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Table of Contents :
Top Suggestions Bio Worksheet :
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← Back to: List of phobias
 Wikipedia has more on Demonophobia
Demonophobia (or daemonophobia) is the fear of demons. This fear is often triggered from reading religious texts or watching certain horror movies, such as Hellboy and Spawn, where demons are portrayed. Another trigger is the fear of Hell. Black magic such as witchcraft is another trigger of demonophobia. Sufferers would often stop believing in religion.
This fear can be treated by the help of a priest or pastor by often talking about mythical creatures. Demonophobic person who panics would need to undertake panic therapy, hypnosis or acupuncture, to treat demonophobia. Psychotherapy and even education are the most effective fear eliminators.
See also[edit | edit source]
External links[edit | edit source]


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If you're having issues setting up your Ring Video Doorbell or Security Camera – such as with connecting to the temporary Ring network or your home wifi network – try the troubleshooting steps below.
Is your router physically blocked in some way?
Moving your router is often the quickest fix. Try moving it into an open, unblocked space if it's in a secluded place like behind your sofa or inside a cupboard.
|Move router from behind sofa
Move router out of cupboard
Can't connect to Ring's temporary access point during setup?
Your Ring device creates a temporary "network" that you will use as an access point only during setup, before you connect it to your home wifi network. If you can't connect to the Ring network, try the following steps. The first few are specific to device type, so scroll to the ones that apply to you.
Try these Apple/iOS fixes:
- Reboot your device (shut it off completely), then try setting up again.
- Change your cellular data setting. If you don't see your home wifi network when you're setting up your device, one of your mobile device settings may be preventing setup. You can always switch your settings back after. Learn how to access your cellular data.
- Change wifi settings. This often helps when you're trying to connect to the Ring network.
- Tap Settings (the gear icon), then tap Wifi.
- Under this setting, you'll see a list of different network names. Below that list, tap Ask to Join Networks, then tap Ask.
- Try setup again to see if the Ring temporary network appears.
Try these Android fixes:
If you're using an Android device and can't connect to the Ring network, you may need to adjust the Smart Network Switch.
Fully charge your battery.
If you're setting up a new battery-powered Ring device, your battery will be only partially charged due to safety restrictions on shipping lithium batteries. You may need to fully charge it prior to setup.
Your battery can take around 5-10 hours to fully charge, depending on whether the USB cable is plugged into a USB port or a wall outlet. Once you've completed setup, you'll be able to see your battery charge percentage in the Ring app.
Try setup on another device.
Use another mobile device to log into the Ring app and set up from there. Keep in mind you'll need to be logged in with your username and password if you want to be the owner of the new Ring device.
Can't connect to your home wifi network?
If you have issues related to your home wifi, try the following steps below.
Do some basic wifi troubleshooting.
- Make sure you're entering the correct password. Passwords are case sensitive and do not include spaces. Your network password can often be found on the bottom of your router.
- Make sure your password doesn't have any special characters. If your password contains characters like an asterisk (*), hash sign (#), or exclamation mark (!), remove them by changing the password in your router's settings. Or, contact your internet provider to change your password.
- Make sure you have a 5 GHz compatible Ring device if you're trying to connect to a 5 GHz network. If you do have a 5 GHz compatible device but still have issues, connect to a 2.4 GHz network first – then switch to the 5 GHz network after setup is complete. You can do so via the Device Health section of the Ring app.
Conduct a distance test.
Your Ring device may be too far from your router. If your Ring device is battery-powered, or if you can move it from the mounting location, try bringing it a few feet closer to your router before setup. Plus, consider the following:
- Sometimes wifi interference can cause setup to fail. Learn more about common causes here.
- If the above steps don't work, you may need to add a wifi extender such as the Ring Chime Pro.
- If your home is larger than 1500 sq. feet or has multiple levels, you may need a mesh network to get a consistent wifi signal.
Reboot your modem or router.
For optimal performance, we suggest rebooting once a month.
- Unplug your router and/or modem from its power supply.
- If your router and modem are separate devices, unplug both of them.
- Wait at least 30 seconds, then plug back in.
- Wait 30 seconds to one minute for your router and/or modem to boot up.
- Confirm that your internet is back on by connecting another device to your wifi network and trying to access a website. Then repeat the setup process.
A few notes on modems and routers:
- Routers older than 4-5 years may have exceeded their lifespan and might need to be replaced.
- Ring devices are not compatible with WPA3.
- If you're using a Wifi 6 (802.11 ax) router, click here for troubleshooting steps.
How to perform a reset/restore on your Ring device
WARNING: DO NOT use any of these steps with any Ring Alarm device.
If you're still having issues, try performing a reset/restore on your Ring device by holding down its reset button for 20 seconds and then releasing it. Before you reset your device, make sure to download any videos in your account.
If you're not sure what Ring doorbell or camera you have and you've set it up before, find the Product Name in the Device Health section of the Ring app. If you have a new device, look for the product name on the box.
Here are the reset button locations on various Ring devices:
- Ring Video Doorbell (1st Generation): Orange button on the back.
- Ring Video Doorbell (2nd Generation): Orange button on the back.
- Ring Video Doorbell 2: Small black button on the front under the faceplate.
- Ring Video Doorbell 3, 3 Plus, 4 and Ring Battery Video Doorbell Plus: Small black button with orange dot under the faceplate.
- Ring Video Doorbell Wired: Small black button with orange dot under the faceplate.
- Ring Video Doorbell Pro: Small black button on the right side of the device.
- Note: You will need to wait until the light turns off which can take up to 60 seconds.
- Ring Video Doorbell Pro 2: Small black button on the right of the device.
- Ring Video Doorbell Elite: Small black button on the front.
- Ring Spotlight Cams/Ring Floodlight Cams: Button on top of the camera.
- Ring Stick Up Cams: White or orange button on the bottom of the camera, under the bottom cover.
- Ring Indoor Cams: White button on the top of the camera.
After performing a reset/restore, wait 1-2 minutes and attempt setup again, making sure that:
- You're entering the correct password for your wifi network. Passwords are case sensitive.
- You're not too far away from your wifi router.
- Your internet is not down.

