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Pearl Dace - Margariscus margarita
State Rank Reason (see State Rank above)
Pearl dace are not abundant when they are collected at the relatively few sites in cool, small streams and ponds they are known to inhabit. This factor, as well as introduced northern pike invasions into their small prairie streams, has caused them to be designated as a Montana Species of Special Concern vulnerable to extinction in the state.
The pearl dace is a native of both the eastern and northern drainages within the Glaciated Plains ecoregion of Montana, and is an indicator species of the complete Coolwater Northern Glaciated Plains Fish Assemblage. Pearl dace are not abundant when they are collected at the relatively few sites in cool, small streams and ponds they are known to inhabit. This factor, as well as introduced northern pike invasions into their small prairie streams, has caused them to be designated as a Montana Species of Special Concern vulnerable to extinction in the state. Unlike most of the minnows, males establish and defend territories during the spawning season. Their diet includes a wide variety of plants and animals. Pearl dace grow to a maximum length of about 6 inches.
The pearl dace has a dark back, sides that are dusky-silver, and a white underside. Scattered dark lines give some individuals a speckled appearance. Young have a dusky midline band that fades on large specimens but may be distinct on the caudal peduncle. Breeding males are orange-red on the sides and below. A small, flaplike barbel is present in the groove of the upper lip just above each corner of the mouth, and is sometimes absent from one or both sides. A lateral line usually complete.
The pearl dace is at the southern end of it's range in northern Montana, but is considered abundant in other parts of its northeastern range.
Summary of Observations Submitted for Montana
Number of Observations:
(Click on the following maps and charts to see full sized version)
Map Help and Descriptions
(Records associated with a range of dates are excluded from time charts)
Do not migrate extensively, they tend to be residents of a series of permanent pools
Pearl dace prefer small cool streams, either clear or turbid (Brown 1971). They spawn in clear water at depths of 1 to 2 feet over a gravel or sand bottom (Brown 1971).
Pearl dace eat a variety of aquatic organisms including insects, crustaceans, worms, and small fish (Brown 1971).
Pearl dace are often associated with the Northern Redbelly Dace and Brassy Minnows in the Northern Glaciated Coolwater fish association (Stagliano 2005). Young of the year may be associated with a aqautic vegetation for security cover, while adults generally are water column feeder.
The species is sexually mature in two years and spawns during spring near the bottom (Brown 1971).
The management of this species should involve routine monitoring (once every 2 to 3 years) of existing populations, since there are only 12 documented in the state. The monitoring program should be designed to detect population trends, range expansion or losses and collect additional information on life history and ecology. This could be conducted while sampling for other species. The lack of proper monitoring of these populations could lead to their demise by virtue of not recognizing if and when they are in jeopardy of becoming extirpated by any artificial or natural entity.
Threats or Limiting Factors
Threats include: Introduced Species, especially Northern Pike, and loss of habitat from stock ponds, dams and diversions disrupting hydrologic regimes in the permanent pools of the prairie streams they inhabit.
- Additional Sources of Information Related to "Fish"


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Keeping People with Disabilities in the Workforce: Negotiating Work, Life and Disability – Field Initiated Research Project
Whether a person with a disability or not, it is essential to find the proper balance between work and other life domains. This study is one of the first to investigate the specific work-life experiences and strategies of individuals with disabilities. Findings from this project may help our understanding of how individuals with disabilities find satisfying, sustainable employment, enabling longer, more productive careers.
The Work-Life Balance study provided new knowledge about how people with disabilities effectively manage work-life negotiations, what employer policies and practices contribute to a positive balance for these workers, and best practices employers and disability service providers can engage in to help individuals with disabilities to find and retain employment.
The first phase of the study included fielding a survey to the networks of over 100 organizations that serve individuals with disabilities(e.g., regional ADA Technical Assistance Centers, Centers for Independent Living, and organizations that serve people with specific types of disabilities/chronic health conditions). The survey sought to identify workplace components, such as supervisory support and provision of reasonable accommodations that contribute to positive workplace experiences for people with disabilities.
In the second phase of the study, virtual focus groups were conducted to further explore issues noted in the survey results. The focus group data supported findings from the survey.
Findings from the project have been shared via webinars, conference presentations, blog posts, and in academic and non-academic publications, as well as through the Work-Life Balance & Disability website.

source: openbmb/Ultra-FineWeb


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Touch DNA evidence is increasingly being collected and analyzed during criminal investigations. The purpose of this study was to determine if a significant amount of male (suspect) touch DNA can be collected from the clothes of assaulted victims after varying time intervals. A "grab and struggle" model was used to transfer touch DNA materials from human volunteers onto three types of fabrics (cotton, polyester, and a cotton/polyester blend). This was designed to replicate a sexual assault, in which a male acted as an "assailant" and grabbed different fabric covered arm areas of a female volunteer "victim". Afterwards, three cuttings from each fabric sample were taken and extracted at 12 hours and 7 days post-deposition. The extracts were then quantified using the Quantifiler®Duo DNA quantification kit. The maximum yield of DNA from cotton fabric 12 hours post-deposition was 7 pg/ul and 5 pg/ul for total human DNA and human male DNA, respectively. The limit of detection of the Quantifiler Duo kit is 23 pg/ul, therefore these results are below standard profile detection range. No significant deterioration of DNA yield between the two time intervals (12 hours and 7 days) was observed. Variation between the tested fabrics and the areas of sampling could not be determined due to the very small quantities measured.
This study did not find useful amounts of touch DNA on clothes after this assault model. Results are limited by a relatively small sample size and the assault model parameters; however, these results do not support the routine use of touch DNA evidence from clothes in similar assault cases.


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Costume and Textiles
Embroidered Coif (Unassembled)Made in England, Europe
Artist/maker unknown, English
Linen plain weave with silk and gilt thread embroidery in outline, chain, twisted chain, plaited braid, straight, couching, knotted, and detached buttonhole filling stitches and bullion knots; gilt spangles
Currently not on view
1967-125-1Purchased with Museum funds, 1967
LabelCoifs, or caps, were worn by women when entertaining at home from the thirteenth to the seventeenth century. This coif's scrolling vine motif was influenced by "Tree of Jesse" designs from opus anglicanum. The "Jesse" pattern was inspired by a passage from the Book of Isaiah, which details the Messiah's lineage, starting with Jesse of Bethlehem, father of King David. To assemble this coif, the embroidery would be folded in half and stitched across the top and secured with a drawstring closure on the bottom. When worn, the assembled coif would form a point at the woman's forehead.

source: HuggingFaceFW/fineweb-edu


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This is a variation on a popular spell used to stop someone from harming or bothering you.
This must be performed during a waning moon.
On a piece of parchment or recycled paper, write the name and birthdate of the person
you are wishing "away".
Now fill an air-tight container (like a baby food jar or Tupperware container) with water.
Add a pinch of one or more of these magical herbs: ash tree leaves, clover, lovage, lilac, garlic.
Take the paper with the name on it and fold it three times.
Tie a black string or thread around it and drop it in the water.
Seal the container up and bury it in a safe spot in your garden, yard or flower box.
Once the person has left you alone or no longer poses a problem to you, open the
container and empty it to the earth. Keep the container instead of leaving it to Mother Earth.


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Good Night Gorilla is one of those books that kids just get the giggles over. And they will be giggling even more as they play with these wonderful book activities and printables for kids inspired by the story. We at Kids Activities Blog hope you and your child have fun with these activities as you read through the book. If so, please come back and tell us all about it!
Good Night Gorilla
Good Night, Gorilla, by Peggy Rathman, tells the story of a zookeeper as he goes around the zoo and says goodnight to the animals. What he doesn't know is that a little impish gorilla has stolen his keys and is letting all the animals out. The animals follow the zookeeper home and into bed. As his wife says goodnight, all the animals respond. So she gets out of bed, leads them back to the zoo, and puts them back in their cages ¦ or so she thinks.
We love this book because of its limited text. There is repetition which offers children the opportunity to predict what the zookeeper is saying to each animal. Added interaction for young readers could be making each animal's sounds as they escape from their cages.
Printables for Kids
Two versions of this fun printable are available. Use the first for younger children to practice color. The second printable can help older children match color names to the appropriate colors.
A large appliance box can be made into a cage for children to escape from or to let stuffed animals out of. I wasn't able to obtain one, so we created a cage out of our dining room table and black streamers. I taped the streamers a few inches apart so they barely touched the floor. This allowed my little monkey to go in and out of the cage as he chose. For this zoo dramatic play, I also added various stuffed zoo animals to invite my son to play. Additionally, there was a prop bucket with items a zookeeper would use: keys, flashlight, and the Goodnight Gorilla book.
Small Motor Skill Practice
Provide a variety of keys and locks for children to practice opening. To simplify the guessing of which key goes with which lock, I painted part of them with corresponding colors.
Good Night, Gorilla is a great book for young readers in that it is simple, yet provides a story line that is easily expanded into other fun learning activities. If you can't find the book, you can see an animated version here.
More Kids Activities
These are some amazingly fun activities to incorporate into your child's Good Night Gorilla story time. Hands-on book activities help children remember the story but also help them learn about the real world around them. For more wonderful book loving kids activities, you should take a look at these:
- Here Comes Frankie: Book Inspired Wax Resist Craft
- Book Activities for Silly Billy
- Cute Stationary Printables for Kids
Affiliate links used in this post supports Kids Activities Blog – Thanks for reading!


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Cloning coast redwoods
William J. Libby, U.C., Berkeley.
California Agriculture 36(8):34-35. DOI: 10.3733/ca.v036n08p34b.
Not available – first paragraph follows:
In a redwood breeding program, time is a problem. Between germination (or planting) and harvest as a renewable source of wood, a redwood must survive and grow in a minimally managed environment for three to eight decades. Trees in park and amenity plantings may be expected to grow for centuries, or even millenia. Redwood foresters thus, and properly, tend to be conservative.
William J. Libby, Professor, Genetics, U.C., Berkeley.


