work at a major children's book publisher and have recently noticed a trend in creating books without any blanks at the end of the book. I would like to know if there is a rule on how many back-of-book blank pages are permissible in standard works of fiction (young-adult and middle-grade novels). At various adult publishers, I was taught that up to six pages is acceptable and that having at least a couple of blanks is actually preferable in order to allow for potential changes and additions during pass stages. But I can't seem to find anything online or in CMS to support that. Thanks in advance for any light you can shed on this.
A. In conventional offset printing, large sheets of paper are folded into "signatures" of usually 16 or 32 pages (sometimes 8, or even 48) that are bound together and trimmed to make a book. For this reason, books have a page count that is a multiple of at least 8, and usually 16. Children's picture books have long been paged at 24, 32, 48, or 64 pages. Middle-grade books page out at larger multiples. Having blank pages in a book isn't a goal; it is simply unavoidable if the text and illustrations can't fill all the available space. And since it's expensive to tear out extra pages by hand, publishers turn a blind eye to the blanks. Digital printing doesn't involve these large sheets of paper, so if you are seeing a lot of self-published or print-on-demand books, they probably won't have any leftover pages.


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many a teacher vs many teachers
I've seen this kind of construction before so I know it's not a grammatical mistake or a typo on the publisher's part. (Besides, I'm not proficient enough to point out mistakes made by publishers) But I don't know why the author chose to use'many a teacher' as opposed to'many teachers'. Can anyone provide an explanation for this?
One much talked-about educational theorist in the Rogersian tradition is the well-known Brazilian educator Paolo Freire (1970), whose seminal work, Pedagogy of the Opressed
, has inspired many a teacher
to consider the importance of the empowerment of students in classrooms.
Re: many a teacher vs many teachers
Both mean the same thing...
Originally Posted by HaraKiriBlade
many a teacher is a rather old way of writing and not used much any more.
By Veron1 in forum Ask a Teacher
Last Post: 01-Sep-2007, 09:04
By Rain$Windy in forum Ask a Teacher
Last Post: 23-Jul-2007, 22:41
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Connecticut Emergency Alert & Notification System
Most Trumbull residents know they can call 911 to get assistance in the event of a police, fire or medical emergency. With the Connecticut Emergency Alerting and Notification System (or CT Alert ENS), Trumbull's emergency services personnel can also notify residents and businesses about a potential emergency circumstance.
The CT Alert ENS allows the Town of Trumbull to rapidly notify specific geographical areas or the entire town with minimal impact on emergency services personnel.
By default, the CT Alert ENS database includes all listed and unlisted wired, land-line phone numbers. Residents and businesses can sign up to receive alerts on additional devices including Moble Phones, Voice Over IP landlines, email, Text Messaging and/or Instant Messaging, and Fax.
You are responsible for any costs associated with your receipt of text, phone, or other messages received through any emergency notification system.
How It Works
In the event of an emergency, Trumbull Emergency Services personnel can identify the affected geographic area of Trumbull and record a message that describes the situation and recommends the protective actions residents and local businesses should take. The CT Alert ENS will automatically send recorded messages to all contact devices (listed and unlisted wired, land-line phones, cell phones, etc.) within the geographic area. If phone lines are busy, the system will attempt to redial those numbers a predetermined number of times to make contact. If an answering machine picks up the call, the emergency message will be left on the machine.
System Features
The CT Alert ENS's features make it an excellent tool for sharing information and alerting residents in the case of an emergency situation.
 - It can provide an initial warning as well as specific instructions to protect at-risk citizens. Both factors are necessary for an effective warning.
 - The CT Alert ENS can target specific geographic locations, warning only those people who are directly at risk.
 - The system uses existing devices (home phones, cell phones, PDAs, etc.) to alert citizens; there is no need for people to buy a specialized warning device.
 - The system can deliver text messages to TTY/TDD devices. This feature has the potential to greatly enhance our ability to warn and protect citizens who are deaf or hard of hearing.
 - Residents and businesses can add contact devices to the database. This can be used to add work telephone numbers, cell phones, email addresses, etc. to the system.
Some of the many uses of the system include:
 - Crime prevention
 - Emergency evacuations
 - Hazardous material leaks
 - Homeland Security
 - Missing person alerts
 - Natural disaster alerts
 - Neighborhood emergency incidents
 - Search and rescue operations
 - Severe weather
 - Special community notifications
 - Wanted person alerts
The CT Alert ENS technology provides Trumbull's emergency services personnel with a state-of-the-art, public safety communication solution to better serve those who live and work in Trumbull.
The CT Alert ENS system is an excellent enhancement to the Town's system of sharing information with our citizens, but it does not replace Trumbull's other notification systems such as the Town of Trumbull's website, Trumbull Community Television(Charter Spectrum channel 194 and Frontier Vantage channel 6019), the local radio (WICC) and local newspapers (Trumbull Times and Connecticut Post).
Call Screening Features
CT Alert ENS will not work with phone lines having call screening features. For example, if your phone line requires an individual to identify himself or herself through a recorded message before the call is excepted, the CT Alert ENS will not work. The system is designed to play the recorded message upon voice activation, such as a person saying "hello" or an answering machine recording.
The incorporation of the CT Alert ENS represents the Town of Trumbull's continuing commitment to providing our citizens with the most advanced technologies available to ensure that our local public safety is as effective as possible.


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Within the qiraa'at of Hafs, are madd elongations supposed to be exactly the same per recitor e'g madd tabiee 2 counts?
Assalaamu 'alaikum warahmatullaah
Say within the qiraa'at of hafs are madd elongations supposed to be exactly the same per recitor e'g madd tabiee 2 counts, the counts should be exactly the same time for all recitors or does the lengthening differ according to the pace of the individual recitor?
Wa alaikum assalaam wa rahmatullahi wa barakatuh,
The timings of the lengthenings or mudood, are based on the timing of one harakah (which is the Arabic word for vowel), then multiplied by a number based on the vowel timing.
One reading at a fast pace will have faster timings of individual harakaat (vowels) than one reading at a slower pace. The mudood then are not equal in length from reciter to reciter unless there are two reciters reading at the exact same speed. Instead the mudood length will be a mutliple of the speed of the individual vowel counts and this speed with determine the length of the medd.
The natural medd or is two vowel counts; so the reader lengthens it based on the speed of an individual vowel, multiplied by two (i.e., two fathah).
The reader of the Qur'an must make each vowel count equal to the other in his/her reading.
The speed of reading that one adopts is based on ones abilities and circumstances. In front of a teacher, one usually reads slowly and deliberately so the teacher can correct and hear all the letters clearly. If one is reviewing by himself/herslf a large portion by of the Qur'an, the speed may be a bit quicker.
Wa iyyaakum wa-l-muslimeen.
Wa assalaam alaikum wa rahmatullah.
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WONDER #2322: How Many Steps Does Chichén Itzá Have?
Question 1 of 3
What was the main idea of this Wonder?
- The Mayan calendar was central to Mayan culture, as can be seen by El Castillo in Chichén Itzá.
- Chichén Itzá has 91 steps on each side plus one extra step on the north side.
- The Chinese calendar has between 353 and 385 days.
- People have always measured time.
Question 2 of 3
How is the north side of El Castillo different from the other sides?
- The steps are a little bit wider
- It's the only side people are still allowed to climb
- It is made of a different type of rock
- It has an extra step
Question 3 of 3
On what special days does the sun cause serpent-like shadows on the sides of El Castillo?
- Easter and Christmas
- Dia de Los Muertos and Halloween
- Spring and Autumn Equinoxes
- Independence Day and Thanksgiving
Check your answers online at _URL_


? But when you do, it becomes apparent that you better develop great skill at moving without the ball.
How many times have you watched a game where everyone is just standing around? Make sure you develop great awareness and vision and get good at starting, stopping, faking and changing directions (for more info on these skills, check out our basic basketball skills page – You'll love it!)
As you perform basketball moves without the ball, you must always move with a purpose. You're looking to set screens for teammates, get open to receive passes or clear out an area for a ball handler.
You should always strive to maintain floor balance. This includes proper spacing. Teammates should be spaced about fifteen to eighteen feet apart. As there is movement, you can't always keep this spacing, but you want to re-establish it after screening or cutting.
What will determine when and where to cut? Where the ball and your defender are will tell you where to make your basketball moves. As you cut, push hard off the floor with quickness and cut sharp and in a straight line. Your defender will be able to beat you to your spot if you move in an arc.
Types of Cuts
Basketball Move #12) "V" Cut
This change-of-direction cut helps you move your defender in the opposite direction from your intended cut. Move slowly into the "V" cut, then push off hard and make a long stride past your defender. Have your hands up ready for a pass.
Basketball Move #13) Back Cut
Use this cut when your defender over-plays and denies you the pass. This is a basketball move behind your defender and then a cut to the basket. Push off your outside foot and then take a long stride with your other foot.
Here's a second way to do a back cut: Pivot on your inside foot and make a long crossover step toward the basket.
Basketball Move #14) "L" Cut
Use this change-of-direction cut when your defender is in the passing lane but playing loosely "off" you. Make a move toward the defender and then push off hard and cut to the wing. This creates the shape of an "L". It works well because it's hard for the defender to react to your hard cut after you get close to them.
Basketball Move #15) Give and Go
This is an inside cut where you pass to a teammate, then cut to the hoop looking for the return pass. Make the pass, then use a hard "V" cut in front of your defender. This creates a passing lane by getting you between the defender and your passing teammate. Catch the pass and drive in for the lay-up.
Basketball Move #16) Clock-Down Cut
A cut to the baseline by a weakside forward to open up a passing lane as a teammate is driving to the basket. Make the cut to baseline as your teammate drives from the opposite side of the court. Getting close to the baseline as possible will open up the passing lane because your defender will usually leave you to help defend your driving teammate.
Basketball Move #17) Fish-Hook Cut
Good change-of-direction cut for when you're being over-played and the ball handler is coming toward you. Take a few steps past you team mate and then "fish-hook" back toward the dribbler for a pass from them. Also called a "shallow cut".
basketball moves