source: openbmb/Ultra-FineWeb


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Go Go Games™ – Behind the Scenes
We have worked hard to give Go Go Games™ a light and playful feel but there is a great deal of work going on behind the scenes! Each set of options is selected by an algorithm designed to gradually increase the demand on a player's ability to detect multiple features of the items she sees.
In each game in the Go Go Games™ suite, the player must repeatedly make a correct choice given several options. For example, he might navigate a car down one of three roads marked with the following signs:
In this case exactly one feature – color – separates each wrong answer from the correct answer, forcing the player to notice this specific feature of color in order make a correct selection.
We can make this task more challenging by forcing the player to make a distinction based on two different features as shown in Figure 2:
Here the player must notice not only that the truck he is driving is purple, but also that it is a truck and not a car. While this second scenario may still seem trivial to a typically-developing adult, research has shown again and again that this is a surprisingly difficult task for many children with autism.
There are two components of the way we determine task difficulty:
- The "distance" between the correct choice and the wrong choices. "Distance" is a count of the number of features that differ between two items. So for example, the two items in Figure 3 have a distance of 1 – because they differ by one feature, the presence or absence of a flag.
On the other hand, the two items in Figure 4 differ by a distance of 5 because they differ in five ways:
- One is a semi-trailer truck while the other is a pickup truck
- One is blue while the other is pink
- One has only one door showing while the other has two doors showing
- One has a dog as a passenger while the other has no passengers.
- One has a flag and the other does not
The smaller the distance between two items, the more similar they will be.
- The number of choices displayed. It is not enough to use distance alone as a measure of task difficulty because it is always possible to look at a single feature to distinguish two items that differ, even if their distance is 1. However, the complexity of the decision-making process increases as more choices are displayed.
With only two options to choose from, we can only require a player notice one feature:
However, once a third choice is introduced we can require a player notice two specific features – in the example below, the player must notice both the type of animal riding in the train car and the color of the train car:
As we increase the number of options we are able to force players to make a decision based on an increasing number of features. By controlling both the number of options and the distance between options we control the difficulty of each choice the player is asked to make.
The change in the complexity of the game over time is determined by an algorithm that selects the items to present to the user from a pool of over 500 options.
As you can see from the graph above, we attempt to build a saw-tooth curve of difficulty based on level progression, such that the game becomes increasingly difficult over the course of each level, then briefly eases up at the beginning of the next level before increasing in difficulty again.
Of course, the real purpose of manipulating distance is to control the frequency with which a player needs to notice multiple features. Figure 8 shows how this progresses over the course of the game:
Again you can see we are creating a saw-tooth curve of difficulty, with a brief respite at the beginning of each new level as a reward to the player for successfully progressing in the game, a common technique in game design.
As our Build-a-Train game presents the player with first two, and later three, options we can never require that he notice more than two features when making a selection. We push this requirement to three features and later four in our "Roads and Wheels" and "Out of this World" games, using the same techniques to maintain a careful balance of "pleasant frustration" for the player – always challenging but never too hard.