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History of Catford
The name Catford is usually explained as having been taken from a ford across the River Ravensbourne frequented by wild cats. In 1745 there were a few houses at Catford Bridge, and separate hamlets at Perry Hill and Rushey Green. The open space called Rushey Green, which was east of the modern road, was an ancient area of settlement, with moated houses on either side. The green was enclosed in 1810, and cottages were rapidly built over it.
A watermill for corn was established at Catford Bridge at the beginning of the nineteenth century to serve the local farms. The fields in the area were a mixture of pasture and arable. The first significant planned housing development was the luxury estate called Ravensbourne Park, which was begun in the 1820s.
In 1857 the Mid Kent railway line was built, with a station at Catford Bridge. This encouraged the building of houses for the middle classes, since it offered transport to the City of London.
However, large-scale development did not take place until the end of the century, when trams provided a cheaper means of transport and Catford Station gave a direct link with the West End.
Much housing for the working and lower middle classes quickly resulted. The largest of the new building projects was the Corbett Estate, which stretched into Hither Green. The Forster family, Lewisham's largest landowners, began to develop their farmland in the south of Catford from the 1890s. Some light industry was established in southern Catford.
Lewisham's local government has had its headquarters in Catford since 1875. The old Board of Works offices were enlarged as the Town Hall in 1900, and other municipal buildings have been added.


text: Mortenson Lake National Wildlife Refuge is located in southern Albany County in the U.S. state of Wyoming and includes 1,776 acres (7.2 km²). The refuge is managed by the U.S. Fish and Wildlife Service an agency within the U.S. Department of the Interior. Mortensen Lake NWR is a high altitude refuge and has several small alpine lakes of which Mortenson Lake is the largest. At 7,256 feet (2,211 m) above sea level, the refuge provides protection for numerous migratory bird species.In 1984, the Wyoming Toad was listed as an endangered species and was widely believed to be extinct in the wild. A small population of the toad was rediscovered in 1987 in the area surrounding Mortenson Lake which led to the establishment of the refuge in 1993. Since 1995, offspring from captured examples of this extremely rare amphibian have been released into the wild to help stabilize the remaining population. The refuge is closed to all public access to aid in recovery efforts of this endangered species.


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This study investigates the workings of three higher education partnerships with Holmesglen Institute – a public Technical and Further Education (TAFE) provider based in Melbourne, Australia. Anecdotally, some such partnerships succeed more than others, but no systematic study has yet been conducted to support that claim empirically, possibly because partnership performance is difficult to measure. Partnerships often have multiple objectives, and their performance can be analysed at different levels. A further performance problem concerns whether organisations can build partnership management capability for beneficial outcomes. The study therefore sought to answer two questions: 1. Why are some partnerships more successful than others? 2. How can organisations build institutional capability to enhance partnership management and success? These questions were investigated using an explanatory mixed methods approach (Creswell & Plano Clark,2011) comprising two distinct stages – a purposive online survey, followed by face-to-face interviews with a sample of the survey population. Data from the survey and interviews was analysed and integrated in a case study (Mills,2014; Yin,2009),which also incorporated comparative assessments of management practices by contrasting the relative performance of different partnerships against the same success factors. Overall, the study's findings corroborate those in the literature (mostly focused on generic organisational and corporate partnerships, with little available for the higher education sector) that: 1. Inter-organisational partnerships are established to meet a variety of needs. 2. Partnerships undergo several phases as they develop and evolve. 3. Leadership, governance structures and clear processes are needed for their effective management and operation. 4. Partnership performance is influenced by many, often inter-related factors. 5. Organisations can develop their capability to enhance partnership management through several mechanisms: greater (prior) experience, dedicated alliance functions, and deliberate learning processes. The findings also suggest that engaging in partnerships is rarely straightforward; alongside the desire to collaborate, there may be competition, conflict, contradiction, and sensitivities, which leaders need to anticipate and manage. Theoretical considerations for the study stimulated the adaptation of a conceptual framework from existing organisational constructs, while the implications offer lessons for professional practice: 1. Sufficient planning time should be allocated before starting a partnership. 2. Preferably, collaboration should start small, then grow progressively. 3. Effective leadership and clear, consistent and fair governance mechanisms are necessary for providing direction, and smooth running of a partnership. 4. Open, frequent communication between and within partner organisations helps to build trust, a critical success factor. 5. Partnerships need close monitoring and regular review to ensure they stay on track to achieve agreed goals and objectives. 6. Partnerships should ideally have a mediumto long-term focus. 7. Capability building for partnership management should be an integral part of overall organisational strategy. 8. Partnerships require constant nurturing and perseverance to be successful. Although perhaps limited in generalisability to other sectors and institutions, this study contributes to the body of knowledge on inter-organisational partnerships by systematically developing and testing an integrated conceptual framework to further understanding of the complex workings of partnerships, particularly in the public higher education sector.
|Date of Award||2017|
|Supervisor||Mike Gaffney (Supervisor), Misty Kirby (Supervisor) & Peter Copeman (Supervisor)|


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This nativity word wall and picture memory verses printable is perfect for young children! You can use it when teaching the Christmas story, memorizing verses, and practicing reading and writing.
- For children who are learning to print, you can let them use the printed word at the top as a guide for printing the word on the lines below.
- You can use them for reading practice too. Simply cut the word and the picture apart and use them like a puzzle. Your children can read the word, choose the matching picture, and self-check by seeing if the picture matches the word.
- Or use the pictures as a way of practicing telling a story. Allow the pictures to be used as prompts while your children tell you the Christmas story. You may want to write the story as they tell it (since it's likely to be amusing–especially if you have very young children!) and save it to read in future years.
- You may also want to use the printable picture memory verse pages to hang on the wall to help your children memorize the Christmas story. This version is from Luke 2: 7-12 (since the shorter version is probably better for younger children) and is the King James version of the story.
As you can see, there are multiple ways to use these pages. Homeschooling moms and teachers are famous for taking resources and coming up with lots of interesting ways to use them!


onfocus event
Fires when the object receives focus.
HTML 4.01 Specification, Section 18.2.3
Event Property object.onfocus = handler;
attachEvent Method object.attachEvent("onfocus", handler)
addEventListener Method object.addEventListener("focus", handler, useCapture)
Event information
Event handler parameters
pEvtObj [in]
Type: IHTMLEventObj
Standards information
When one object loses activation and another object becomes the IHTMLDocument2::activeElement, the HTMLInputFileElementEvents2::onfocus event fires on the object becoming the IHTMLDocument2::activeElement only after the HTMLInputFileElementEvents2::onblur event fires on the object losing activation. Use the focus events to determine when to prepare an object to receive input from the user.
Elements cannot receive focus until the document is finished loading.
For Microsoft Internet Explorer 5.5 and later, focus on a document, and the IHTMLDocument2::activeElement of a document can be managed separately. The synchronous events HTMLInputFileElementEvents2::onactivate and HTMLInputFileElementEvents2::ondeactivate provide better control for managing activation changes.
As of Microsoft Internet Explorer 5, elebrowserments retain focus within the current history when the user returns to a page. To avoid firing the HTMLInputFileElementEvents2::onfocus event unintentionally for an element when the document loads, invoke the IHTMLElement2::focus method on another element.
Sets focus to an object.
To invoke this event, do one of the following:
The pEvtObj parameter is required for the following interfaces:
See also
Community Additions
© 2015 Microsoft


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University Policy 91 outlines university-wide minimum criteria to determine if students are making satisfactory progress towards the completion of their degrees. The ECE Department fully supports this policy.
Specific expectations for satisfactory progress for Electrical and Computer Engineering majors are outlined below:
- Each student must meet the minimum university-wide criteria as described in Policy 91 and summarized in the Undergraduate Course Catalog and Academic Policies catalog.
- After attempting 60 credit hours:
- Computer Engineering (CPE) students must have satisfactorily completed ECE 2504 or 2574, Math 2214 and (2224 or 2534), and Physics 2306.
- Electrical Engineering (EE) students must have satisfactorily completed ECE 2004, Math 2214 and 2224, and Physics 2306.
- After attempting 90 credit hours:
- CPE students must have successfully completed 28 credit hours of inmajor courses and have 2.0 overall and in-major GPAs.
- EE students must have successfully completed 26 credit hours of inmajor courses and have 2.0 overall and in-major GPAs.
Students that are identified as not making adequate progress towards their degrees will be placed on academic probation by the College of Engineering and must comply with the College's procedures for continued enrollment.
This standard was reviewed and approved by the ECE Department Curriculum Committee on March 18, 2004.