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PH10 Trigger Force Gauge (gram gauge)
Probe trigger force is critical to ensure accuracy and reliable operation, this can be easily measured and set using the gram gauge.
It is strongly recommended that the gram gauge is used when adjustments are to be made to probe trigger force.
For further information on the trigger force gauge, please refer to the trigger force gauge guide (Renishaw part number H-_PHONE_).
NOTE: To convert mass in grams to trigger force in Newtons the following equation is used:
Trigger force in Newtons = Mass in grams/100
For example: 8 grams = 0.08 N /100


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Pharmaceutical Management Considerations for Expanded Coverage of Essential Health Services and Financial Protection Programs
The UN adoption of the SDGs in 2015 signaled a strong commitment of member countries to the expanded access to essential health service agenda and definitively recognized the critical role of medicines in achieving UHC. The SDGs call for countries to "achieve universal health coverage, including financial risk protection, access to quality essential health care services and access to safe, effective, quality and affordable essential medicines and vaccines for all".
This paper seeks to highlight the key functional areas of pharmaceutical management, the critical components of the pharmaceutical system, and the management considerations needed to facilitate the attainment of UHC targets. It is organized into three sections that reflect its purpose. Section I aims to describe the critical role that pharmaceutical management and pharmaceutical systems strengthening play in realizing the objectives of all three UHC dimensions. Section II illustrates through selected cases some of the challenges lowand middle-income countries (LMICs) face in pharmaceutical management and how they have successfully addressed those challenges. Finally, Section III provides a practical guide for decision makers by explaining how to ensure that pharmaceutical systems are strengthened in a way that will enable countries to meet UHC objectives.


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What tricks make an iOS app feel responsive? By Laitkor Infosolutions iOS App development
- July 16, 2016
- Posted by: admin
- Category: iOS app
At the point when adding to an iOS app development, it is important that your application has greater execution. Your users expect it, and it will hurt your surveys if your application seems lethargic or moderate. There are a number of ways which can make an app responsive.
Making a responsive iOS app
1. Avoid using the main thread for processes that don't really need updates on the UI like reading from and writing to files, parsing a feed, etc.
2. There must be some content on the screen at all times as far as probable, even if the content is stale, and there is a feed updating in the background.
3. You must make sure that there is never a point of time in your app that a button or control is uncaring due to any handling. You must use background threads. Apple's cocoa framework has made it justly easy for developers to couple the power of multi-threading without needful in-depth awareness of how threads work.
4. Apart from these, there are some tips you need to consider while constructing the UI:
- You must use opaque opinions somewhere probable, specifically on table view cells. For view that is condensed with vibrant color background, the system has to truly calculate its color from the view beneath it. This demonstrates down the scroll speed of table view cells to a significant range.
- It is better idea to draw content on table view cells, rather that add Subview-ing UI Laberls or any UIViews for that matter.
Competition could also take place on the basis of pricing. Cost price may be the element on the basis of which the competitors generally compete with each other. Whose price structure is relative and comparatively low would be demanded more and all these platforms are reducing their cost in order to interact with large section of society and Azure at the same time is trying its best to be Developer friendly.
5. You must use Core Animation to your maximum benefit. This is an area of the API of iOS app development that can sometimes be poorly understood by devs. Cache UI elements intelligently. The should Rasterize flag on CALayer objects is a powerful tool that takes a great deal of pain out of caching.
6. You should also understand the behavior before caching. For example, the shouldRasterize flag can cause *damaging* concert influence if used on habitually invalidated views. The firmest drawing you can do is an elongated series of Core Graphics calls. If you are in an awfully concert intensive environment, an absolutely flattened set of calls in drawRect can be several times quicker than the intuitive application of many sub-views and a proportion of compositor work at render-time.
7. You can learn from the UITableView implementation and recycle frequently nullified/produced objects. Every alloc and dealloc is a presentation adverse, so if you are working to be doing a lot of it, try to find methods to decrease this load. There are some of the following ways which can make an app feel responsive:
- Use ARC to Manage Memory
- Use a reuse Identifier where Appropriate
- Set views as Opaque when possible
- Try not to Block the Main Thread
- Size Images to Image views
- Pick the Correct Collection
- Empower GZIP Compression
- Reuse and Lazy Load Views
- Reserve, cache, cache
- Consider Drawing
- Handle Memory Warnings
- Reuse Expensive Objects
- Maintain a deliberate detachment from Re-processing Data
- Prefer the True data Format
- Background Images Suitably
- Diminish your web footprint
- Pick correct data storage option
- Speed up Launch Time
Anticipate work that will need to be done in the near future. There must also be a Limit UI complexity. An app that is impeccably enhanced and follows *all* of the above suggestions would still feel slow if it takes many compliments and changeovers to get from one anticipated place to the succeeding. Start asynchronously rendering upcoming cells before your table views asks for them. The above stated tricks and many more indeed, can make iOS app feel more responsive.


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An animation sequence is a sequence that is not associated with a song (or video, or other audio file). This is as opposed to a musical sequence.
There are some other differences between animation sequences and musical sequences:
|•||Animation sequences can contain loops, which musical sequences cannot;|
|•||Tracks in an animation sequence can be of different lengths, while tracks in a musical sequence must be the same length;|
|•||Generally speaking, only one musical sequence can be played at a time (although there is an exception to this, described in the help page on musical sequences), whereas many animation sequences can be played simultaneously.|
To create an animation sequence in the Sequence Editor, use the New Animation dialog.
The New Animation dialog


How do i keep a form on top of others
The Form class represents a window within an application. This includes dialog boxes, modeless windows, and Multiple Document Interface client and parent windows. In VB6 you can use a Win32API call to SetWindowPos to get a form to always stay on top. This has been simplified in VB.NET by setting Form's TopMost property as TRUE.
A topmost form is a form that overlaps all the other forms even if it is not the active or foreground form. You can use this property to create a form that is always displayed in your application, such as a MessageBox window.
Public Class Form1
 Dim frm As New Form2
 frm.TopMost = True
 End Sub
End Class (C) 2021 Founded by raps mk
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Every horse owner has the right to know the safety and efficacy of medications a veterinarian prescribes for their horse. But even the most experienced horse owners may not be aware of the health risks involved with using compounded drugs. Compounded drugs are unregulated drugs produced by altering or combining other drugs to serve a patient's particular need.
Recently, compounded drugs have been linked to tragic incidents in the horse industry, including the sudden death of 21 polo ponies in April and the deaths of several horses in Louisiana in 2006. Because compounded drugs are not regulated, other incidents remain unreported.
The American Association of Equine Practitioners acknowledges that reputable pharmacies produce legitimate compounded drugs to improve the health of horses when an FDA-approved option doesn't exist. However, when inappropriately compounded and used, these drugs may pose a serious threat to the health of your horse. Knowing the facts about legitimate and illegitimate compounded drugs will help you and your veterinarian decide on the best treatment option for your horse.
What is a compounded medication?
Compounding is a process to produce a medication by combining or altering ingredients for the special needs of an equine patient. Only a licensed veterinarian may write a prescription for the compounded medication. Because there is a scarcity of approved medications for use in horses, there is a legitimate need for compounding in equine veterinary medicine. Some examples of legitimate compounding would include crushing a tablet and creating a paste or gel to aid in the administration to the patient or mixing two anesthetics in the same syringe for use in your horse.
Weigh the risks of unregulated medication.
Compounded drugs are not approved by the Food and Drug Administration and can vary in potency, stability, purity and effectiveness. And because these products are unregulated by the government, compounded drugs have the potential to pose serious safety risks to horses.
Compounded drugs are not generic drugs.
Because compounded drugs are generally cheaper than FDA-approved medications, horse owners often confuse compounded drugs with generic drugs. Generic drugs are biologically equivalent to a brand-name drug. Unlike compounded drugs, generic drugs go through an FDA approval process and are manufactured in an FDA-approved facility.