source: HuggingFaceFW/fineweb-edu


Home / Adobe InDesign / Adobe InDesign: Removing Unwanted Spaces, Fast!
Adobe InDesign: Removing Unwanted Spaces, Fast!
By Barb Binder, Adobe Certified Instructor on InDesign
Updated April 22, 2016
Too many extra spaces in your InDesign documents? No problem. You can quickly and (painlessly) remove extra spaces by running one or more Find/Change queries. The three I am going to show you are using GREP, which uses patterns instead of actual character strings to locate and fix issues in InDesign documents.
 1. Place all your files into the InDesign document. (I place stories on the Pasteboard when I'm not ready to place them on the actual pages.)
 2. Choose Type > Show Hidden Characters so that you can see the non-printing characters.
 Adobe InDesign: Example of extra spacing.
 3. Chose Edit > Find/Change.
 4. Drop down the Query list on the top line and run each of these queries with the Search parameter set to Document (to search all the stories in the InDesign document):
 1. Multiple Space to Single Space. Instead of running a series of searches to weed out all extra spaces, just pick this one preset. The Find What line looks a little scary, so just don't look too closely. If you simply can't look away, understand that it's a string of GREP characters that looks for two or more spaces (i.e., em spaces, en spaces, flush spaces, hairspaces, etc.) and replaces all of those with one spacebar space. Hit Change All and poof! All extra spaces are gone.
 Adobe InDesign CC: Removing Extra Spaces
 2. Multiple Returns to Single Return. Another preset, this one pulls out all two or more hard returns and replaces with one.
 Adobe InDesign CC: Removing Extra Spaces
 3. Remove Trailing Whitespace. Trailing whitespace refers to one or more spaces, tabs or extra returns at the end of a paragraph, between the final punctuation and the hard return(s). When it's just a single space, most of the time they don't cause any problems, but sometimes they won't fit on the same line as the punctuation and they force a new line or even a new page. For long documents, this can be a real nightmare. This query also picks up the double returns and even multiple spaces (but only when the spaces are at the end of a paragraph) so I tend to run this one first.
 Adobe InDesign CC: Removing Extra Spaces
 Adobe InDesign: Extra spacing removed.
For more information and a list of GREP characters, see InDesign Help / Find/Change.
Leave a Reply to Donetta Cancel reply
42 thoughts on "Adobe InDesign: Removing Unwanted Spaces, Fast!
 1. Hello,
 To complete this interesting post, we can remove unwanted spaces between double characteres as parenthesis, braces, brackets, etc. with a lookbehind and a lookahead :
 In this example, the lookbehind (?<=) looks, in a character class [ ], for an open parenthesis or an open bracket or an open brace followed by one or more spaces. The lookahead (?=) looks for closes characteres preceded by one or more spaces.
 2. Hi Mrolfer: the GREP strings in all three examples are shown as screen shots under the instructions. If you can't see them for some reason, you can access all three by opening up the Find/change dialog box in InDesign CS3 or CS4. ~Barb
 3. WOW, what a relief to find such a piece of information while you ere desperately looking for it!
 Thanks Barb
 4. Is it possible to find all "tabs" and replace with no space? Actually more specifically, I have two tabs in each line of text. The first tab I would like to replace with no space. The second tab I would like to replace with one space.
 I really appreciate anyone's incredible knowledge if you have a solution for this as my document has 10751 tabs. 😮
 1. Hi Donetta:
 How about searching for two consecutive tabs, and replacing with a single space? Here's how to set it up in InDesign:
 Find what: ^t^t
 Change to: (press the spacebar once)
 5. Love this really, really helpful thanks so much!
 I have a question though. Almost ever time I receive a manuscript from a client, they seem to have manually indented their paragraphs by adding a couple of spaces at the beginning of each one. Is there any quick and simple way to remove these? That way I can use paragraph styles for proper and consistent indentation.
 1. Excellent point, Antony. InDesign has a query for removing trailing whitespace, but not leading whitespace.
 There are several ways to do this. Here are two easy ones:
 After you run the "Multiple Space to Single Space" query, create one additional text query:
 Find what: ^p(press the spacebar once)
 Change to: ^p
 This will find the one remaining space at the beginning of a paragraph, and will replace it with a hard return.
 Or, you can just create a GREP query:
 Find what: $s+
 Change to: r
 In either case, save the query as "Remove Leading Whitespace" so that you can just run it in the future.
 6. I have been in despair with customer's word documents. Instructions on hard returns and soft returns met with blank incomprehension and still I receive files that almost bring me to tears. Line after line of deleting spaces – on and on.
 Your grep instruction has been such a godsend to me, I don't know how I found myself on your site, but if you ever brought out a grep app I would pay good money for it. Thank you so much. I can now say "bring it on…bring on your awful word docs"
 BTW have you got any instructions for removing the spaces in lines, when the customer doesn't know how to tab, so does space-space-space-space?
 1. Hi Elizabeth:
 If the typists are randomly adding the extra spaces mid-paragraph, use the Multiple Space to Single Space GREP query. If they are using spaces between columns that should be tabbed, then search for multiple spaces, and replace with a tab. Cycle back and replace multiple tabs with a single tab. But that's going to require that you look at each table closely as you update, as the chances for problems are much greater than within paragraphs. Here's a spot where I'd step in and try to help them prepare the tables correctly before turning them over to me. Good luck!
 1. Hello,
 I have one problem in indesign paragraph related. When i add new formatting like bold/color in some words, it add leading some blank characters. so extra spaces add in new bold/ color words. How can i remove it.
 Thanks in advance.
 7. thanks SO much. your directions were clear and easy to follow AND you saved me a TON of time!
 8. I have been formatting a 400+ page book that I have written and I am sending it to the printer next week. I have struggled with a number of these issues as I originally wrote the book in Word. I ran the Remove Trailing Whitespace GREP and after I did it, InDesign would no longer output to PDF. It turns out that something corrupted one of my tables when I ran the GREP and clicked change all. I began to output the document several pages at a time and located two offending pages. I was able to rebuild the tables and everything is great now.
 I just did the Remove Leading Whitespace and Parenthetical White Space and did the changes manually and it worked awesome!
 I finished writing the book in April and it has taken me until November to get it all edited and formatted and create the images and cover. I never dreamed that this part of the process would be so time intensive!!!
 I am a dentist and a part time writer and I have come to realize that you professional folks are worth your weight in gold!
 Thanks so much for taking the time to share these tidbits, they are a Godsend!!
 9. I design books and often the authors put a tab at the beginning of their paragraphs. I need to removed them using GREP but don't remember how. Can you help?
 1. You don't need GREP for that. Just do a regular text Find/Change:
 Find: ^p^t
 Change: ^p
 This tells InDesign to search for any tab character following a ¶, remove the tab and leave the ¶.
 1. Hi Cade:
 Choose Edit > Find/Change
 Choose the GREP tab at the top of the dialog box
 Find: ^\s
 Change: [leave blank]
 10. Thanks, been thinking I needed to create a GREP for this but clearly this was there the whole time. Saves from doing the old-fashioned find and replace.
 11. Life saver, I tell my copy guy not to double space anymore your not using a typewriter. But old habits are hard to break. Thank you so much this is so awesome.