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A gun is used to apply an adhesive such as liquid nails to the surfaces to be glued. Let's consider what types of this tool are, what to look for when choosing.
Liquid nails: what is it, how to apply?
Liquid nails have been used in construction and renovation since the 1970s. They are respected both among professionals and in everyday life, and all thanks to their reliable fastening.
The substance in question is a construction adhesive with a very strong attachment. It differs from the usual assembly glue with a non-standard composition. In addition to synthetic rubber and polymers, liquid nails contain fine abrasive grains that give the bond strength comparable to conventional nails.
Liquid nails provide high-quality and long-lasting adhesion of even those materials that do not lend themselves to conventional construction glue.
With their help, you can glue:
- stone and so on.
With the help of this composition, the materials are connected tightly, while the seams are not affected by high temperature, moisture, and rust does not appear. The strength of the composition of liquid nails is ten times higher than that of PVA glue. The speed of drying allows you not to hold the glued surfaces for a long time with your hands.
The composition of liquid nails may differ in the main component. They can be:
- synthetic rubber;
- acrylate latex.
When using the first option, be sure to wear a respirator and gloves, as it can be dangerous if it comes into contact with the skin. The second option is harmless, it is recommended to use it in rooms protected from moisture.
For convenience and uniform application, a special device was invented - a gun for liquid nails.
Types of tools
Depending on the purpose of use, guns are divided into household and professional (for example, for 2-component glue).
Professional liquid nail guns
Professional pistols are of the electric type, cordless and pneumatic.
The first involves squeezing out liquid nails by pressing a lever. The pressure drives a piston and a small motor, which, as the name suggests, is powered by electricity. The disadvantage of such guns is only in the limiting length of the wire.
Pistols of the second type work on the same principle, with the only difference that they are powered by the energy of a battery or battery. Such tools are quite light (1.3-2.5 kg), the seams lie flat, without smudges. One battery lasts about 90 minutes of continuous use, enough to cover a large area, then you just need to change the battery.
The next type of pistol is pneumatic. When the lever is pressed, air is supplied from the compressor under pressure, due to this, the mechanism is activated.
It is convenient and quiet to work with such a tool, moreover, you do not need to spend money on electricity or batteries.
Household Liquid Nail Guns
For small household jobs, usually mechanical pistols are used, which are of three types:
The half-body pistol has a half-open view, in which you can see how the rod pushes out the glue. A small 310 ml tube is inserted into such an instrument.This is a budget type of pistols due to the fact that the tube is not fixed too firmly in them, it can shift, and then the seams will turn out to be uneven.
The skeletal sealant gun is the most popular. It is a structure of metal ribs, a stem and a handle, 310 ml tubes are inserted into it. Such a pistol holds the tube more reliably than a half-body pistol.
Tubular pistols are similar in appearance to a syringe. They look like a fully enclosed tube-and-stem frame. They are designed for frequent use, they are made of metal.
In such a tool, you can insert a large package of liquid nails with a volume of up to 1600 ml, which allows you to work for a long time without interruption.
The main components of the pistol, regardless of whether he is professional or household:
- body for inserting a tube;
- rod with disc at the end;
- trigger trigger;
- blocking tongue.
Instructions for use
Before using liquid nails it is recommended to prepare the following tools:
- directly a tube with glue;
- a rag to remove excess;
- dissolving agent.
Degrease the surfaces to be bonded and dry beforehand. The process of using the pistol is simple: cut the tip of the tube at an angle (start with the smallest diameter), pull out the stem and insert the tube into the body. Next, we begin the direct application of the composition: we press the trigger, the rod acts on the piston, and it squeezes the glue onto the surface. Pressing the lever frequently, squeeze out the adhesive in a line or dotted line, this will reduce the consumption of the substance. For gluing large areas, it is better to apply the assembly adhesive with a mesh. Do not load bonded surfaces until fully bonded. Most likely, you will read the exact drying time on the tube, on average it is 12-24 hours.
When finished, remove the used cartridge from the gun. To do this, clamp the locking tab and pull the stem towards you as far as it will go. Now you can pull out the cartridge. Next, wash the instrument with soap and dry it.
If glue gets on furniture, hands or other objects, it must be removed immediately, while the composition is not frozen. To do this, use acetone. If the glue is already dry, you can only get rid of it with a special cleaner.
Pros and cons of working with a liquid nail gun
For those in construction, the sealant gun has more advantages than disadvantages. It is not for nothing that it is widely used for various types of work.
The liquid nail gun allows you to:
- evenly distribute the glue over the surface;
- apply glue even to narrow and inconvenient places;
- protect the skin from the ingress of adhesive;
- dosed to consume liquid nails;
- avoid contamination of the surrounding space and objects.
The disadvantages of the tool can be considered:
- rather high cost;
- battery or battery costs (when using a cordless gun);
- electricity costs (when using an electric gun);
- the need to develop the skill of using the tool.
It is definitely worth purchasing a gun for liquid nails if you do not want to remove random drops of glue everywhere, wash your hands in anger, apologize to your wife for the damaged parquet floor.
It is much more difficult to use assembly glue without a special gun, and without skill, the result may even upset you. The fact is that it is difficult to control the application of glue, it is uneconomical, lays down crookedly, and, most likely, you will have to wipe off the excess.
At the same time, the fastening remains strong due to the adhesive composition.
You can learn how to properly fill and use the sealant, silicone and glue gun from the video.


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- Freetags are the way to solicit content authors and/or users to create a taxonomy structure for your site. Unlike categories, which are pre-defined, Freetags give the authors freedom to define their own structure (or lack of structure - with Freetags you can have "Cars","Autos","Automobiles" as tags)
- To access
- Click the Tags icon on the Admin Panel
or Access _URL_
- This page contains the following tabs:
- Categories can be used to create a defined taxonomy structure and to provide access control. Freetags can not be used to provide access control.
- The following information should be migrated to the Freetags section of the Tiki User and/or Admin Guides
Basically folksonomy tagging means/is based on:
- everybody can assign keywords to anything
- bottom-up instead of top-down categorization
- from chaos comes order
- emergent patterns are more powerful than imposition of categories
See: Multilingual tags
You can currently tag:
- Wiki pages
- Blog posts
- Image gallery & individual images
- File Gallery
- Trackers & individual tracker items
- freetag : that allows to add and remove tag from a current object
- freetags_current : that displays the current tags of an object. Only for a wiki page.
- freetags_prefered : Shows the favorite tags of a user. The number of tags is the value of the parameter rows defined at the module assigment.
- freetags_most_popular: Shows the most popular tags. The number of tags is the value of the parameter rows defined at the module assigment.
- freetags_morelikethis: Shows the objects that have the same tags than an object. Only for a wiki page. The number of objects is the value of the parameter rows defined at the module assignment.
When offered to do so (for instance, editing wiki pages), just enter your tags into the textfield separated by spaces.
You can browse the available tags by clicking on one, when seeing it somewhere.
It will take you to tiki-browse_freetags.php with the tag centered in the morcego browser, if that feature is enabled.
The syntax of a tag is defined by the admin setting. Tags are separated by space(s). If you want to enter a tag with a space - if the admin setting allows it, you must enclose it into double quotes. Example: in the module freetag, if you enter: "computer science" ibm pc, you will add 3 tags "computer science", "ibm" and "pc"
- Some ideas about freetags display: _URL_


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The witching hour. Just saying it out loud can send shivers down your spine. Waking up in the middle of the night is the last thing you want (seriously, can you even remember the days of pulling all-nighters?), but at 3 a.m., this inconvenience can become downright spooky. If you've ever felt a hint of the paranormal in the middle of the night, you may have experienced the witching hour. Keep reading for a full understanding of the witching hour and what can happen during the dead of night — if you dare.
What Is the Witching Hour?
According to folklore, the witching hour is a specific time of night when paranormal activity is most likely to occur. That's because the veil between the living and the dead becomes thinner during this time. Ghosts and spirits can travel more easily between the two worlds, and the living become more aware of their presence here on Earth. If you wake up during the witching hour, you won't turn into Haley Joel Osment à la "The Sixth Sense" — but you may have a stronger sense of the supernatural.
When Is the Witching Hour?
The exact time of the witching hour depends on who you ask. Today, it's most commonly believed to occur from 3 a.m. to 4 a.m., in the darkest part of the night. This time has roots in religious beliefs, at least somewhat. Christians believe Jesus was crucified at 3 p.m. Since the devil is the inversion of Christ, 3 a.m. became known as the peak time of demonic activity. The number three can also be a mockery of the Holy Trinity, which may have led to the belief that 3 a.m. is the devil's hour.
Of course, the devil and witchcraft have nothing to do with one another. But people believed witches became more powerful at night, particularly at midnight. Others believed witches were active throughout the night, from sunset to sunrise. Over time, the 3 a.m. hour became known as the witching hour, probably because it coincided with other beliefs about supernatural activity.
What Happens During the Witching Hour?
Again, folklore is mixed about what happens during the witching hour. You've probably heard some of the superstitions, such as if you look in the mirror, you may see a ghost in the reflection. Those theories come from the belief that ghosts and spirits can pass more freely between the two worlds during the witching hour. That's also why mediums can communicate more easily with spirits during this time. For the same reason, paranormal investigators often conduct their research during the witching hour since there's a better chance to capture some supernatural activity.
Witching Hour Rituals
Let's be real: Unless you're a thrill-seeker, you probably don't want to wake up in the middle of the night with your heart pounding, scared to go to the bathroom in case you encounter a ghost on the way. But if you constantly wake up only to discover it's 3 a.m. again, here are some rituals you can do to calm down. Let the spirits do their thing, and you can sleep peacefully.
Create a Sleep Ritual
Technically, you do this before falling asleep, but it's still good advice. Create a sleep ritual to set yourself up for a good night's rest, minus the ghosts and demons. Turn down the thermostat or use a fan to cool your room to an ideal sleeping temperature. Set out some of your favorite crystals. Find ways to relax before bedtime, such as lighting a candle or diffusing essential oils. Do this same ritual nightly to prepare your body for sleep.
Wear a Sleep Mask
If you wake up during the witching hour, the problem may be light interfering with your sleep. Use a sleep mask to block the natural light from your windows or other sources. Of course, make sure you keep your bedroom dark. Hang blackout curtains or shades, so car headlights or an early sunrise don't wake you up.
Use a White Noise Machine
Block out the things that go bump in the night with a white noise machine. Sounds such as ocean waves and thunderstorms can help you fall asleep — and stay asleep. You can even download apps to play white noise from your phone.
Listen to a Podcast
The next time you find yourself awake during the witching hour, put on a podcast to calm your nerves and relax into a blissful sleep. Just search for "sleep podcasts," and you'll find tons of options. A podcast can give you something to focus on besides the ghost lurking in the corner. Kidding!
Is the Witching Hour Real?
So, here's the million-dollar question: Is the witching hour real? Like all things associated with the paranormal, it's difficult to prove, but it's certainly not impossible. The idea has become ingrained in modern-day culture, making it a popular reference in everything from horror movies to the scary stories you tell around a campfire. Some people swear they feel the presence of spirits in the middle of the night, while skeptics have doubts. And if you're a parent, the term "witching hour" may have a totally different meaning to you!
We can't tell you whether the witching hour is real or not. Honestly, that's something only you can determine for yourself. But you have to admit that there's a lot we don't know about the paranormal realm. So, the next time you wake up at 3 a.m., just know that the tingly feeling you have may not be a coincidence.
Get the Answers You're Looking For
What do you think about the witching hour? Whether you're a believer or a skeptic, you can benefit from talking it over with an intuitive Psychic Advisor. At PathForward, our Psychics specialize in providing insightful, accurate readings to answer all your questions. You can trust us to tell you the truth, whether you're wondering about the supernatural or seeking advice about how to live your best life. Don't be scared — give us a try today.