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I have a JDesktopPane and want to display JInternalFrames in a grid style without overlaying frames. The dymensions of the frames will vary so their location should be assigned dynamically. I could store the coordinates of the last placed frame but frames can be moved, minimized or closed.. Is their an easy way of placing internal frames in a tidy way? e.g., using a Layout?
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2 Answers 2
Here's an example that may offer some guidance. It uses setLocation() and an offset.
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The DesktopManager class is responsible for managing the internal frames.
You should be able to override the openFrame() method to initially position the frame when it is added to the desktop.
There are also methods on dragging that you might be able to override to prevent the overlapping of frames.
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Early Man is a stop-motion animation made by the creators of Wallace & Gromit and Chicken Run.
The central character is Dug (voice of Eddie Redmayne), a stone-age man who lives with his funny and happy tribe in a remote and lush valley. The valley sits in a large crater that was formed when an asteroid smashed into the Earth millions of years earlier. Until now, the tribe has been blissfully unaware of the rest of the human population. One day, their peaceful valley is infiltrated by soldiers riding in on the back of armoured mammoths. The soldiers are looking for metal to mine, so they chase out the stone-age tribe and take over the valley. Dug finds himself transported to a large and bustling bronze-age metropolis ruled by the comically evil and greedy Lord Nooth (voice of Tom Hiddleston). In a mad-cap chase, Dug races through the city and mistakenly ends up running right onto a football pitch, where he's thrown into the role of goalkeeper. When the other players discover he isn't a football player and is in fact a stone-age caveman, they're outraged. Dug bravely stands up in front of the crowd and demands that his tribe be given the chance to play football against the reigning champions. If they win, they'll be able to return to their valley in peace. If they lose, they'll be forced to work down in the mines.
Dug must return to his tribe and teach them how to play football in the hope they can win the game, but it isn't as easy as he imagines. Although they're not the most skilled players, their strength is that they're a united team with a shared goal. Can Dug and his team win the game and get their valley back?
Football; ancient man; displaced people; colonialism; wealth and greed
Early Man has some mild animated violence. For example:
- The movie uses slapstick violence for comic effect. This includes people falling and bumping their heads, running into each other, and whacking each other with objects.
- Bronze-age soldiers riding armoured mammoths enter the stone-age settlement and shoot at the people with bows and arrows.
- The stone-age people try to hunt a rabbit, capturing it and tying it up ready to be eaten.
- Tribes fight each other with clubs and punch each other.
Content that may disturb children
In addition to the violent scenes mentioned above, Early Man has some scenes that could scare or disturb children under five years. For example:
- A dramatic scene shows an asteroid striking the earth and causing mass extinction and devastation.
- A giant sharp-toothed duck with rolling 'crazy' eyes comes charging towards the stone-age tribespeople.
- Soldiers chase Dug and his friend Goona through the town.
- Some scenes feature mild peril. For example, characters jump over hot lava.
- The tribe chief is hit in the head with a football and for a moment it looks like he might have died.
Nothing of concern
Nothing of concern
Nothing of concern
Early Man has some mild sexual references. For example:
- A stone-age woman makes a comment about liking the football players' short shorts.
- A star football player winks suggestively as he says that he likes to 'tackle'.
Alcohol, drugs and other substances
None of concern
Nudity and sexual activity
Early Man has some mild nudity and toilet humour. For example:
- A football player runs onto the field with no clothes on and stands there with an object strategically placed to hide his genitals. The crowd laughs.
- There is a cave drawing of a team of footballers with their pants pulled down to 'moon' another team. The drawing shows their bottoms.
There's no product placement of concern in Early Man, but movie tie-in merchandise is likely.
Early Man has some mild coarse language. The movie also includes some questionable and potentially offensive terms used in relation to the stone-age tribe – for example, 'savages' and 'primitives'.
Ideas to discuss with your children
Early Man is a very entertaining movie with great stop-motion animation, witty one-liners and plenty of humour that both adults and children can enjoy.
There are some violent and scary scenes that might upset children under five years. There's also some language that you might prefer your children not to imitate, but otherwise this is a family-friendly movie.
The main messages from this movie are that working together as a team is more powerful than looking out only for yourself. The movie also suggests that forcing people to move off their ancestral land for financial gain is bad.
Values in this movie that you could reinforce with your children include:
- being brave
- working as a team
- caring about other people in your community
- fighting for what you believe in.
This movie could also give you the chance to talk with your children about real-life issues like colonialism, displacement of people, wealth, corruption and cultural stereotypes.


text:
How Upskill Me works
To keep up with our rapidly changing world, students need to connect with employers early, and build critical skills like problem-solving, teamwork and creativity.
With Upskill Me, young people can track their skill development through earning badges. To support their development further, they can connect with employers and go to events to find job and work experience opportunities. The platform also serves as a record of achievement students have gained and experiences they're proud of - both in and out of school. So when they're applying for jobs and further education, they've got everything they need. It's all in one place.
What are the benefits?
Build a digital record of achievement.
Students can record awards won and projects they're proud of. They can add certificates, photos and reflections to keep track of key achievements.
Build and keep track of skills
Students can develop essential skills through our online courses, and track their development through earning points and badges, and climbing levels
Discover work experience
Students are connected with opportunities from employers, organisations and more
Build a future
Upskill Me shares careers advice, training and support to help students go further
Strengthen CVs and UCAS statements
Each student's profile is a digital record of achievement, making applications a little bit easier
Develop the key skills employers are looking for. The more time students spend on skills development, the more employable they'll become
Support for teachers and schools
We've built easy-to-use analytical tools and resources for teachers to help support their students
Get in touch
Teachers and Educators. We can help measure, demonstrate and improve the growth of your students skills.
Companies We can support promoting your opportunities and connecting you to early talent.


text:
This paper describes an approach to perform reproducible performance tests on virtual routers, comparing different virtual routing architectures, different software versions and configurations. The presented approach is based on VRKit, a software tool that allows to build pre-configured bootable virtual router images with the desired characteristics. Design decisions are described, and some usage examples are presented, showing how the tool can be used for research on virtual routing, facilitating performance comparison of various virtual router implementations.
|Titolo:||Running repeatable and controlled virtual routing experiments|
|Data di pubblicazione:||2015|
|Appare nelle tipologie:||1.1 Articolo su Rivista/Article|


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I have the following plot
I would like to add rather long species names to both axes using these positions and labels
_TAG_ position along axes
x.label<-c("Long species Name1","Long species Name2","Long species Name3")
x.label<-c("Long species Name4","Long species Name5","Long species Name5")
I would like to have the numerical axes, and axes titles left in place. I would also like to add a legend. So the final product would look something like this
enter image description here
What is the best way to go about this without having to clear the axes entirely using
par(xaxt = "n", yaxt = "n")
and adding text? Thanks for you advice.
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2 Answers
up vote 4 down vote accepted
I think the way to do it, and R FAQ 7.27 "How can I create rotated axis labels?" agrees, is to make space in the margin and then add the long label text.
 par(mar = c(mx,my, 4, 2) + 0.1)
You'll need to tweak mx and my for the length of your strings, and maybe also adjust the negative offsets in the text to stop it clashing with the labels. Note also the use of xpd=TRUE to stop drawing being clipped to the figure region. This is also the key to getting the legend in place:
 legend(locator(1),legend=c("Species A","Species B","Species C"),
Then click where you want the legend - or replace locator(1) with list(x=-0.7,y=0.6)
You might find an easier approach with the ggplot package.
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Thanks this worked great – Elizabeth Aug 25 '12 at 12:37
add comment
The answer from _USER_ is great, but I just wanted to provide one update. His code (at least for me) plots the axis labels over the tick labels. To change where the labels are positioned, you need to look at par("mfg"). I think the following code does what you want, more or less:
par(mai=c(2.5, 2.25, 0.82, 0.42), mgp=c(9, 1, 0))
plot(c(1,4), c(1,4), xaxp=c(1,4,3), yaxp=c(1,4,3), type="n",
 main="title", xlab="site.x", ylab="ylab")
rect(xleft, ybottom, xright, ytop, col=c("blue","red","green"))
axis(1, at=x.label.position, labels=x.label, las=2)
axis(2, at=y.label.position, labels=y.label, las=2)
legend(x=0.25, y=0.75,
 legend=c("Text", "Text", "Text"),
which produces the following plot:
enter image description here
As _USER_ suggested, many of these alterations to the margins and axes are a bit more straight-forward in the ggplot2 package (once you get used to it...!).
share|improve this answer
I have played with ggplot2 a little bit in the past. What would be the general approach to this problem using ggplot2 do you think? – Elizabeth Aug 25 '12 at 11:57
For playing with the margin characteristics, I'd start by looking here: had.co.nz/ggplot2/docs/opts.html. For the plotted items, I'd look either start here: had.co.nz/ggplot2/docs/geom_rect.html or in this great answer to a question you asked here: stackoverflow.com/a/_PHONE_/_PHONE_. – smillig Aug 25 '12 at 12:13
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Your Answer


text:
This inexpensive DIY project makes starting or growing plants a whole lot easier by automatically keeping the soil at just the right moisture level. All you need is a 2 liter bottle and some string.
ASBloom shows you how to make these clever planters on the Skruben blog. Basically, you cut the bottle in half, and thread some string or yarn through the bottle cap. Then invert the top half into the base and add your plants and soil.
The yarn acts as a wick and the plants will take the water as they need it. Even better for those of us with black thumbs: The clear bottles help you see when the water needs refilling.
(Note: If you need a larger planter, you can instead use a milk jug and some foam for your automatic watering needs.)