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Green leafy vegetables are essential in our daily life and provide us with vitamins, but one disadvantage of green leafy vegetables is that they are difficult to store. This is a troubling problem for both demanders and suppliers of leafy greens. Especially for vegetable growers and suppliers, if the vegetables are not sold out, it is difficult to preserve them, or it may cause harm to the vegetables during transportation. So, how to protect the sale of green leafy vegetables?
In the daily life, the protection method of green leafy vegetables:
- Air dry the water on the surface of the green leafy vegetables naturally. Then put it in the bag, put a paper towel in it, and tie the bag. Then put it in the refrigerator to chill. The purpose of putting paper towels is to absorb the moisture that appeared in the bag during refrigeration, so that the leaves and stems will not rot quickly due to excessive moisture. However, it can only be stored for three or five days at most.
- Remove the rotten leaves and yellow leaves from the green leafy vegetables. Put it in the water and wash it, pay attention to the place where the roots have mud. Boil a pot of boiling water and add a spoonful of salt, so that the green leafy vegetables are clean and bright, with high appearance. Blanch the green leafy vegetables in boiling water for ten seconds, then soak them in water again to cool. Finally, after the green leafy vegetables are dried for two or three days, the green leafy vegetables will become dry and brittle, so they can be stored and eaten whenever you want.
- Dry the green leafy vegetables and put them in a fresh-keeping bag, pinch the mouth of the bag, put it in the water, use the pressure of the water to expel the air in the bag, dry the water outside the bag and put it in the refrigerator. The green leafy vegetables treated in this way are like being evacuated and can be stored for at least a week without being damaged. Remember to make sure that the mouth of the bag is facing upwards and water cannot get into the bag, otherwise the vegetables will still be spoiled.
However, for leafy vegetable sellers, the above method is not advisable, and leafy vegetables must be processed. Simple processing can be carried out, which can prolong a certain fresh-keeping period, and deep processing can also be carried out to process vegetables into dried vegetables, canned vegetables or frozen vegetables.
Whether it is the deep processing of leafy vegetables or simple fresh-keeping processing, a vegetable processing line is required. The vegetable processing line includes vegetable washing machines, vegetable cutting machines, vegetable drying machines, and vegetable packaging machines. Putting the unearthed vegetables in the washing machine can remove impurities such as impurities and small flying insects on the surface of the vegetables. An ozone generator can also be added to the vegetable washing machine to sterilize the vegetables. At the same time, it can also prolong the fresh-keeping period of vegetables and enhance the value of vegetables. Of course, if you want to process dried vegetables, canned vegetables or frozen vegetables, you need to match the vegetable dryer or freezing machinery in the pre-processing production line.
We are a vegetable processing line manufacturer with many years of manufacturing experience. If you are a vegetable grower or seller, you can contact us if you want to process vegetables. We will provide you with solutions and quotations.