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Once an order imports into Ordoro, you may need to make changes. Perhaps the customer wants to add/remove an item, or they realized they made a typo to their shipping address.
To modify an existing order, follow the steps below.
1. Select the Order ID that you want to edit.
2. You'll be directed to the Order Detail page.
3. From here, you can edit multiple items on the order.
- Customer's shipping information
- Customer's billing information
- Customer notes
- Internal notes
- Items on the order
- Additional details
- Item price
- Total price
- Add or remove items
- Order discount
- Order shipping and handling
- Order tax
4. To add a product, begin typing in the name or sku of an item and Ordoro will populate your options in the dropdown.
5. To remove an item from the order, click the trash can next to the line item.
6. When an edit is made, Ordoro will track the changes in the Order Timeline. This section will log which user made the changes and at what time.


How to Create a Fireball Effect in Blender
Jacob Swing shows how you can create, render, and composite a fireball effect right in your hand.
Blender is a one-stop-shop for 3D and so much more. A great example of this is this new tutorial from Jacob Swing. The tutorial covers creating a fireball effect using smoke, particles, and fluids in Blender, tracking them into the footage, and compositing the shot, all without leaving Blender.
A Fireball in Your Hand.
Fire is awesome! So in this two part tutorial series, we go over how to use Blender to generate a fireball that can be tracked to any footage." Part 1 of this tutorial goes over how to create the fireball inside of Blender. Part 2 covers tracking the fireball to the footage and compositing and color grading the render.
About Jacob Swing.
Jacob Swing is an Asia based CG Generalist. He started using Blender back in the late 90's and his love for the program has never waned. Currently, Jacob works as a freelance Modeler and Videographer.


Cousin Marriage - What's Science Got to Do With It?
Filed under: In The News
fingers ringI was raised in a tight-knit family and am still close with many of my cousins. So the thought of being romantically involved with one of them makes me... uncomfortable. But the truth is 20 percent of marriages around the world are between first cousins.
In the United States, however, marriage between first cousins is banned in 31 states. That is, unless the couple is unable to have children or receives genetic counseling. According to the law, cousin marriage is taboo due to genetic risk, not because of the ick factor.
But in a recent opinion piece, two Zoology professors made an interesting point: While there's a slightly increased risk of birth defects when two cousins reproduce, women who have babies after age 40 are in a similar boat -- a 1.7 to 2 percent increased risk of birth defects and 4.4 percent increased risk of death during childhood. As Jane Seymour, Halle Berry, Nicole Kidman and many others know, there are certainly no laws in place banning women who want to be mothers after their 40th birthday from doing so.
So that leaves us in a conundrum. It's almost as if we're hiding our moral stand on cousin marriage behind the guise of science. We don't like the idea of cousins marrying, but instead of saying so, we'll let science do it for us. But recent studies suggest the science isn't holding up. If the risk to the child is small, then should the law have a say in who gets to marry? Why is it acceptable to ban cousins from reproducing, but not a couple over 40? Or couples with known genetic issues?
But yet... yet, if we're going to let science tell us right from wrong, that creates a new set of problems. As Slate points out, where do we draw the line? First cousins share the same amount of genetic material as an uncle and a niece, or a woman and her half-brother's child. Based on science alone, those relationships are appropriate, even if they make us squirm.
Questions like this one are never as simple as looking at data. Is the cousin marriage ban outdated? Or do laws like this one keep us off a very slippery slope?
Do you think cousin marriage should be allowed?
No. It's morally wrong.167 (24.8%)
Maybe. It makes me squirm, but it's also not any of my business.198 (29.4%)
Yes. What's the big deal?294 (43.6%)
Other -- share with us in comments.15 (2.2%)
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AdviceMama Says:
Start by teaching him that it is safe to do so.


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Two copies of the 2nd c. CE from a bronze original of the fifth-century sculptor Myron, much celebrated by the ancient writers as a fundamental work for the study of the athletic figure in motion.
The Lancelotti Discobolous, discovered in 1871 on the Esquiline Hill in an area anciently occupied by villas and gardens and then entered into the collections of Palazzo Massimo-Lancellotti, during World War II was transferred to Germany and returned to Italy in 1948.
Executed in the Antonine Age, because of its lack of tridimensionality it is considered one of the closest replicas to the original, generally dated from about 450 BCE.
On the other hand, the Discobolus from Castel Porziano, unfortunately lacking the head, was found in 1906 among the remains of an Imperial villa in the estate of Castel Porziano.
It constitutes a more naturalistic and evolved version in comparison with the Lancelloti copy, which perhaps was executed in the age of Hadrian, as suggested by the support in the shape of a palm trunk and by the shape of the plinth.


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Here is the final logo design and identity package for Goshen Education Consulting. The logo mark is made out of overlapping books which form a star and a flower. The star represents guidance and enlightenment, and the flower represents growth.
Below are the other two logo design options we provided. In our discovery stage, the owner mentioned he had used the lighthouse as a symbol in the past and wanted to explore that option, so we came up with the logo on the left, which is a lighthouse combined with a Greek column. The column represents the educational industry, and the lighthouse represents the company and how it "guides" educational institutions to "enlightenment" through consulting. The logo design option on the right is simply a book with a bookmark, that when combined, forms the letter "G" for Goshen.


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Ansel Adams, American Artist and Activist
Grades: 9, 10, 11, 12
Related Subjects: English - Language Arts, History - Social Science, Science, Visual & Performing Arts
Medium: Drawing, Painting, Photography, Sculpture
Class time required: 3 X 50 minute sessions
Author: Museum of Photographic Arts
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Download an editable Lesson Plan
File Type: RTF (Choose Save-As when dialogue box appears)
In this multi-session lesson, students will be introduced to the work of acclaimed photographer Ansel Adams. Ansel Adams was a dedicated artist-activist who played a decisive role in the growth of environmental consciousness and in the development of a citizen environmental movement in the United States. His work is associated with the redemptive beauty of the wilderness and the importance of its preservation. Using selected photographs from the work of Adams, students will discuss and analyze the different ways in which art influences past and present culture. Students will learn about the role that art can play in the context of a social and environmental consciousness. As well as learning about the intentions of Adams efforts in his work, students will examine social problems and domestic policy issues that arise in contemporary American society. Students will record their ideas and reflections and incorporate them into their own original artwork as commentary on a social condition. A final critique will be held in culmination.
- Paint, charcoal, colored pencils, pastels, clay, camera, etc.
- Familiarize yourself with the work of Ansel Adams and his role as an artist-activist.
- Print the images listed above onto overhead transparencies or use a document camera.
1. Begin a discussion with the students about photography: Can photography influence one's social or environmental consciousness? How? Where have you seen this occur? How have you been influenced by photographs?
2. Choose one photograph by Adams to start off the discussion. Engage the students in a conversation about what it means to have a social and environmental consciousness. Allow the students to vocalize their own thoughts about the images they are viewing, describing the ways in which Adams portrayed the subject matter in his images and how these ideas evoke messages concerning social issues. Have the students describe the principles of design used in the work of art.
3. Look at another selected image and have the students discuss the artists' intentions and implications. Relate the discussion of the photographs to the environment, the evolution of technology, and development in contemporary society.
4. Discuss the role of Ansel Adams as an environmentalist. Talk about how his images are a record of what the landscape was like before human intervention, travel, and industry. Explain how Adams, through his photography, and passion for conservation brought environmental issues to the surface of the American public. Inform students of Adams activism with the Sierra Club, America's oldest, largest, and one of the most influential grassroots environmental organizations. Adams began working with the Sierra Club in 1919 as a custodian and later moved on to the position of club photographer. As his success as a photographer grew, so did his role in the club. Adams was active in suggesting proposals to improve the parks and wilderness of the United States. He later served as a member of the board of directors for 37 years.
5. Adams was often criticized for not including humans in his photographs as well for representing an often-idealized wilderness that no longer exists. Discuss how his imagery and photographic intention set the precedence for an appreciation of natural beauty while proposing a strong conservation ethic and consciousness.
6. Inform the students that they will be creating their own works of art in response to the lesson. Encourage the students to be as original and inventive as possible in their endeavors while reinforcing the idea of creating a work of art that addresses a social issue or concern. This concern can be environmental, social, cultural, political, or personal. Let the students know that there will be a final critique and discussion of all work. The students will lead a discussion about their own work, as well as the work of their peers.
Session Two through Four
1. Students should be given ample time and art materials to complete their works of art.
1. Allow each student to vocalize his/her thoughts upon completion of his/her artwork as well as any problems, outcomes, successes, or failures along the way. Have the students talk about their steps, beginning with the creative process and medium of choice up to the end results. Constructively critique all of the works, and allow for adequate time for each student to present his or her work. During the critique, clearly display each work or all works so that they can be visible during discussion.
Visual Arts: This lesson can be modified if cameras and/or a darkroom are available. Students can use their observations of the work of Adams as an activist to take their own images and create a photographic essay. If so, allow the students ample time to research their topics of interest, while providing supporting notes and commentary along with photographic imagery.
CA Content Standards
Ninth – Twelfth Grade Visual Arts
1.1 Identify and use the principles of design to discuss, analyze, and write about visual aspects in the environment and in works of art, including their own.
1.2 Describe the principles of design as used in works of art, focusing on dominance and subordination.
2.6 Create a two or three-dimensional work of art that addresses a social issue.
4.1 Articulate how personal beliefs, cultural traditions, and current social, economic, and political contexts influence the interpretation of the meaning or message in a work of art.
4.2 Compare the ways in which the meaning of a specific work of art has been affected over time because of changes in interpretation and context.
4.3 Formulate and support a position regarding the aesthetic value of a specific work of art and change or defend that position after considering the views of others.
4.5 Employ the conventions of art criticism in writing and speaking about works of art.
Teachers and Students
Adams, Ansel. Examples: The Making of 40 Photographs, Bulfinch Press, New York, New York. May 1989.
Alinder, Mary Street. Ansel Adams: An Autobiography. Bulfinch Press, New York, New York. February 1996.
Barker, Robert. Ansel Adams: The Camera (Book 1), Bulfinch Press, New York, New York. June 1985.
Barker, Robert Ansel Adams: The Negative (Book 2), Bulfinch Press, New York, New York. June 1985.
Barker, Robert. Ansel Adams: The Print (Book 3), Bulfinch Press, New York, New York. June 1985.
Burns, Rick. Ansel Adams: A Documentary Film, PBS Home Video, Sierra Club and Steeple Chase Films, Inc. 2002.
Cohen, Michael P. The History of the Sierra Club: _PHONE_. Sierra Club Books, San Francisco, California. 1988.
Spaulding, Jonathan. Ansel Adams and the American Landscape: A Biography. University of California Press, Berkeley, California.1998.
The Visual Classroom: Integrating Photography into the School Curriculum. Education Department: Museum of Photographic Arts, 2000. To order, call _PHONE_ or E-mail _EMAIL_ to order. It is $25. Additional shipping charges may apply.
Library of Congress: American Memory
Sixty-two collections of photographs and prints from the Library of Congress American Memory project. Includes Ansel Adams and photos from the Civil War.
Photography for Kids: Photography Projects, Ideas and Resources
A list of good Web sites for helping kids learn photography techniques, projects, cameras and optics, and history of photography. Includes book and software reviews.
Photography: Western History from the Genealogy Dept, Denver Public Library
Collections of photographs from western history including railroads, children, covered wagons, Buffalo Bill, and famous western photographers.
San Francisco Museum of Modern Art: Ansel Adams at 100 (PDF)
In conjunction with an exhibit on the centennial of Ansel Adams's birth, the San Francisco Museum of Modern Art built this Web site. It provides an excellent Flash-based introduction to Adams's photography. The site works best with high-speed Internet connections.
Teaching Digital Photography: Showing Kids How to See With the Camera's Eye
A site that introduces digital camera and photography techniques, and helps kids understand media images and observe the world around them.
The Columbus Museum: Ansel Adams Celebration of Genius Educator Guide
This Educator guide includes a biography on the artist, images of photographs, and K-12 lesson plans using Adams' photographs as inspiration.
The Sierra Club
An organization dedicated to the preservation, responsible practice, and promotion of the environment.
The Museum of Photographic Arts
Permanent collections and current exhibits at the Museum of Photographic Arts, Balboa Park, San Diego, CA.
Vue: A Solution to Education's Challenges
Visual Understanding in Education (VUE) conducts educational research focused on aesthetic and cognitive development that results from interaction with art. Based on its findings, VUE develops programs for schools and museums, principally Visual Thinking Strategies (VTS).