text:
Legal Outreach History
Legal Outreach is a non-profit organization that uses the law to inspire vision and foster skills in high school students from New York City's most under-served areas.
In 1982, Legal Outreach Co-Founder and Executive Director, James O'Neal, graduated from Harvard Law School and came to New York as the recipient of Harvard's first Public Interest Law Fellowship. Determined to serve at-risk teens, he taught the law to students in Harlem, Bedford-Stuyvesant, and the South Bronx. In the classroom, O'Neal discovered that he could sustain interest and develop skills by discussing legal issues relevant to their communities–child abuse and neglect, domestic violence, and the right against unreasonable searches by police. O'Neal designed and wrote four innovative law-related curricula which continue to serve as the foundation of the organization's work in middle schools across New York City. For 27 years, Legal Outreach has used the law as a vehicle to motivate urban teens to strive for academic success.
Legal Outreach has relied heavily on the commitments from several New York institutions to bring the law to life for young people. The organization partners with law schools, law firms, government agencies, as well as public interest organizations, and currently has 16 judges and 182 attorney volunteers. Law students from NYU, Columbia, Brooklyn, and St. John's have provided instruction in trial practice to Harlem middle school students participating in Mock Trial Competition, and partnerships with Columbia, NYU, Brooklyn, St. John's and Fordham Law Schools have led to the establishment of the Summer Law Institute, a rigorous law program for eighth graders. In 2009 New York Law School began its partnership with Legal Outreach.
In an effort to provide students with a continuous support system beyond middle school, Legal Outreach established College Bound, a comprehensive, four-year program designed to equip high school students from underserved communities with the tools they need to succeed. Since the graduation of the first College Bound class in 1993, 336 students have completed the program, and 99.4% have attended college.
Membership Eligibility: All law students currently matriculated at New York Law School are eligible to serve as debate coaches.
Debate Program: In order to improve public speaking skills as well as analytic and reasoning abilities, students in the College Bound program are required to participate in three Constitutional Law debates per year. Each debate focuses on a major area of constitutional law, such as freedom of speech, procedural due process, equal protection, and search and seizure.
Role of Debate Coach: A the start of the fall semester, law students are assigned to one or two students for the year. Debate preparation includes reviewing and explaining the debate fact pattern, helping students brief the relevant cases, and outlining and preparing for the oral argument. Debate coaches will also serve as judges on the night of the actual debate.
Time Commitment: In addition to attending a training session provided by Legal Outreach, a debate coach must commit to approximately 24 hours per academic year, or 8 hours per debate. Currently, the program includes one fall debate and two spring debates. If your student qualifies for a final exhibition competition, there may be an additional debate in the spring. Debate coaches are expected to meet with their student a minimum of three times before the debate as well as serve as a debate judge.
Attorney Contact: Each Legal Outreach student has an attorney mentor. Debate coaches are encouraged to schedule at least one joint debate prep meeting with their student and mentor.
Benefits of Coaching:


text:
Legislation Governing Skip Permits
The placement of skips and containers on the highway is governed by the Highways Act 1980 Section 139.
Within this a local authority is given discretion to determine the following:
- The siting of the skip:
- Its dimensions.
- The manner in which it is to be coated with paint and other material for the purpose of making it immediately visible to oncoming traffic;
- The care and disposal of its contents;
- The manner in which it is to be lighted or guarded;
This means that each local authority does have its own interpretation of what constitutes a skip, how it should be marked, located and lighted.
Specification of a builders skip
Within the regulations A Builders Skip means a container designed to be carried on a road vehicle and to be placed on a highway or other land for the storage of builders materials or the removal and disposal of builders rubble, waste, household and other rubbish or earth and shall when carried on a road vehicle comply with the appropriate Motor Vehicle Construction and Use Regulations.
In Bradford for example a skip is defined as a container that shall not exceed 5m in length and 2m in width.Whereas in Newcastle for example a 20ft storage container will be managed under a skip permit.Some Councils have a scale of charges depending on the size of the skip and others have a single price for any size.
As a minimum:
- The builders' skip shall be clearly and permanently marked with the owner's name and with his telephone number or address.
- The container should be clearly visible at all times with vertical red and yellow fluorescent reflective markings at each end in accordance with the Builders Skips (Markings) Regulations 1984 (SI 1984/1933) (effective 1 January 1986) and BSS All _PHONE_.
- If on a highway then cones and lights are required to comply with Chapter 8 of the Traffic Signs Manual and the ends shall be painted yellow. During the hours of darkness the owner shall provide, maintain and light four yellow lamps, fixed securely to the skip(s), one to each corner.
- The skip(s) shall be placed in such a position as to be clearly visible to traffic approaching from either side at a distance of not less than 100m (330ft)
- It shall neither be placed within a distance of 30m (100ft) from a road junction nor in such a position to block any sight line at an entrance, junction or bend nor to impede surface water drainage not obstruct access to property, fire hydrants, gullies, manholes and apparatus of any
- Statutory Undertaker, nor be placed in such a position as to contravene any Traffic Order or regulation made under the Road Traffic Acts. It/they shall, when sited in the carriageway, be placed near the edge of the carriageway with the longer side parallel thereto.
- It/they shall not be placed in such a position as to partly or wholly obstruct a footway without the express permission of the Strategic Director for Environment & Infrastructure or his representative, to be granted only after consultation and agreement with the Police and conditional upon a 1m. wide pedestrian walkway being provided in the carriageway properly protected and signed and with yellow lights lighted at night.
If a local authority deems that the skip falls outside of their interpretation of section 139 for a builders skip then they will often cite Highways Act 1980 section 169 which can be summarised:
A license is required where building, demolition work or the alteration, repair, maintenance or cleaning of any building, requires to erect or retain on the highway any scaffolding or other structure which obstructs the highway (hereafter in this section referred to as a "relevant structure").
The container is being considered as a 'Relevant structure'. The requirements of this Relevant Structure vary dependent on the local authority. Some may treat this as a construction site requiring hoarding, cones and illumination. Others may simply require a hoarding license.
What To Do
For every site we need to establish the ownership of the land upon which skips or containers are placed. Housing association land is most likely to be owned by the council and will require a permit.
Please notify Red Kite Recycling of any intended site at least a week in advance in order to determine ownership with the council, provide quotes for Purchase order, apply for any permits and order skips.


The Corona Simulator
The Corona Simulator
In this guide we'll walk through the basic functionality of the Corona Simulator.
There are three files that will launch the simulator. Two are meant to be run from the terminal, and the other by itself. The terminal-launched versions will give you access to the debugger as well as display any errors that may occur. These three files are named 'Corona Simulator', 'simulator' and 'debugger'.
To launch the Corona Simulator, simply double click its icon. In the dialog that appears, navigate to your project directory and click "Open".
The project simulator itself has all the similar features across the three versions mentioned earlier:
 - Re-launching: If you modify your code, rather than restarting the simulator, you can relaunch from within the simulator by either going to 'File' and choosing 'Relaunch' or typing 'command-R'. If you've saved the changes to your main.lua file, you will now see the latest version in the simulator.
 - Video Recording: if you want to show off your app or need to demonstrate a functionality or a bug, you can record a video of it at 15fps. To access this, go to the 'File' menu and select 'Record Video' or hit 'control-R'. You will then be prompted for a file name and location to save your video. Once you have done this, your video will start recording. To stop, simply go back to the 'File' menu and select 'Stop Recording' or 'control-S'. The file is saved in quicktime format.
 - Accelerometer Control: You can change the simulated orientation of the device or send a 'shake' command by accessing the 'Hardware' menu, or by pressing 'Command' along with the left, right, or up arrows.
 - Suspend: You can suspend your simulation at any time by accessing the 'Hardware' menu and selecting 'Suspend' or 'Command' and the down arrow. This will pause your project's simulation. To resume, access the 'Hardware' menu again and select 'Resume' or press 'Command' and the down arrow again.
To access the terminal launch versions, simply drag either the 'simulator' or 'debugger' to the terminal and hit 'Return', or double-click them to launch a terminal window automatically. Both will ask you to navigate to your project directory and click "Open". The debugger requires a command in order to begin. Type 'help' at the prompt for a list of those commands.