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The fruit looks somewhat like a small grapefruit with an uneven skin, and can be either yellow or green depending on the degree of ripeness. Yuzu fruits, which are very aromatic, typically range between 5.5 cm (2.16 in) and 7.5 cm (2.95 in) in diameter, but can be as large as a regular grapefruit (up to 10 cm (3.93 in) or larger).
Yuzu forms an upright shrub or small tree, which commonly has many large thorns. Leaves are notable for a large, leaf-like petiole, resembling those of the related kaffir lime and Ichang papeda, and are heavily scented.
Yuzu closely resembles sudachi (a Japanese citrus from Tokushima Prefecture, a yuzu–mandarin orange cross) in many regards, though unlike the sudachi, yuzu eventually ripen to an orange colour and there are subtle differences between the flavours of the fruit. The yuzu originated and grows wild in central China and Tibet. It was introduced to Japan and Korea during the Tang dynasty, and is still cultivated there. It grows slowly, generally requiring 10 years to fruit. It is unusual among citrus plants in being relatively frost-hardy, due to its cold-hardy C. ichangensis ancestry, and can be grown in regions with winters as low as −9 °C (15 °F) where more sensitive citrus would not thrive.


At Schull CC, our Climate Change Activists work to raise awareness of issues to do with climate change, identify areas for action and engage with their peers and their teachers in a range of activities. They organise whole school climate protests and beach clean ups, they gather crisp packets, ink cartridges, aluminium and batteries for recycling and they have fitted bird boxes, bat boxes and an insect hotel on the college grounds and in the local community.
A current objective is to install a bottle-refill station on the college campus. Some of the organisations that these activists liaise with are; Tidy Towns, Repak Ireland, the Climate Ambassadors programme, National Spring Clean and Amnesty International.