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Estimation of ordinary differential equations with orthogonal conditions
Nicolas Brunel (February 20, 2012)
Please install the Flash Plugin
Parameter inference of ordinary differential equations from noisy data can be seen as a nonlinear regression problem, within a parametric setting. The use of a classical statistical method such as Nonlinear Least Squares (NLS) gives rise to difficult and heavy optimization problems due to the corresponding badly posed inverse problem. Gradient Matching algorithms use a smooth (nonparametric) estimation of the solution from which is derived a nonparametric estimate of the derivative, and gives rise to a natural criterion easier than NLS to optimize. We introduce here a new class of criteria based on a weak formulation of the ODE. The estimator derived can be viewed as a generalized moment estimators which possesses nice statistical and computational properties. Finally, we consider several examples which illustrate the efficiency and the versatility of the proposed method.


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A V12 engine often just called a V12 is an internal combustion engine with 12 cylinders. The engine has six cylinders on each side called banks. The two banks form a "V" shaped angle. In most engines, the two banks are at a 60° angle to each other. All twelve pistons turn a common crankshaft. It can be powered by different types of fuels, including gasoline, diesel and natural gas.
Each cylinder bank is basically a straight-6. This set-up has perfect balance no matter which V angle is used. A V12 engine does not need balance shafts. A V12 angled at 45°, 60°, 120°, or 180° from each other has even firing and is smoother than a straight-6. This provides a smooth running engine for a luxury car. In a racing car, the engine can be made much lighter. This makes the engine more responsive and smoother. In a large heavy-duty engine, a V12 can run slower, and prolonging engine life.
The Rolls-Royce Merlin V12 powered the Hawker Hurricane and Supermarine Spitfire fighters that played a vital role in Britain's victory in the Battle of Britain. The long, narrow configuration of the V12 contributed to good aerodynamics, while its exceptional smoothness allowed its use with relatively light and fragile airframes.
Road cars [change]
In cars, V12 engines are not common because of their complexity and cost. They are normally found only in high-end sports cars and luxury cars. For these cars, they are desired for their power, low vibration, and distinctive sound.
Before World War II, V12 engines were found in many luxury cars. In the 1930s, V8 engines started to replace the V12s. The V8 engine design was improved to make it lighter and produce more power than the V12. Since World War II, only a few car manufactures have used V12 engines.
In 1997, Toyota equipped their Century Limousine with a 5.0 L V12, making it the first Japanese production passenger car with a V12. In 2009, China FAW Group Corporation equipped their Hongqi HQE with a 6.0 L V12, making it the first Chinese production passenger car so equipped.
Auto racing [change]
In the past, V12 engines were common in Formula One and endurance racing. Ferrari used V12 engines in 1950, the first year of Formula One. Several factors made teams stop using the V12 engine. Improvements to the V8 engine, in particular Ford Cosworth engine. Small, lightweight turbocharged engines were developed that produced more power for the weight. And finally rule changes that limited the size of engines and the power they could produce.


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Air Pressure and Resistance
Name: Loretta H.
Is there a relationship between air pressure and air
resistance? Recently, I had said that the air resistance acting on a
falling object is actually the air pressure that is acting on the object.
This did not sound right. Air pressure that is acting on an object is I
know a constant value per square area. However, what I was trying to say
was that since air resistance is actually a force that is acting on the
falling object and it is acting on every area of the object, and since we
know that Pressure = Force divided by Area, therefore, air resistance is
somehow related to the pressure of air acting on that object. Please do
enlighten me on this. Thanks.
Air resistance is due to the force exerted on the air by the falling
object to push the air aside to let the object proceed through the
air. By Newton's third law (for every force there is an equal and
opposite reaction) the air pushes on the object with an equal and
opposite force. The air comes together behind the object, of course,
but the resulting pressure there is less that the pressure in front of
the object. The difference in these pressures (times an area, as you
mention) is the cause of the air resistance.
Since, for a stationary object, the air pressure is equal on all sides
of the object, it exerts no net force on the object. If the air
pressure is increased, the net force on a stationary object is still
zero. The net force on a moving object will increase due to the fact
that the air is denser and the object has to push more air aside.
The detailed calculation of air resistance is complicated, but the
basic idea, as stated here, is simple.
Best, Dick Plano
Hi, Loretta!!!
I can only understand this problem by considering
that the bigger the pressure, the more resistance
there will be against the movement of a body.
And that because there will be more air to be
crossed. The behavior of the limit layer surely
will show us that at the front the pressure will
be greater than behind, where greater turbulence
should be expected. If there were no movement
the only force acting on the body is that due to
pressure differences, vertical, from the bottom to
the top. This force is independent from the value
of pressure. If the body moves across the air,
there will be a greater pressure ahead and vacuum
at the tail ( depending upon how big is the speed ).
If a body falls, the resistance will be increasingly
bigger, till it reaches a value where there will be no
more acceleration, or be, constant speed. On the
other extreme, without air, there always will be
acceleration, what means increasing velocity.
When comets reach the earth atmosphere - as
you know - the friction is so high that the tempeture increases and oxygen starts a chemical
reaction and burns the comet. In a planet where
the gravity is bigger than at the earth, there will
be more gases present, and the friction will be
You are ok in this as long as you are careful about what you mean by air
pressure. The pressure that acts to oppose an object moving through
air is not the ambient air pressure. That pressure exerts the same
force on all sides of the object, so the net force from it is zero.
When an object moves through the air, its motion causes the air
pressure in front to increase while the pressure behind decreases, and
this pressure difference produces a net force on the object. If the
object suddenly stops moving, it will take a while for the higher
pressure air in front to leak around to the back, and while this is
happening, the object will still feel a net force from the pressure
difference. So it is the pressure that causes the force.
But drag is more complicated than this because there are other things
that happen as the object moves. The air and the object are heated,
there is turbulence, jets make a condensation trail, etc. All of these
things must be "paid for" out of the momentum (and energy) of the
moving object, and any time momentum changes, there is by definition a
force of some kind.
There is a relation between air pressure and air resistance, but air
resistance and air pressure are not the same thing. If air pressure were
zero, air resistance would also be zero. Still non-zero air pressure does
not mean any air resistance is being felt.
Air pressure is from all directions. Air pressure can be different on
different parts of an object, but in most cases it is quite large all
around. Air pressure is due to molecules crashing into the object from all
Air resistance is due to the motion of an object through the air. The
object pushes the air molecules out of the way. The molecules push back.
Because the air molecules in front get squeezed together more tightly,
pressure in front is greater. Air molecules in back get a little spread
out, so air pressure in back is less. The net effect is a force opposite
the direction of motion.
Just as important to air resistance is the shape of the moving object. A
narrow, pointed object pushes the molecules aside quite easily. A flat
front must push the molecules harder to get them to the side. It is like
hammering a sharp nail versus a dull peg into a piece of wood. For an
arrow, the air molecules in front do not get so tightly squeezed together as
for the dull peg.
Air pressure may be viewed as part of why air resistance exists, but it is
not air resistance itself.
Dr. Ken Mellendorf
Illinois Central College
Air pressure does act on all (exposed) surfaces of an object. The presence of
air pressure does not depend on the state of motion of an object, or even the
presence of an object. It is a property of the air alone.
Wind resistance can only be talked about in terms of the resistance to motion
of an object in the air. The presence of a body to be acted on and the motion
of the air around it creates an increase in the air pressure in front of the
object compared to the air pressure behind the object. This DIFFERENCE in air
pressure results in a new force resisting the motion of the object, which we
call wind resistance.
Click here to return to the Physics Archives
Update: June 2012