text:
A number of protocols for working with Indigenous communities and Indigenous culture and heritage have been developed. The protocols provide a best practice model for artists.
It is important to be aware that Indigenous protocols cannot answer all the questions you may be faced with, as every Indigenous community, organisation and individual is different. However, Indigenous protocols are an excellent resource as they provide:
- a starting point for solving problems,
- a set of guidelines and principles to help you think about a project or the nature of collaboration,
- questions to ask the Indigenous participants, and
- legal and non-legal issues to be considered.
There are a number of different types of Indigenous protocols:
- Protocols for artists and those working with them
- Protocols for arts dealers
- Protocols and information for consumers
- Protocols for cultural institutions
- Protocols for the media
- Protocols for language projects
The Australia Council for the Arts published a set of Indigenous protocol guides in 2002, written by Indigenous lawyers Robynne Quiggin and Terri Janke. Those protocols provide information and advice on respecting Indigenous culture and heritage.
There are five sets of protocols specific to the following Indigenous art forms:
Arts Tasmania - Respecting Cultures, Working with the Tasmanian Aboriginal Community and Aboriginal Artists
This publication provides a specific Tasmanian perspective as a companion text for the Australia Council's protocols. Respecting Cultures promotes greater awareness of the protocols needed to ensure that Aboriginal artists are acknowledged and their intellectual property and culture is respected and protected.
National Association for the Visual Arts – Valuing Art, Respecting Culture: Protocols for Working With the Australian Indigenous Visual Arts and Craft Sector
This document sets out protocols both to guide non-Indigenous people in their relationships with Indigenous artists and communities, and assist Indigenous artists to define their rights.
The IAACCC is a voluntary code to regulate the conduct of participants in the Indigenous art industry. Its main aims are to ensure fair and ethical trade with artists, transparency with the promotion and sale of artwork as well as a fair and equitable dispute resolution system for disputes arising under the code. The Indigenous Art Code Limited, a public company, was founded to administer the IAACCC.
The City of Melbourne has developed a code of practice for galleries and retailers of Indigenous art. The code is a guide outlining ethical and appropriate ways to display and sell authentic Indigenous art and work with Indigenous artists.
National Indigenous Consumer Strategy - Taking Action, Gaining Trust: National Indigenous Consumer Strategy – Action Plan 2010-2013
The National Indigenous Consumer Strategy (NICS) was developed by the Standing Committee of Officials of Consumer Affairs (SCOCA), who represents all the Commonwealth, State and Territory government consumer protection agencies. The NCIS aims at improving the consumer outcomes of Indigenous Australians by encouraging consumer protection agencies to share information and education materials, collaborating in the enforcement of consumer rights and laws, and co-ordinating research, policy development and consumer education initiatives. The NCIS was originally created in 2005 as a three year strategy. However an updated action plan for 2010-2013 has recently been developed.
Australian Government, Department of Environment and Heritage – Welcome to Country: Respecting Indigenous Culture for Travellers in Australia
This information brochure is aimed at providing travellers in Australia with some key protocols to follow in order to ensure respect for Indigenous culture. It is framed around three main principles:
- Relationship – Recognise Indigenous people's relationship and connection to the land.
- Responsibility – Acknowledge the ongoing responsibility Indigenous people have to their country, and recognise your own responsibility to travel thoughtfully.
- Respect – Respect Aboriginal beliefs associated with country and culture. As a visitor, respect the wishes of your hosts and and restrictions that you have been asked to observe.
These resource guidelines are aimed at assisting cultural institutions in developing links with the broader community. They are intended to be used to support non-Indigenous cultural heritage workers in small museums throughout Australia who wish to work with culturally diverse communities, including Indigenous communities.
Aboriginal and Torres Strait Islander Library and Information Resources Network (ATSILIRN) – Aboriginal and Torres Strait Islander Protocols for Libraries, Archives and Information Services
The ATSILIRN Protocols are intended to guide libraries, archives and information services in appropriate ways to interact with Aboriginal and Torres Strait Islander people in the communities which the organisations serve, and to handle materials with Aboriginal and Torres Strait Islander content.
They are a guide to good practice which will need to be interpreted and applied in the context of each organisation's mission, collections and client community.
Intellectual Property Research Institute of Australia (IPRIA) - Cultural Institutions, Law and Indigenous Knowledge: A Legal Primer on the Management of Australian Indigenous Collections
This document examines some of the legal issues which arise for cultural institutions and other bodies in the acquisition, use and reproduction of Aboriginal and Torres Strait Islander cultural material. The term 'cultural material' is used broadly to refer to collection items that reproduce, record or depict Indigenous people, cultures, knowledge and experiences; in some cases, this is highly sensitive of restricted information. It includes artistic outputs and archival research material.
Australian Institute for Aboriginal and Torres Strait Islander Studies (AIATSIS) - Guide for Ethical Research in Indigenous Studies
The AIATSIS guidelines provide recommendations and suggestions for achieving the best standards of ethical research in Indigenous studies. The document is laid out with a series of principles, which are accompanied by a brief definition and some practical applications.
Australian National Maritime Museum (ANMM) - Connections: Indigenous Cultures and the Australian National Maritime Museum
The ANMM's Indigenous protocols provide guidance on Indigenous issues that can impact on museum programs and procedures. It aims to help the ANMM and other institutions interpret Indigenous cultures authentically and respectfully.
Museums Australia – Continuing Cultures, Ongoing Responsibilities: principles and guidelines for Australian Museums working with Aboriginal and Torres Strait Islander cultural heritage.
The Continuing Cultures, Ongoing Responsibilities document is intended to guide museums and galleries in framing their own procedures for dealing with Aboriginal and Torres Strait Islander peoples and the management of their cultural heritage.
The Collections Australia guide provides a practical tool for land developers, land users and managers, cultural heritage professionals and many others who may have an impact on Indigenous heritage. This title – 'Ask First' is intended to highlight the guides focus on consultation and negotiation with Indigenous stakeholders as being key to addressing heritage issues.
Screen Australia (Terri Janke) – Pathways and Protocols: A filmmaker's guide to working with Indigenous people, culture and concepts
Screen Australia's guide provides comprehensive information for all filmmakers working with Indigenous content and communities, providing advice about the ethical and legal issues involved when transferring Indigenous cultural material to the screen. The guide includes information on documentary and drama productions, including short dramas, feature films and television drama. Drawing upon real case studies as practical examples, the guide assists and encourages recognition and respect for the images, knowledge and stories of Indigenous people.
This protocol is for Aboriginal and Torres Strait Islander communities and their consultants working together to produce language materials, for example linguists, schools and ICT (Information and Communication Technologies) specialists. The FATSIL guide covers protocols for producing language materials at a local level, rather than through one of the major publishing houses.
The aim of this protocol is to encourage positive working relationships between Aboriginal and Torres Strait Islander communities and their consultants. Any language materials produced should recognise the cultural and intellectual property rights of the language community. The FATSIL protocol accompanies, and should be read in conjunction with, the model language agreement prepared by the Arts Law Centre of Australia


text: A transmission line has the following per-unit-length parameters: L = 0.5?H/m, C = 200 pF/m, R = 4.0??/m, and G = 0.02 S/m. Calculate the propagation constant and characteristic impedance of this line at 800 MHz. If the line is 30 cm long, what is the attenuation in dB? Recalculate these quantities in the absence of loss (R = G = 0).


text:
The cape honeysuckle (Tecoma capensis or Tecomaria capensis) brightens your landscape with vivid coral orange blooms from mid-autumn through early winter in U.S. Department of Agriculture plant hardiness zones 9 to 11. The evergreen plant grows as a vine up to 25 feet long, but is often trained as a shrub 6 to 10 feet tall. Prune in late winter to early spring to maintain your cape honeysuckle's shape and still see plenty of coral blooms.
Remove any dead or damaged branches at their base with hand pruners or loppers whenever you notice them.
Clip off any minor frost damage with hand pruners, removing foliage that is limp and dark brown or discolored around the edges back to where it connects to the branch.
Cut out up to one-third of the largest, oldest canes with pruners or loppers. Space your cuts evenly throughout the plant to both open up its interior to light and air and control its height. Repeat annually to keep growth in check.
Follow any long stems that extend outside the basic mound profile of the plant during the growing season back to a side branch or bud up to 1 foot inside the plant. Cape honeysuckle can send out long stems that need to be controlled to maintain the plant as a shrub. Cut back any stems that touch the ground so they don't root and spread.
Cut the plant back to within 6 inches of ground height in early spring when it has outgrown its space, is no longer blooming well or has experienced significant winter damage. Cape honeysuckle can die back when temperatures drop below 28 degrees Fahrenheit but will re-sprout in spring.
Things You Will Need
- Hand pruners
- Plant "Apricot," a smaller, more compact cultivar, to minimize trimming.
- Cape honeysuckle is tolerant of salt spray.
- Hand pruners can handle stems up to 1/2 inch in diameter. Use loppers for branches up to 1 1/2 inches across.
- Though the plant is not widely invasive, it has escaped cultivation in subtropical and tropical climates.
- Tom Brakefield/Stockbyte/Getty Images


text:
Date of Award
Master of Science
Department or Academic Unit
College of Engineering, Department of Mechanical and Industrial Engineering
Erosion, Fluid Jet Polishing, Metal Erosion, Metal Polishing, Polishing, Slurry Jet
Polishing and erosion of aluminum surface using fluid jet carrying abrasive alumina particles was investigated. Setup was built and combined to a lathe allowing flexibility to vary jet orientation and control the jet impact location on the metal surface. The effects of pressure (90-75-50 psi), jet orientation (90°-60°-30°-15°) and polishing time (10-15-20 minutes) on the final surface obtained were studied. Experiments were carried out on a fixed spot on the aluminum substrate, keeping nozzle and substrate stationary. Stylus profilometry was used to examine the final surface along different directions. The surface morphology was investigated through measurements of depths and slopes of the contour obtained. Conclusive trends were obtained for variations in the parameters. It was seen that the final wear contour strongly depends on the jet orientation. The most polished part of the contour was in the region of jet impact as compared to the surface surrounding the vicinity of the impact. The average roughness (Ra) of the surface changed from 430 nm to 139 nm when all the tests are considered. Most polished surface was obtained with the jet orientation of 30° with Ra value of 68 nm. The largest polished surface area was obtained with the 15° jets. Computational fluid dynamics (CFD) was used to study the jet-to-surface interactions. This showed that the fluid dynamic pressure is the main parameter affecting the material removal off the surface. It was concluded that the region of material erosion with respect to the fluid stagnation, changed with the slurry jet orientation. The results are applicable to erosion as well as polishing of metal surfaces.
Shreyansh P. Patel
Patel, Shreyansh P., "Effects of alumina slurry jet on polishing and erosion of aluminum substrate: experimentation and cfd modeling" (2011). Mechanical Engineering Master's Theses. Paper 54. _URL_
Click button above to open, or right-click to save.