Science 122 About Lab 4
Science 122
How To Calculate
To evaluate a relationship such as there are simple rules, and a few easy steps.
Doing calculations only seems difficult. If you break it into small steps you will find that none of the steps requires anything difficult.
The rule is simple: Evaluate anything in parentheses or under square root signs first first. Then 'take' the square root.
Here is a step-by-step guide to evaluation of the relationship for the period of a simple pendulum, as used in lab 5.
When performing any multi-step calculation, write down the appropriate expression at each and every step with the calculated values substituted. It may seem like extra work, but it will keep your thoughts organized. It is easier to enter the numbers into the calculator when they are written down!.
1. Write down the relationship using your measured or given values in place of their symbols.
Suppose your length is L = 48.291 cm. Then your relationship would look like this:
2. Calculate the expression within the square root sign first.
For L = 48.291 cm. it would look like this:.
3. Evaluate the square root:
It would look like this:
The number should already be on the calculator display. If it is, simply press the key on the calculator.
If the number has been erased from the calculator display, reenter it, then press the key.
4. Multiply by 2:
is a number that appears in calculations from time to time. It is the ratio of circumference to diameter of a circle, but it 'pops up' in unexpected places.
There is a key on most calculators. Press the key when you want to enter. If there is not a key, enter the value, 3.14 for.
With the number 0._PHONE_ still on the calculator display, press the X key, the key, the X key again, then 2, then =.
The result is _PHONE_, which rounds to 1.3948. The unit is seconds.
The calculated result was rounded to the same number of significant figures as the measurement of L. (There are 5 significant figures in 48.291 cm.)
5. The calculated theoretical (standard) period of a simple pendulum of length 48.291 cm. is 1.3948 sec.
T = 1.3948 sec. when L = 48.291 cm
If you followed the instruction in each step you should have arrived at the same result.
If it was difficult, go back and do it again, and again using a different number for L. Soon you will realize that each step is simple and it's only when you try to combine or skip steps that things get complicated.
return to lab 5


text:
Toy spear throwers are deliberate in their design as they are meant to form part of the education of children. They give them the opportunity to practice spear throwing with games such as malu, a game where spears are thrown at moving pieces of bark. They are an important development process where the boys can improvise and make their own, or their father will make their sons miniature spears and a spear thrower, pre-initiation. They will continue to use this set until 12 to 16 years, when initiation has begun.
In the Rawlinson Range, Western Australia, decoration of spear throwers happens only after initiation, becoming more elaborate as knowledge increases.
Missions did encourage the manufacture of wood carvings, particularly of weaponry, for trade purposes. At Groote Eyelandt, the Northern Territory, Norman Tindale notice variations of form with a bigger body for decorative purposes and less handle space.
TagsAboriginal Affairs and Reconciliation Division Aboriginal Affairs Victoria Archival research Artefact Photography Artefacts Boord House Burial sites City of Marion Cultural Heritage Management Department of Indigenous Affairs Directed Study Excavation Field methods Field School Fieldschools Fieldwork Geophysical Techniques Heritage Legislation Historical Archaeology Indigenous Archaeology Kaurna Legislation Mallala Marion City Council Maritime Archaeology Master Class Mitcham Heritage Research Centre Museum Collections News Ngadjuri Our Achievements Our Staff Our Students OzArk Photography Port Adelaide Seven Stars Hotel South Australia South Australian Museum Space Archaeology Stone artefacts Stone Tools Student Placements Thesis Research World Archaeological Congress


text:
Proposed NJ Flood Hazard Act Rules May Face A Legislative Veto
2015 saw major revisions proposed to New Jersey's Flood Hazard Area Control Act rules, Coastal Zone Management rules, and Stormwater Management rules. The rule amendments were billed by the New Jersey Department of Environmental Protection (NJDEP) as comprehensive changes to the rules to "reduce unnecessary regulatory burden, add appropriate flexibility, provide better consistency with Federal, local, and other State requirements, and address implementation issues." The rule changes consolidated permitting requirements between the three programs and removed certain regulatory burdens such as the 150-foot riparian zone regulatory standard for development in areas containing acid-producing soils. The proposal received criticism from State environmental groups, and on January 11, 2016, the Legislature voted to block the rule changes. The NJDEP Commissioner is currently working within a thirty-day window to amend or withdraw the proposed rules or the Legislature may, by passage of a concurrent resolution, invalidate the proposal. The resolution of this issue is worth watching as the proposed rule changes will have a direct impact on development throughout the State.