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We report optically detected nuclear magnetic resonance (ODNMR) measurements on small ensembles of nuclear spins in single GaAs quantum dots. Using ODNMR we make direct measurements of the inhomogeneous Knight field from a photoexcited electron which acts on the nuclei in the dot. The resulting shifts of the NMR peak can be optically controlled by varying the electron occupancy and its spin orientation, and lead to strongly asymmetric line shapes at high optical excitation. The all-optical control of the NMR line shape will enable position-selective control of small groups of nuclear spins inside a dot
To submit an update or takedown request for this paper, please submit an Update/Correction/Removal Request.


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Dr. Onya McCausland is a Leverhulme Early Career Research Fellow at the Slade School of Fine Art, UCL. This research involves collaborating with the Coal Authority - a non-departmental public body of the UK government - to generate new uses for mine water waste 'ochres' as usable coloured pigment for paint. The research repositions 'waste' ochre as significant cultural material that can be used to change perceptions of the 'post-industrial' landscape sites they belong to.
In 2014, between 4 and 5 thousand tones of ochre were being sent to landfill every year because an economically viable use could not be found and landfill was the cheapest option. By reusing this otherwise redundant material in her work McCausland has demonstrated the uniqueness and cultural value of these colours and their landscape contexts.
The Landscape is read through physical (and digital) interactions with each Place, the coloured earth minerals they form have unique characteristics that are expressed through various physical processes. The work draws on the history of landart, minimalist and post-minimalist aesthetics as well as using analytical techniques to explore colour as material and the proximities between ground and surface, where surface is used to join geographic, geological and painterly realms.
In collaboration with the Coal Authority, McCausland is working to designate five selected Mine Water Treatment Schemes as public spaces that perform the production of ochre, producing high-quality pigment for paint while generating an income for the local economy.


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[Numpy-discussion] 0d array value comparisons
Thomas J. Duck
Fri Jul 25 12:42:05 CDT 2008
There is some unexpected behaviour (to me) when 0-dimensional
arrays are compared with values. For example:
>>> numpy.array().squeeze() == 0
>>> numpy.array([None]).squeeze() == None
>>> numpy.array(['a']).squeeze() == 'a'
Note that each test follows the same pattern, although the dtype for
each squeezed array is different. The first case result is what I
expected, and the second case result appears wrong. The return type
for the third case is inconsistent with those before, but is at least
Are these the intended results?
Thomas J. Duck
Department of Physics and Atmospheric Science, Dalhousie University,
Halifax, Nova Scotia, Canada, B3H 3J5.
Tel: _PHONE_ | Fax: _PHONE_ | Lab: _PHONE_
More information about the Numpy-discussion


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Idea for corporation governance:
- Employees vote on policy.
- Googlers wouldn't have backed Google+ Real Names.
- Googlers wouldn't have allowed ten messaging apps to develop and fester.
- Eventually, policy is codified in such a way that we can use machine learning algorithms to develop expert systems that also vote on policy.
- These expert systems are also trained on strategies from history, codified in such a way to be understood as equivalent to the corporate-level strategy that the company needs.


text:
25 Jun 2012 17:10:43.580
Researchers at The University of Nottingham have developed a unique computer programme that helps Asian students to improve their understanding of accented English speech in noisy environments.
The team of researchers from the Schools of Psychology, Education, and English, recognised that some Asian students find it difficult to understand the range of different English accents spoken.
They identified that some Asian students have particular difficulties with differentiating sounds at the end (e.g. rope versus robe) and start (e.g. tin versus thin) of spoken English words. This can make continuous speech difficult to follow, as misunderstanding just one word can potentially change the whole interpretation of a sentence.
Click here for full story
The difficulties are also magnified in non-optimal listening situations such as on a telephone or in places such as shopping centres, where there can be a lot of ambient noise.
Spoken English Discrimination
To solve the problem, they developed a computerised Spoken English Discrimination (SED) training programme which trains Chinese speakers how to detect differences in speech sounds in adverse conditions, such as accented speech or in situations where there are a number of sounds in the background.
Recognising the commercial potential for SED, the research team secured development money for the project, firstly through the European (ERDF) funded Innovation Fellowship and more recently via the University's own Hermes Fellowship scheme. The funding awards have enabled the team to develop the product, assess the market demand and identify business collaboration opportunities.
The research team was led by Nicola Pitchford and Walter van Heuven from the School of Psychology. Commenting on the outcomes of the project, Nicola said: "Our findings have shown that SED training really does have a significant impact in enabling Asian students to differentiate between sounds.
"There has already been interest in the program from government organisations, through to a major Chinese mobile phone company who are interested in developing it into an educational phone app. In China alone, over 300 million people are involved in learning and teaching English, so we are very excited about the potential for the SED programme."
The University is also looking to integrate SED training into existing English language teaching schemes, as it covers specific cultural elements, accents and different noisy backgrounds, issues which are normally not included in language programmes.
Walter van Heuven added: "We are very interested in talking to people who feel that they can work with us to find new markets and applications for our SED training programme. The aim of our work has always been to help as many people as possible through this program, so if anyone has ideas about how they can help to develop and market the SED training program, we would love to hear from them."
For more details about the Spoken English Discrimination training programme, contact Dr Nicola Pitchford or Dr Walter van Heuven on _EMAIL_ or _EMAIL_
For more information about The University of Nottingham's services for business, visit _URL_
PICTURED above (left to right): Walter van Heuven, Nicola Pitchford and PhD student Taoli Zhang.
For up to the minute media alerts, follow us on Twitter
Notes to editors: The University of Nottingham, described by The Sunday Times University Guide 2011 as 'the embodiment of the modern international university', has 40,000 students at award-winning campuses in the United Kingdom, China and Malaysia. It is ranked in the UK's Top 10 and the World's Top 75 universities by the Shanghai Jiao Tong (SJTU) and the QS World University Rankings. It was named 'the world's greenest university' in the UI GreenMetric World University Ranking 2011.
More than 90 per cent of research at The University of Nottingham is of international quality, according to the most recent Research Assessment Exercise. The University's vision is to be recognised around the world for its signature contributions, especially in global food security, energy & sustainability, and health. The University won a Queen's Anniversary Prize for Higher and Further Education in 2011, for its research into global food security.
Impact: The Nottingham Campaign, its biggest ever fund-raising campaign, will deliver the University's vision to change lives, tackle global issues and shape the future. More news
The Innovation Fellowship project is part financed by the European Regional Development Fund Programme 2007 to 2013. The Department for Communities and Local Government is the managing authority for the European Regional Development Fund Programme, which is one of the funds established by the European Commission to help local areas stimulate their economic development by investing in projects which will support local businesses and create jobs. For more information visit _URL_


Rank – Use a rank for an incentive
To use a rank within an incentive:
 1. Create a Levels incentive, then choose Rank as the award.
 2. In the form used to create the incentive, click on the Choose a badge button in the Badge (Award) section.
 3. Click on the rank you want.
A rank can only be used with Levels incentives.


text: my name is Reed Gaddie, a cousin to most of the Gaddies living in Hart County Kentucky USA, and our father was traced back to a descendant William Gaddey (Gaddy,Gadie,Gaddey) family whom left Scotland possibly about _PHONE_, and settled somewhere in New Kent County Virginia. My mother gave me a copy of a land lease in 1732, which stated he was from New Kent County Virginia, most of which parish records were burned in the civil war. Recently, our family travelled to Scotland to find our lost ancestors. We discovered them in the eastern coastal lowland towns of Arbothnott, Kineff, and Bervie. Some of our family at one time lived on the Orkney Island. One interesting fact is these towns were close to Aberdeen. In Aberdeen, there is today a river named "Gadie Burne" located at the back of the Benachie mountains. Additionally, there is a national song written regarding this river or Burne. My question for all those knowledgeable in Scotland's history. What is the source of the name "Gadie Burne." One individual suggested it may have been named after a family of ancient origin whom lived in that area perhaps even earlier than most historial records were recorded. According to another, the Gadie family was in that area even as early as the 4th century a.d. and was involved in some battle which nearly extinguished the family. This family anciently were known to be practice the skills of blacksmithing even perhaps of ancient weapons, and worked with precious ores. An inventory of widow Mary Gaddey in 1752 verified this fact. Back to my question - Does anyone know of the origin of the Gadie family, or Gadie Burne name?