Question: How Do I Change The Thickness Of A Line In Ggplot2?
How do I change the thickness of a line in R?
Adjust the R line thickness by specifying the options lwd (base plot) and size (ggplot2).
Change manually the appearance (linetype, color and size) of ggplot lines by using, respectively, the function scale_linetype_manual(), scale_color_manual() and scale_size_manual()..
How do I change the legend title in ggplot2?
Changing legend titles with guides Another way to change legend titles is to use guides() function in ggplot2. Here, guides() function can take two legend titles as arguments. We use guide_legend() to specify the new title we want one for size and other for color.
How do you remove a legend label without deleting the data series?
Replies (1)  In Excel 2016 it is same, but you need to click twice. – Then click on the specific legend which you want to remove. – And then press DELETE.
What is chart legend?
A Legend is a representation of legend keys or entries on the plotted area of chart or graph which are linked to the data table of the chart or graph. By default, it may show in the bottom or right side of the chart. The data in a chart is organized with the combination of Series and Categories.
How do I change axis labels in R?
Key ggplot2 R functionsp + xlab("New X axis label"): Change the X axis label.p + ylab("New Y axis label"): Change the Y axis label.p + labs(x = "New X axis label", y = "New Y axis label"): Change both x and y axis labels.Nov 12, 2018
How do I add a legend in ggplot2?
You can place the legend literally anywhere. To put it around the chart, use the legend. position option and specify top, right, bottom, or left. To put it inside the plot area, specify a vector of length 2, both values going between 0 and 1 and giving the x and y coordinates.
What does Lty mean in R?
line typeLinesoptiondescriptionltyline type. see the chart below.lwdline width relative to the default (default=1). 2 is twice as wide.
How do I change my legend title?
Select your chart in Excel, and click Design > Select Data.Click on the legend name you want to change in the Select Data Source dialog box, and click Edit. … Type a legend name into the Series name text box, and click OK.
How do you remove a legend from a chart?
Tip: To quickly remove a legend or a legend entry from a chart, you can select it, and then press DELETE. You can also right-click the legend or a legend entry, and then click Delete. To display a legend, click the display option that you want.
How do I reduce the size of a legend in R?
By default, the area covered by legends for a plot created by using plot function is of full size that is 1 (the area size has a range of 0 to 1, where 1 refers to the full size and 0 refers to none). To reduce the size, we can use cex argument with the legend function as shown in the below example.
What is a legend in R?
To add legends to plots in R, the R legend() function can be used. A simplified format of the function is : legend(x, y=NULL, legend, fill, col, bg) x and y : the x and y co-ordinates to be used to position the legend. legend : the text of the legend. fill : colors to use for filling the boxes beside the legend text.
How do I change the legend title in R?
Key ggplot2 R functionsp + labs(). Change legend title. … p + theme(…). Change legend theme: background color, legend box border, font size and color.p + scale_x_discrete(limits = c("2", "0.5", "1")). Change the order of the item in the legend.p + scale_fill_discrete(name = "Dose", labels = c("A", "B", "C")). … guides().Nov 13, 2018
Can we change the thickness of the line?
Right-click the line you want to change and click Properties. Under Line, choose a color from the Color list and a line thickness from the Line list.
How do you add a legend to a title in Matlab?
To add a legend title, set the String property of the legend text object. To change the title appearance, such as the font style or color, set legend text properties. For a list, see Text Properties. plot(rand(3)); lgd = legend('line 1′,'line 2′,'line 3'); lgd.
How do you plot a thick line in Matlab?
Use the "hold on" command to plot the two lines separately. Specify the line width by setting the "LineWidth" property a name-value pair.
How do I center a title in ggplot2?
The default ggplot title alignment is not centered. It is on the left. It's possible to put the title in the middle of the chart by specifying the argument hjust = 0.5 in the function element_text() : p + theme(plot. title = element_text(hjust = 0.5)).
What does Geom_smooth do in R?
Key R function: geom_smooth() for adding smoothed conditional means / regression line. Key arguments: color, size and linetype : Change the line color, size and type. fill : Change the fill color of the confidence region.
How do I save a Ggplot as PDF?
You can either print directly a ggplot into PNG/PDF files or use the convenient function ggsave() for saving a ggplot. The default of ggsave() is to export the last plot that you displayed, using the size of the current graphics device. It also guesses the type of graphics device from the extension.
How do you add a legend in R?
This page aims to explain how to add a legend to a plot made in base R. It is done using the legend() function….Add a legend to a base R chartlegend : names to display.bty : type of box around the legend. … horiz : legend in column or in row.col : symbol color.pch : symbol type. … pt. … cex : text size.More items…
How do I change the thickness of a line in Matplotlib?
You can set the width of the plot line using the linewidth parameter. For the default plot the line width is in pixels, so you will typically use 1 for a thin line, 2 for a medium line, 4 for a thick line, or more if you want a really thick line. You can set the line style using the linestyle parameter.
Which button is used to change the thickness of a line in computer?
Use CTRL plus + to change the curve thickness up by one pixel.


text:
Now is the time to begin the planning and preparation of fields to attract doves during the upcoming season. The mourning dove is one of the most popular game species in the Southeast, and fall dove shoots are a South Carolina tradition.
Large numbers of doves will feed on waste grains and weed seeds in harvested peanut, corn and wheat fields. Fields can also be planted in millet, sorghum, sesame, corn, sunflowers or other crops and managed specifically for dove hunting. It is legal to plant a field with grains attractive to doves, and harvest or mow all or part of it, or none of it at all, and shoot doves over the area. Well-managed dove fields provide benefits to doves and other wildlife before and after the hunting season. Landowners interested in dove field recommendations should contact the S.C. Department of Natural Resources (DNR) Small Game Project at _PHONE_ in Columbia, or a DNR regional wildlife biologist. Dove field planting information can also be found on the DNR website at _URL_
Pending approval by the S.C. Natural Resources Board and the U.S. Fish and Wildlife Service, 2013-14 mourning dove season dates will be Sept. 2 to Oct. 5; Nov. 23 to 30; Dec. 19 to Jan. 15. Afternoon hunting only is allowed from Sept. 2-7. The bag limit is 15 doves per hunter per day.
Several factors should be considered when planning a dove field. Larger fields are often more attractive than smaller fields. Generally, a dove field should be a minimum of three acres in size and should be designed to allow at least one acre per hunter. Fields should not be located near busy highways, residential areas, schools, hospitals, or other areas where safety or noise could be a concern. Also, doves are easier to attract if fields are located within an agricultural landscape, rather than within a large block of woodlands.
A single field can be manipulated to attract good numbers of doves through the season by alternating strips of several different crops. For example, browntop millet, which will mature in 60-70 days, will provide food during the early dove season. Dove proso millet will mature in 80-90 days and will be available after the browntop falls. Corn or sunflowers could be planted on remaining strips to provide late-season food sources. Doves prefer small-seeded, black-oil-seed varieties of sunflowers over the larger striped-shell sunflowers.
Dove fields should be planted on dates that allow the seed to mature about two weeks prior to hunting, which allows doves time to locate the food source and become accustomed to feeding in the field. Planted strips within fields should be at least 30-50 feet wide, and kept as weed-free as possible. Doves have weak feet and will not use a field where they have to scratch and search for food. For this reason, it is best to plant crops in rows to facilitate cultivation. Herbicides labeled for the various plantings are also recommended. Row plantings also make finding downed birds easier. In fields with heavy weed growth, light discing of strips throughout the field will improve the attractiveness of the field to doves by exposing seeds of native weeds and planted crops.
Overshooting will drive doves away from even a high-quality dove field. A field should not be hunted more than once a week, and the birds should be allowed to feed unmolested during the last two hours of daylight. A particular field should be hunted morning or afternoon, not both.
After the close of dove season, fields should not be plowed under. Crop residue as well as associated weed seeds will continue to provide doves and other wildlife with a reliable food source throughout the remainder of winter and early spring.