text:
Distance Calculator – How far is it?
The Distance Calculator can find distance between any two cities or locations available in The World Clock
The distance is calculated in kilometers, miles and nautical miles, and the initial compass bearing/heading from the origin to the destination. It will also display local time in each of the locations.
Help and example use
- See cities close to a location
- Day and Night World Map – See which parts of the Earth are currently illuminated by the Sun
- About the Distance Graph


text:
Giant posters are great visual aids to enhance educational topics. In addition to species identification, they can represent 2-D Models for science processes and progressions. Print out the 8.5 x 11" sections and piece them together into giant, eye catching posters for the classroom or other educational displays. The finished poster size is 17" x 22".
This bundle includes (11 pages to download and print):
1) Two 4-piece color posters – one with animal outlines and one without, ready to be assembled.
2) Two pages of animals to be cut out and pasted onto the color posters (25 color animals).
3) One color mini-poster of the animals in the forest (as a guide).
About 11 sheets of heavier (or card stock) paper, scotch tape (invisible tape), glue stick, scissors, markers, colored pencils or crayons.
1) Print 4-piece color poster background on heavy paper (animal outline version is for K-2). Then trim edges on dotted lines and tape together.
2) Print two sheets of (25) animals on heavy paper and cut them out on the dotted lines (animals are not to scale so we could include songbirds).
3) For younger students, paste cut out animals into the outlined locations on the poster. For older students, use the background poster with no outlines and use your knowledge of forest layers to paste the animals in the correct places where they are found in the forest.
4) Check your work on the small poster included in the bundle.
When you research information you must cite the reference. Citing for websites is different from citing from books, magazines and periodicals. The style of citing shown here is from the MLA Style Citations (Modern Language Association).
When citing a WEBSITE the general format is as follows.
Author Last Name, First Name(s). "Title: Subtitle of Part of Web Page, if appropriate." Title: Subtitle: Section of Page if appropriate. Sponsoring/Publishing Agency, If Given. Additional significant descriptive information. Date of Electronic Publication or other Date, such as Last Updated. Day Month Year of access < URL >.
Amsel, Sheri. "Forest Layers and Animals - Giant Color Poster Building Activity" Exploring Nature Educational Resource ©2005-2023. November 29, 2023
< _URL_ >


Take the 2-minute tour ×
I have the following table for storing user data:
TABLE: users
maritalStatus (INT) - FK
gender (CHAR)
occupation (INT) - FK
Now I want to compare two users in this table to see how many columns match for any two given users (say user X & user Y)
I am doing it via mySQL Stored Procedures by getting each value separately and then comparing them
 SELECT maritalStatus from users where userID = X INTO myVar1;
 SELECT maritalStatus from users where userID = Y INTO myVar2;
 IF myVar1 = myVar2 THEN
 END IF;
Is there a shorter way using an SQL query where I can compare two rows in a table and see which columns are different? I dont need to know how much different they actually are, just need to know if they contain the same value. Also I will only be comparing selected columns, not every column in the user table.
share|improve this question
4 Answers 4
up vote 4 down vote accepted
This will select the number of columns that are not the same for user x and user y:
SELECT ( u1.martialStatus <> u2.martialStatus )
 + ( u1.gender <> u2.gender )
 + ( u1.occupation <> u2.occupation )
 users u1,
 users u2
WHERE u1.id = x
 AND u2.id = y
share|improve this answer
Excellect - thank you Peter, this is what I was looking for! – Sydney Boy May 9 '12 at 5:57
You can also use this:
 -- add other columns as needed
= (b.lastname,a.gender) as similar,
 a.lastname as a_lastname,
 a.firstname as a_firstname,
 a.age as a_age,
 'x' as x,
 b.lastname as b_lastname,
 b.firstname as b_firstname,
 b.age as b_age
from person a
cross join person b
where a.id = 1 and b.id = 2
1 Lennon John 40 x Lennon Julian 15
Live test: _URL_
share|improve this answer
You can count the number of users with the same columns using group by:
select u1.maritalStatus
, u1.gender
, u1.occupation
, count(*)
from users u1
group by
, u1.gender
, u1.occupation
share|improve this answer
Thanks for your response - however I need a query that specifically compares two given users. Your query simply lists the no. of users with a specific value. I would need to also specify which users I am comparing with a WHERE clause (e.g. WHERE userid = 87 AND userid = 88) - hope thats clear. – Sydney Boy May 8 '12 at 7:06
Well basicly the relevant row would give the value 2 if both users have the same maritalStatus, gender, occupation. You could add a WHERE u1.user_id IN (id1, id2) and see if there's one row with the value 2 returned. – Robin Castlin May 8 '12 at 7:07
_USER_: I think Peter Lang's answer might be what you're looking for? – Andomar May 8 '12 at 7:09
Just a continued example of Peter Langs suggestion in PHP:
$arr_cols = array('martialStatus', 'gender', 'occupation');
$arr_where = array();
$arr_select = array();
foreach($arr_cols as $h) {
 $arr_having[] = "compare_{$h}";
 $arr_select[] = "(u1.{$h}!= u2.{$h}) AS compare_{$h}";
$str_having = implode(' + ', $arr_where);
$str_select = implode(', ', $arr_where);
$query = mysql_query("
SELECT {$str_select}
FROM users AS u1, users AS u2
WHERE u1.userid = {$int_userid_1} AND u2.userid = {$int_userid_2}
HAVING {$str_having} > 0
/* Having case can be removed if you need the row regardless. */
/* Afterwards you check these values: */
$row = mysql_fetch_assoc($query);
foreach($arr_cols as $h)
 if ($row["compare_{$h}"])
 echo "Found difference in column {$h}!";
share|improve this answer
Your Answer