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The skills required in craft practice involve a high degree of tacit knowledge which is frequently difficult for the craft expert to articulate. Nicola Wood, a multimedia designer, has undertaken extensive research over the last ten years seeking to understand the knowledge of skilled
craftsmen and find methods of capturing and passing it on. She has developed an elicitation strategy that employs an expert learner to uncover the skilled knowledge of master craftsmen, and a transmission strategy based on the concept of bridges to assist the design of learning resources for
novices. Ulrik H. Lassen has used the techniques developed by Wood to record and transmit the skilled knowledge needed to make timber-framed buildings, knowledge that today is in danger of being lost. The focus of the study has been the procedure for scribing timbers, which is a central part
of the building process. The aim of the research was to investigate the possibility of combining the two roles defined in Wood's research as an expert learner and designer. Being a skilled carpenter, Lassen has acted as an expert learner, learning the skills of scribing through a combination
of researching existing documentation, working with master craftsmen and his own experimentation. At the same time, he developed and tested a multimedia learning resource to provide 'bridges' for new learners to this knowledge. The outcome of the application of Wood's elicitation
and transmission strategy to plumb line scribing is a demonstration of the transferability of Wood's methods within this new context. This is important because it reveals the potential for other craft practitioners to apply Wood's methods to their own learning and teaching, and
produce learning resources to provide bridges to their craft knowledge and preserve their unique skills.
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Kazakhstan establishes diplomatic relations with Trinidad and Tobago
Photo: Kazakhstan establishes diplomatic relations with Trinidad and Tobago / Kazakhstan
Astana, Kazakhstan, Jan.21
By Daniyar Mukhtarov - Trend:
Permanent Representative of Kazakhstan to the UN Kairat Abdrakhmanov and Permanent Representative of Trinidad and Tobago to the organization signed a joint communiqué on Jan.16, 2014 in New York on establishing diplomatic relations between the two countries, Kazakh Foreign Ministry said.
During the meeting there was exchange of views on the status and prospects of bilateral cooperation within the UN, according to Kazakh Foreign Ministry. Additionally, the similarity in the stages of development of the two countries was emphasized. The similarity is related to gaining independence, democratic development, participation in regional integration processes and tolerance of society.
The parties admitted the importance of expanding mutually beneficial contacts between the states, especially in the spheres of energy, trade, access to regional markets, tourism and education.
Interest was expressed in Kazakhstan's contribution to the development of the island state's cooperation with Central Asian countries, and the importance for Kazakhstan to export its goods and services to Latin American and Caspian Sea region was emphasized.
Kazakh Foreign Ministry said that the important issues of the UN agenda reflecting the interests of the two states were discussed. They include: the solution of problems of the countries which do not have access to sea, small island states, working out the goals of sustainable development, environmental protection and other issues.
Trinidad and Tobago is an island state located in the southern Caribbean Sea, with a population of over 1.3 million people. The country is a parliamentary republic, where the political system is based on the British model of parliamentary democracy. The main economic sectors are mining and processing of oil and natural gas. The country is the largest natural reservoir of asphalt in the world.
The country has been a member of the United Nations since September 18, 1962. The republic is also a member of the Organization of American States, the Caribbean Community, the World Trade Organization (WTO), the Latin American Economic System, which brings together 26 countries of South America and the Caribbean basin.
Translated by L.Z.
Edited by C.N.
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How we PRESERVE the precious polar environment
We are all guests in the polar regions, which means we must do everything we can to leave these incredible areas as untouched by our passage as possible. Here are some ways we do this.
Promoting polar awareness
In 1983 the Arctic Centre of Groningen University in the Netherlands launched a research program to Spitsbergen, the largest island of the Norwegian archipelago of Svalbard.
Updating our vessels
Foremost among our sustainability goals is actively reducing the impact and emission of our vessels, investing in new technology and continuously improving our existing resources.
Waste reduction & removal
We limit onboard waste production by recycling as often as we can as well as banning single-use plastics on any of our vessels.
Supporting local, staying green
Buying our products locally whenever possible is our way of reducing transportation impact while also supporting local communities.
Protecting the wildlife
One of the chief reasons for visiting the polar regions is the exotic animals. And because it is such a privilege to watch undisturbed wildlife in its natural habitat, we dutifully and passionately adhere to all AECO and IAATO wildlife guidelines, avoiding any disturbance to these enchanting creatures.
Assisting scientists
Science is a central part of Oceanwide's culture and history, starting with our roots in the Plancius Foundation. But it is also vital to our growing understanding of the polar environment.
Providing a positive polar experience


Question: What Is The Most Valuable Commodity?
What is the most valuable resource?
The Economist – The world's most valuable resource is no longer oil, but data.
What is the most valuable commodity in the Congo?
ivoryThe most valuable commodity in the Congo is ivory.
Why is time such a precious commodity?
The concept of time is elusive because, well, it stands still for no man. Beyond time being an arbitrary number derived from the Earth's axial rotation and orbital revolution around the sun, it is also the life currency that you can never regain after "spending" it.
Can a person be a commodity?
Easy access to large, almost unlimited, numbers of people has turned us into commodities. For all but the superstars among us, it has, per the definition, rendered humans widely available and interchangeable.
How is time a precious commodity?
But, money is a tool we amass and preserve but at times we can lose sight of why we want money in the first place. … Money facilitates our wants and needs. Doing well enables you to give back financially which, for many people, is important.
Why is time so valuable?
You have the ability to save money, to share stocks, to rent a house, and to lend a hand, but you cannot implement any of these actions with time. One can only SPEND it. So once it's been used; it's gone. This is why time is the only nonrenewable resource, and the only thing we can never get back.
Is money a commodity?
Commodity money is money whose value comes from a commodity of which it is made. … This is in contrast to representative money, which has little or no intrinsic value but represents something of value, and fiat money, which has value only because it has been established as money by government regulation.
How does the DRC make money?
The country's main economic resource is its mineral deposits; mining produces almost nine-tenths of total exports. … The limestone deposits that occur throughout the country are considered to be among the richest in Africa. Congo's forest reserves cover more than half of the country and are among the largest in Africa.
What is the number 1 traded commodity in the world?
Most Actively Traded CommoditiesWTI Crude Oil.Brent Crude Oil.Natural Gas.Soybeans.Corn.Gold.Copper.Silver.
What's the most valuable commodity?
Study Shows Time Is The Most Valuable Commodity.
Is Congo a wealthy country?
The Democratic Republic of Congo is widely considered to be the richest country in the world regarding natural resources; its untapped deposits of raw minerals are estimated to be worth in excess of U.S. $24 trillion.
What is a valuable commodity?
A commodity is any useful or valuable thing, especially something that is bought and sold. Grain, coffee, and precious metals are all commodities. The word commodity is usually used in an economic context, as in importing commodities from other countries or trading in the stocks and commodities markets.
Who said time is more valuable than money?
Jim RohnJim Rohn – "Time is more valuable than money.
What four economic activities are practiced in Congo?
Contents6.1 Agriculture.6.2 Fishing.6.3 Forestry.6.4 Mining.6.5 Copper and Cobalt.6.6 Informal sector.
What are examples of a commodity?


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This is Theorem of Three Perpendiculars, How to prove variation of it for N dimensional case (or to prove that it is false)?
Let $\mathbb{R}^N$ is N dimensional Euclidean space and $h_1, h_2$ are two intersecting hyperplanes (each has dimension N-1), $\mathbb{S}$ is intersection of hyperplanes $h_1$ and $h_2$. Let $x_1$ is a point at $h_1$, $x_2$ is an orthogonal projection of $x_1$ to the second hyperplane $h_2$, $x_1^p$ is an orthogonal projection of point $x_1$ to $\mathbb{S}$, $x_2^p$ is orthogonal projection of $x_2$ to $\mathbb{S}$.
How to prove that $x_1^p$ is equal $x_2^p$?
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1 Answer 1
Okay, I write solution I have just found.
Hyperplane $h_1$ is $\{x| a_1^Tx +b_1 = 0\}$, for some vector $a_1$ and number $b_1$. Similar $h_2 = \{x| a_1^Tx + b_2 = 0\}$. Intersection set is defined as $\mathbb{S} = \{x|a_1^Tx +b_1 = 0, and\ a_1^Tx + b_2 = 0\}$.
Projection point $x_1^p$ is a solution of next optimization problem: $x_1^p = \arg\max ||x-x_1||^2,\ with\ respect\ to\ x\in\mathbb{S}$.
Similarly, $x_2^p = \arg\max ||x-x_2||^2,\ with\ respect\ to\ x\in\mathbb{S}$.
Because $x_2$ is a projection of $x_1$ in $h_2$, we have $x_2-x_1 = \alpha a_2$, where $\alpha$ is some scalar.
Next step is $||x - x_2||^2 = ||x - x_1 - \alpha a_2|| ^2 = ||x - x_1|| - 2((x - x_1)\cdot \alpha a_2) + ||\alpha a_2||^2 = ||x-x_1|| ^2 + const$, where we used that $x^Ta_2 = b_2$ because of the constraint set.
So, essentially optimization problems are the same, which means that points $x_1^p$ and $x_2^p$ coincide.
Do you like the proof?
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Your Answer


Genetic Syndromes in Primary Care Optometry
James Kundart OD, MEd, FAAO
COPE #31302-SD
Expires: April 1, 2014
1 credits, $39
Section: General Optometry / Systemic Disease
Please see the 50-slide video podcast by clicking here. You will need to login download the.mov file called "Genetic Syndromes in Primary Care Optometry " from the College of Optometry public channel there.
Course Description:
Genetic syndromes can affect both ocular and systemic health and functioning. Particularly of note to the primary care optometrist are CHARGE Association, Cockayne, Laurence-Moon/Bardet-Biedl, Noonan, Prader-Willi, and Turner Syndromes.
Course Objectives:
This course will cover optometric diagnosis and management of the following six genetic syndromes:
 1. CHARGE Association
 2. Cockayne
 3. Laurence-Moon/Bardet-Biedl
 4. Noonan
 5. Prader-Willi
 6. Turner