text:
sorts the elements of list into reverse canonical order.
sorts using the ordering function p.
- ReverseSort by default orders integers and rational and approximate real numbers by their numerical values, sorting from largest to smallest.
- ReverseSort gives the same result as reversing Sort except it does not reverse ties.
- ReverseSort[list,p] applies the function p to pairs of elements in list to determine whether they are in order. The default function p is Order.
- ReverseSort can be used on expressions with any head, not only List.
Examplesopen allclose all
Sort a list of integers in reverse order:
Reverse-sort an expression with any head:
ReverseSort works with associations:
Use an ordering function as second argument:
Properties & Relations (4)
ReverseSort gives the same result as reversing Sort except it does not reverse ties:
NumericalOrder treats 3 and 3.'10 as a tie:
Both ReverseSort and Sort do not reorder ties:
Therefore, those two results are not the reverse of one another:
ReverseSort with an ordering function p is equivalent to Sort with the reverse ordering function:
The reverse ordering for LessEqual is provided by Greater:
For ordering functions returning -1, 0, 1, the reverse ordering is obtained composing with Minus:
ReverseSort orders a list of pairs of numbers by decreasing the first element:
Use ReverseSortBy to select which element is sorted in decreasing order:
Wolfram Research (2017), ReverseSort, Wolfram Language function, _URL_
Wolfram Language. 2017. "ReverseSort." Wolfram Language & System Documentation Center. Wolfram Research. _URL_
Wolfram Language. (2017). ReverseSort. Wolfram Language & System Documentation Center. Retrieved from _URL_


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Print Instructions
NOTE: Only your test content will print.
Sylvester and the Magic Pebble (Grade 2)
Print Test (Only the test content will print)
Name: Date:
Sylvester and the Magic Pebble
Who wrote Sylvester and the Magic Pebble?
 1. Mo Willems
 2. William Steig
 3. Beatrix Potter
 4. Maurice Sendak
What was Sylvester's hobby?
 1. counting coins
 2. drawing pictures
 3. collecting pebbles
 4. making up recipes
It was raining outside. What did Sylvester do?
 1. went home
 2. got an umbrella
 3. danced in the rain
 4. wished it would stop raining
The author said the rain didn't stop gradually, it CEASED. What does CEASED most likely mean?
 1. kept going
 2. stopped slowly
 3. rained even harder
 4. stopped right away
Sylvester thought something magical had happened. What did he think caused the magic?
 1. his mind
 2. a magician
 3. the red pebble
 4. wishing really hard
Sylvester decided to test the pebble. How did he test it?
 1. He dropped it on the ground.
 2. He wished that it would rain.
 3. He wished for a million dollars.
 4. He asked it to give him a sign.
A lion came near Sylvester. What happened next?
 1. Sylvester ran home.
 2. The lion growed at Sylvester.
 3. The lion gobbled Sylvester up.
 4. Sylvester wished he was a rock.
Why couldn't Sylvester make another wish with the pebble?
 1. He couldn't touch the pebble.
 2. The pebble lost its magic.
 3. The lion stole the pebble.
 4. He lost the pebble on the ground.
How did Sylvester feel as a rock?
 1. hard
 2. happy
 3. excited
 4. hopeless
How long was Sylvester missing?
 1. a day
 2. a week
 3. a month
 4. many months
Why did Sylvester's parents go to Strawberry Hill?
 1. to pick flowers
 2. to have a picnic
 3. to talk to the lion
 4. to look for Sylvester
Why did the wish work when Sylvester was a rock?
 1. His parents held the pebble.
 2. The pebble was touching the rock.
 3. His parents' tears fell upon the rock.
 4. A witch had sprinkled magic powder on him.
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text:
A Counterweight is an accessory sold by the Traveling Merchant and the Skeleton Merchant. They fire a second yoyo-type projectile after hitting an enemy with a Yoyo that travels towards the Yoyo, then arcs over the player.
There are 6 variants, and all function identically. Counterweights can also be used to craft a Yoyo Bag.
Variants[edit | edit source]
From Traveling Merchant[edit | edit source]
From Skeleton Merchant[edit | edit source]
|5||During Moon phase 1 (full), 5 (new).|
|5||During Moon phase 2, 6.|
|5||During Moon phase 3, 7.|
|5||During Moon phase 4, 8.|
Crafting[edit | edit source]
Used in[edit | edit source]
Notes[edit | edit source]
- Multiple equipped Counterweights do not stack. Only one will function at a time.
- The particular color equipped will display on a character, unlike the Yoyo Bag, which shows a random color.
- Does not stack with the Yoyo Bag.
Trivia[edit | edit source]
- Counterweights are real-world yo-yo accessories used to aid in tricks where the yo-yo is swung from the middle of the string rather than its end. Real-world counterweights are often patterned after (or made out of) polyhedral dice, and Terraria's follow suit: the Blue and Red Counterweights are four-sided (tetrahedral) dice, the Purple and Green Counterweights are six-sided (cubic/hexahedral) dice, and the Black and Yellow Counterweights are twelve-sided (dodecahedral) dice.
History[edit | edit source]
- Desktop 184.108.40.206: Introduced.
- Console 1.0.933.1: Introduced. ()
- Console 1.0.750.0: Introduced. ()


Lahey/GNU Fortran
MSBuild is Microsoft's XML-based build system. It is integrated with Visual Studio, but it can also be used on the command line. This section briefly describes how to use MSBuild to build Fortran projects from the command line. For a comprehensive description of MSBuild, see the MSDN documentation for msbuild.exe.
Building a Fortran Project
A Fortran project is built by passing MSBuild the project name. For example, the following command will build the Demo project when it is issued in the directory where the project file exists:
 msbuild demo.lfproj
Note: MSBuild will not create directories for you, they must already exist when running MSBuild from the command line.
Building Fortran Targets
Fortran targets can be built with the /target: option. For example, to clean the Demo project, use the following command:
 msbuild /target:Clean demo.lfproj
The default targets provided with every Fortran project are:
Setting Properties
Properties are set with the /property: option. For example, to build the Release version of the Demo project, use the following:
 msbuild /property:Configuration=Release demo.lfproj
Compiler options can be set as properties for the entire project, but not for individual files. Compile-time options can be sent to the compiler using the "CompileOptions" property. Link-time options can be sent to the compiler using the "LinkOptions" property. When multiple properties are specified, they are separated with semicolons. Each property should contain options just as they are sent to the compiler. If an option contains a space, the entire option string should be enclosed in quotes. Multiple options should be separated with a vertical bar. For example, to specify the compiler options -ap -chk, and the linker option -staticlib use the command:
 msbuild /property:compileoptions="-ap|-chk";linkoptions="-staticlink" demo.lfproj


text:
As a (fourth declension masculine) noun, ūsus can adopt a variety of closely-related but powerfully particular meanings:
1. Ūsus + genitive typically refers to the use, exercise or enjoyment of something.
- ūsus ocūlōrum: eyesight
- ūsus pectōrālis : push-ups
- ūsus unguentis: the delights of cologne (I highly recommend getting this at TJ Maxx—half-price!)
2. On its own, ūsus can either refer to 'exercise' or 'wear and tear'
- Fidēs nōn ad ūsum tendit: the insurance does not cover wear and tear.
- Musculōsa ūsū cotidiānō exstitit: she became very buff through daily exercise
- (the more straightforward exercitātiō is more common, at least in my experience)
3. It can also reference a 'habit' or social 'custom'
- ūsum loquendī populō concessī; scientam mihi reservāvī: I have give up my habit of making speeches to the people, but I have retained my habit of learning (Cicero in old age)
- populum auctōritāte suā ad ūsum frūgalitātis vocāvit: by his authority, he brought the people to a habit of moderation (Lycurgus)


text:
In Italian, "fa presto" literally means "make quickly." It became a painting term when the father of Luca Giordano (_PHONE_) urged his son to speed up his studies.
The term became a nickname for Giordano, and more broadly, a byword among baroque painters like Tintoretto (self portrait, below) who were seeking a more spontaneous handling.
In a fa presto technique, the composition is established quickly over an earth-toned ground with no preliminary drawing. The paint is laid on thinly in the darker areas and broadly and generously in the lights.


text:
4 Definitions of Battle
The definition of battle, the meaning of the word Battle:
Is battle a scrabble word? Yes!
- n. - A hostile meeting of opposing military forces in the course of a war
- n. - An energetic attempt to achieve something
- n. - An open clash between two opposing groups (or individuals)
- v. - Battle or contend against in or as if in a battle
Battle is worth 8 points in Scrabble, and 10 points in Words with Friends
There are 6 letters in battle: A B E L T T
1 Anagram of Battle
Words that can be created with an extra letter added to battle:
55 words found using the letters in "Battle"
6 Letter Words
5 Letter Words
4 Letter Words
3 Letter Words
2 Letter Words
Sign up for our Free Scrabble Words newsletter. We won't send you spam or share your email address with anyone. We Promise.