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The doctrine of purgatory is revealed through certain scriptural texts which speak of a burning fire – cf. 1 Cor 3:15, 1 Pet 1:7. Though there are certainly other passages of the Bible which can be drawn upon (e.g. Job praying for his dead children, the Judas Maccabeus praying for the dead), the Tradition of the Church has principally relied upon the passages referring to fire – this is especially noticeable in the declarations of Florence and Trent.
Hence, we come to a very important question: If the Church discovered the doctrine of purgatory through meditating upon the scriptural images of a purifying fire, ought we to hold that there is material fire in purgatory? With the help of the Catechism of the Catholic Church and the great Thomistic theologian Fr. Reginald Garrigou-Lagrange, we may succeed in shedding some light upon this question.
Not a clear teaching of the Church
That there is fire in purgatory is not a clear teaching of the Church – Garrigou-Lagrange considers it a sententia probabilissima (the most probable doctrine), but not a defined teaching of the Church. He notes that the Council of Florence did not condemn the Greek schismatics who denied the existence of fire in purgatory, though it does favor the common Latin opinion affirming the presence of material fire there.
On the other hand, it is important to mention that the Church has not rejected the possibility of material fire in purgatory. The Catechism of the Catholic Church (CCC _PHONE_) refers to the fire and flames of purgatory twice, never indicating that these flames are metaphorical. Thus, the Church seems to feel bound to at least allow for the possibility of a strictly literal interpretation of the purifying fire and uses the language of fire and of flames without any hint that this is meant metaphorically.
How can a disembodied soul suffer from material flames?
Fr. Garrigou-Lagrange, following St. Thomas Aquinas, affirms that it is possible for spiritual beings to "suffer" from material flames – this is called the pain of sense. It is a clear doctrine of the Church that the souls in purgatory undergo the pain of sense, at least spiritually – even if there are no physical flames in purgatory, the souls there suffer in their spiritual senses. The chief pain of purgatory is the delay of the beatific vision, but in addition to this there also the pain of sense.
A disembodied soul cannot suffer from material flames in the same way a body or even an embodied soul can suffer from them. The separated spirit suffers insofar as it is bound to the material flames and hindered from acting as it would and where it would. There is a certain humiliation inflicted upon the soul since it is made to depend upon a material creature (i.e. the fire). A loose analogy is seen in a paralyzed person who cannot act as they would.
Are there material flames in purgatory?
Here we will cite the words of the venerable father Garrigou-Lagrange: "After long discussions and wide historical researches on this particular point, it seems wise to conclude with St. Robert Bellarmine and Suarez as follows, 'Although the existence of fire in purgatory is less certain than that of fire in hell, the doctrine which admits a real fire in purgatory must be classified as a sentential probabilissima. Hence the contrary opinion is improbable.'
"This view rests on seven reasons: first, the consent of scholastic theologians. Second, the authority of St. Gregory the Great (Dial. 4, 39). Third, the authority of St. Augustine. Forth, the concordant testimonies of St. Cyprian, St. Basil, St. Caesarius, of the liturgy, which begs refreshment of these souls. Fifth, the unanimous decision of the Latin fathers at the Council of Florence. Sixth, the very probable foundation found in 1 Corinthians 3:15. Seventh, particular revelations, for example those of St. Catherine of Ricci. She suffered forty days to deliver a soul from purgatory. A novice, touching her hand, said, 'But, my mother, you are burning.' 'Yes, my daughter,' she replied, 'this fire is not seen, but it consumes like a burning fever.'" (from Life Everlasting)
Throughout the next couple of weeks, I will post on several additional questions regarding the nature of purgatory. Let us all pray for the Poor Souls during the next month!


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Most Active Stories
Valley Public Radio Staff
Thu August 30, 2012
Teaching Reading In Clarksburg, W.Va.
So far this year 21 tutors — under the aegis of Literacy Volunteers of Harrison County — have helped 80 students in and around Clarksburg and Harrison County.
"Many of the adults we tutor have lost their jobs, and now find themselves ill-equipped to find employment in today's job market," says Director Kim Payne. "Most of them are working toward a GED, but many of them have high school diplomas. However, the workplace has changed over the years, and now most jobs require not only higher reading and math levels, but computer skills as well."
So LVHC teaches computer skills, too.


Skip to definition.
Noun: Don Juan 'dón,waan
 1. A legendary Spanish nobleman and philanderer who became the hero of many poems and plays and operas
 2. Any successful womanizer (after the legendary profligate Spanish nobleman)
Derived forms: Don Juans
Type of: ladies' man, lady's man, Lord, noble, nobleman, philanderer, womaniser [Brit], womanizer
Encyclopedia: Don Juan, Dominican Republic


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Without any of the trappings of a Hollywood premiere, a documentary made by University of Miami law students in the Historic Black Church Program's Oral History Project had its first public screening at a Coconut Grove school that is at the heart of the film's real-life story.
The documentary, titled "G.W. Carver: A Community School," focuses on Carver from its inception more than a century ago to its integration in the wake of the Civil Rights Act. The film – made in collaboration with the Coconut Grove Ministerial Alliance, Ransom Everglades School and the University of Miami School of Communication – features a number of notable African-American figures who attended Carver and went on to leave a lasting impression not only on Miami's Coconut Grove community but the nation.
The premiere, hosted by Miami Law's Center for Ethics and Public Service, took place on Thursday, April 5, at 6 p.m. at the G.W. Carver Middle School, 4901 Lincoln Drive.
CEPS' Historic Black Church Program Oral History Project uses filmed documentaries to compile historical archives for church congregations and ministries. Students conduct videotaped interviews with congregants and ministers, edit the film, and organize panel discussions on the subjects at issue. Two earlier films focused on the history of the West Grove and the West Grove churches.
G.W. Carver – which includes elementary and middle schools – can trace its history to 1899, when it was known at The Little Schoolhouse. In 1943, the year George Washington Carver died, it was named after him. Carver was a scientist, botanist, educator and inventor who is believed to have been born into slavery in Missouri in 1864. Carver was the first black student and faculty member of Iowa State College. He later became director of agriculture at Tuskegee Normal and Industrial Institute, where his pioneering research of 300 uses for the peanut led to multi-crop farming that saved the South's economy.
For decades, the Carver school's students lived under Jim Crow laws, segregated from whites in all aspects of everyday life, the school's website says. Carver was desegregated in 1970 by court order.
CEPS' Historic Black Church Program is headed by law Professor Anthony V. Alfieri, director of the Center for Ethics and Public Service, which for more than a decade has been immersed in helping the distressed areas of the Coconut Grove community. Cynthia McKenzie is the program's manager. The documentary project had as collaborators the UM School of Communication's Kim Grinfeder, an Assistant Professor in Visual Journalism, and Visiting Professor Maggie Steber; Don Cramp Jr., the Dean of Students at Ransom Everglades School; and UM law students Erica Gooden, 3L; Erika Kane, 3L; Quinshawna Landon, 3L; Amanda Darlington, 2L; Alexa Diambois, 2L; Pamela Adewoyin, 1L; Jewell Reddick, 1L; and Christine Tudor, 1L.


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Development of biomarkers of effect from chronic tobacco usage. Part 3: Potential metabolomics biomarkers of tobacco effect
Epidemiological data indicate that consumption of moist snuff is associated with reduced harm relative to cigarette smoking. However, a need exists for interim biomarkers of effect (BioEff) that would be useful to assess the health effects of tobacco. To identify potential BioEff in smokers and moist snuff consumers (MSC), we performed global untargeted metabolomic profiling of plasma and urine collected from smokers and MSC, using mass spectrometry. Analyses revealed a general concordance between the data obtained from the two matrices among biological pathways influenced by tobacco exposure (details presented in an accompanying poster). For example, smokers experienced exacerbated oxidative stress and inflammatory pathways relative to MSC. Based on the differential levels of metabolites detected, random forest analyses separated non-tobacco consumers (NTC), smokers, and MSC with a high (96%) accuracy when all metabolites were included. Overall, smokers showed more pronounced biochemical changes compared to MSC, which facilitated the separation of smokers from non-smokers (MSC and NTC). On the other hand, MSC showed more subtle changes in metabolite profiles, and were more difficult to separate from NTC but could still be separated. The smokers and MSC cohorts could also be segregated with a high (95%) accuracy. In addition, panels of a few metabolites that may be useful for segregating the two tobacco consumer cohorts were identified from these metabolomic profiling data. These metabolites could be used as potential BioEff, pending further validation. In summary, global metabolomic profiles and panels of selected metabolites may be used to assess the effect of tobacco consumption on biological pathways in plasma and urine.


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ULI Nashville Civic Leadership Forum: 4 Crime Rates
Higher-Density Development: Myth and Fact examines widespread misconceptions related to higher-density development and seeks to dispel them with relevant facts and information.
Many residents say they chose higher density housing specifically because they felt more secure there; they feel safer because there are more people coming and going, making it more difficult for criminals to act without being discovered.
MYTH: Higher-density development leads to higher crime rates.
FACTS: Crime rates at higher-density developments are not significantly different from those at lower-density developments.


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In Embedded Learning Strategy Instruction : Story-Structure Pedagogy in Heterogenous Secondary Literature Classes, Michael Faggela-Luby Jean Schumaker, and Donald Deshler examine the problem of uneven learning structures among literature students. Their previous research found that a majority of secondary education level students were reading below the reading comprehension level appropriate for their age level This was attributed to the inability of teachers to find a structure of teaching reading comprehension and story structure in a method that would both allow LD students to comprehend narrative story structures while still challenging higher
level learning students. They present a number of relevant studies done over the years that have presented different story structure learning models to different focus groups of students to examine the results. However, these results are largely inconclusive because some studies failed to produce graphs that explained their results and others did not separate LD students from other students, therefore failing to examine the experimental structures in terms of these two distinguishable groups. Their research attempted to find a reading comprehension structure that could be applied to all levels of students and be used as a universal tool towards learning comprehension and story structure for students of all learning aptitudes and levels
They conducted a research experiment using 79 students to examine the effectiveness of the embedded-story structure. Some students were limited readers, while some were strong readers. Students taught in their regular classrooms with regular materials and were randomly assigned to one of two groups. One group would...