text:
|Latitude 34 North|
Historic Markers Across Georgia
Gantt House C. 1880
John D. Gantt came to Cobb County in the 1850s with his parents and siblings, and married in 1858. Although the family's farm was destroyed during the Civil War, they rebuilt and continued to acquire land. Years later, the family built this house, which featured 6 rooms, 2 porches and 4 fireplaces. After John's passing in 1903, the property remained in the Gantt family. John's son Jasper eventually became sole owner and in 1922 owned approximately 195 acres. Jasper died in 1937 without heirs. The land including the house was soled in 1950, but the vast majority of the estate was eventually developed into the surrounding subdivisions.
Cobb County Historic Preservation Commission - Source Information


the above and aren't cringing or getting scared, then welcome aboard the forex train! You will fit in nicely here. Ask your questions and the non-shitcunts of our little corner of reddit will try to help you.
Assuming this post doesn't get nuked and I don't get banned for it, I'll add more lessons to this post over time. Lessons I intend to add in the future:
If there is something else you feel should be included please drop a comment and I'll add it to the above list of pending topics.
submitted by wafflestation to Forex [link] [comments]
11-04 14:33 - 'DIFFERENCE BETWEEN KRATSCOIN AND BITCOIN' (self.Bitcoin) by /u/xia112 removed from /r/Bitcoin within 3-13min
- The indivisible minimum KRATSCOIN unit is 0.00001 instead of 0.00000001 to denominate realistic currency rates in FOREX. Denomination cannot be determined or dictated by the value of a currency. If KRATSCOIN is valued at USD10,000.00 then the smallest unit of KRATSCOIN at 0.00001 = USD0.10 and nothing smaller than USD0.10 in KRATSCOIN.
Example: If USD1.00 = THB30.00 and the smallest denomination of USD is USD0.10, then a USD0.10 which is THB3.00, is unable to buy a piece of candy at THB1.00. Thus the USD must be converted into a smaller currency of THB in order to buy the THB1.00 candy.
- KRATSCOIN is in-line with standard International Foreign Currency Exchange Practice at indivisible minimum unit 0.00001.
- Each KRATSCOIN is equipped with a 13 digit "SERIAL CODES AND NUMBERS" and there will be a total of 2,100,000,000,000 SERIAL CODES in total.
Example1: 1st KRATSCOIN = AKDJFYRS.00000 Example2: 1st Fraction from 1st KRATSCOIN = AKDJFYRS.00001 Example3: 2nd Fraction from 2nd KRATSCOIN = AKDJFYRS.00002 Example4: Last KRATSCOIN = DLXVZKWR.00000 Example5: 1st Fraction from Last KRATSCOIN = DLXVZKWR.00001 Example6: 2nd Fraction from Last KRATSCOIN = DLXVZKWR.00002
- In Year 2015, Silk Road in DeepWeb utilization of Bitcoin in their transactions amounts to USD1.2billion spanning over 950,000 users. One may argue that Bitcoin is most utilized by the black market, which then maintains its value and worth among other factors. However, the USD1.2bil a year over 950,000 users are far fetch from the Legitimate Users in comparison. Bitcoin transactions runs into USD40.0bil in recent Legitimate Crypto Exchanges. In summary, legitimate transaction of crypto currencies is many times larger use in illegal transactions.
- Fiat Currency is backed by Governments/Countries itself. What determines the value of a currency is the economic health, demand, growth, political stability to name a few, of the respective country. Before 1930, most fiat currencies were backed by gold and silver.
- Since 1971, U.S. citizens have been able to utilize Federal Reserve Notes as the only form of money that for the first time had no currency with any gold or silver backing. This is where you get the saying that U.S. dollars are backed by the "full faith and credit" of the U.S. Government - quoted in
- What backs crypto value is purely supply and demand. The demand creation of a crypto is its sole objective. To create demand, the crypto has to have a purpose. And most purpose commonly promoted is utility. The number of ways you can utilize the said crypto. The more utilization factors the more demand there is for it.
- There are other ways to substantiate value of a crypto and that is to back the crypto with a 1 to 1 ratio in assets or in USD. Then the question is, how 3,000 crypto currencies in circulation be monetary eco sustainable? Can anyone imagine walking into McDonald and view a chart of 3,000 different pricing? Which also means the crypto is a payment gateway pegging against USD instead of bearing any true characteristic of a currency.
- A country's currency is in its own legit form of legal tender, the only currency acceptable under financial sovereigns of a country. People in the world must be made to understand that. Retailers in Thailand cannot put up products price tags in EUROS/USD, it is illegal. It has to be in Thai Baht.
- It is hardly imaginable for everyone in the world to retail with a Crypto-Currencies at a rate of 7 transactions per second. When mining nodes are reduced due to non-performing mining ratio, mining blocks in the Blockchain will significantly be limited too, rendering delays in transactions while usage increases.
- In time to come, as trends of crypto picks up, Thailand can issue BAHT COIN or UK the STERLING COIN, exactly what China wishes to do. Digital RMB, but would such crypto currencies be fully decentralized? We all have our answers. Absurd to even think of producing Thai Baht, Pound Sterling or Chinese Yuan at the cost of electricity. It is currencies in digital forms.
KRATSCOIN is not meant for that purpose. In some opinion, apart from utilization, a crypto can be for safekeeping, an entity for keeping money while allowing easy liquidation, at a click of a mobile button, not to mention sending or transferring without the trouble of going to banks, which was the original purpose of Bitcoin to begin with. Therefore, KRATSCOIN would be better termed as Crypto Commodity, sharing similarities as Metal Commodities.
An individual cannot use gold to make a purchase, neither can one eat gold. It can only be kept or invest in for appreciative value over time. Gold is being exampled for its scarcity which reasons for its higher value over its cousin, silver or bronze. Who or what determines the value of gold? Just like any other crypto, demand by humanity. As in all other commodities, it must also be placed in checks by governments. To put in checks, serial numbers are introduced to protect a country's commodities outflows or illegal exports.
Humanity made Bitcoin a reality. Acceptance by the majority members of the public made Bitcoin to what is it today with the trust they entrusted it with, or is the majority public hopping on the band wagon to make a few quick extra bucks? Whatever the reasons are, the characteristics of Crypto Currencies are only matched by the behavior of Commodities.
SERIALIZED COINS - WHAT IT MEANS FOR THE PUBLIC: Every currency has its own remarkable name, design and colors. Dollars, Euros, Pound, Tugrik, Peso, Rupee, Rupiah, Dina, Ringgit, Baht and the list carries on. One thing every currency have in common - Serial Numbers.
In any crime, investigators will firstly establish motives and mode of operation, both of which are very likely related to money. So following the money trial is a natural thing to do for investigators/authorities and it has become a common practice. Crimes require funding ie robbers need money to buy guns to carry out its robbing activities. Cutting off financing will reduce criminal activities. That's the approach governments of the WORLD have adopted for crime fighting.
Perhaps people do not realize this while most do not feel the pinch. Humanity tends to take life for granted until apocalypse happens. Take a minute to visualize the tallest tower in your homeland collapse into a pile of dust with thousands of casualties effecting everything else that comes to mind. Imagine a family member, just 1 is enough, is among those casualties.
- Imagine if monetary system is not in place and drug dealers, among many, roam the earth freely distributing what can be death threatening substance to your kids. What if you are mugged of your inheritance [items left to you by your father] that is beyond retrieval? As for crypto enthusiast, what if your wallet gets hacked as even the mighty Pentagon gets hacked. All the above can go away if the crypto system leaves a trail for hound dogs to sniff out. Money Trail or Serial Codes Trail to be exact.
- Citizens rely on governments and their countries to do what is best for them to lead their daily lives, flourish, advance, improve and strive but at the same time, citizens want to take away the single most important thing deemed crucial in the hierarchy of humanity from governments with additional boastful remarks such as "I transferred $400 million from one corner of the earth to another corner in a single transaction and no governments can do anything about it".
- In-short, to boast unregulated financial movement is to arrogantly promote crime without realizing it while challenging the world's monetary authority. Oldest advice in the book teaches us never to pick a fight we can't win.
- Serial Coded Coins does not take away the financial movement freedom nor does it take away your privacy. It merely provides Authorities the necessary means needed for crime prevention and fighting. It only re-inforce security and safety. SERIALIZED COINS - WHAT IT MEANS FOR GOVERNMENTS: • Governments are relentlessly trying to find new ways to keep track of crypto transactions. Crypto Currency Exchanges, just like all other Financial Institutions and Banks, are required to practice the most stringent Know Your Customer (widely known as KYC) process.


Westminster's Montessori Administration Program
Admission requirements
 1. Baccalaureate degree.
 2. Applicants must meet one or more of the following three criteria:
 - Must hold an approved and valid state license or certificate for school administration
 - Be a currently practicing or experienced school administrator with at least three years experience as an administrator; or
 - Be in process of completing a state recognized collegiate program leading to license as a school administrator or equivalent required by state/school.
 3. Applicants must be able to present demonstrated administrative ability including school finance, legal, licensing, curriculum administration, personnel and supervision, program planning, and evaluation.
Program requirements
 1. Montessori Foundations and Theories
 2. At least 200 other clock hours of study chosen from the Montessori teacher education courses
 3. Administrative practicum. A year-long practicum as an administrator in a Montessori school
 4. Final exams and colloquium