text:
Revolution Sun Shield (Single)
This innovative product helps protect your child's delicate eyes and skin from up to 65% of the sun's heat, glare and UVA/UVB rays. It also provides protection from wind and flying insects. The specially designed mesh provides protection while still being transparent enough to allow children to see out and parents to see in. Protectors offer complete front, side, and rear protection.Features:
- Wind-resistant, nylon mesh window shields your child from the sun, wind and flying insects.
- Specially designed mesh screen reduces exposure to the sun's harmful rays.
- Attachment is simple to secure over the stroller.


text:
What is the Average Rank in League of Legends?
A prevalent thing we hear from League of Legends players is that they are "average." But what does that actually mean? Is it in relation to their skill, or perhaps time played? Well, let's find out!
What is the Most Common League of Legends Rank?
Statistically, the most average rank is Silver IV, and it holds about 11% of all players. Silver IV is the ninth rank in the League of Legends ranking system and the first rank of the Silver Division, which alone contains about 40% of the game's player base.
It's also the most popular division to be in.
Therefore, we could say that the Silver Division is a place for players representing average skills.
This division is also where the real tryhard begins, as players compete for additional end-of-season prizes. It bears mentioning that, by every season's end, the rank with the most players shifts to Gold IV, as more and more players manage to grind it out.
How Good is the Average LoL Player?
The skill of average League of Legends players has been climbing steadily over the years. Where in the early days of League of Legends, even knowing every champion was considered an accomplishment, nowadays the picture is a bit different, and far more demanding.
Average LoL players can be considered to have the following skills and knowledge:
- Having an established Champion pool,
- Knowing how to farm minions,
- Knowing the importance of objectives,
- Knowing which Champions are strong in the meta.
What Should Average LoL Players Learn?
Even though the largest amount of players is situated around the Silver and Gold divisions, the path to the ranked peak is long indeed.
Here are a few things that players in the Gold and Silver divisions lack:
- Adapting to enemy picks in draft,
- Pushing ally advantages,
- Punishing enemy mistakes,
- Not throwing the lead,
- Learning macro gameplay,
- Learning wave management,
- Learning how to close out a won game,
- Learning to play from a position of weakness, called playing from behind.
We do not doubt that the primary aspect differentiating an average player from a higher-ranked one is experience and time spent in the game wisely.
If you wonder what to do to get to an above-average level, just play the game, commit some time to practice, and learn from your mistakes without blaming others.


The graph gives electric potential energy as a function of distance between two electrically interacting objects. What system could this graph refer to? (Select all that apply.)
uploaded image
[ ] A sodium ion and a chloride ion.
[ ] Two neutrons.
[ ] Two chloride ions.
[ ] Two sodium ions.
[ ] Two electrons.
[ ]Two protons.
[ ] A proton and an electron.
And if possible, can you explain why. Thank you!
Get this answer with Chegg Study


text:
Method of Evaluation
We developed a system of evaluation that derived a point total to express the overall evaluation of the specific work within its own category. The point total was a sum of subordinate categories including: (1) the total number of words devoted to Korea, (2) an evaluation of the accuracy of the presentation, (3) ratings for the numbers of visuals (including pictures or drawings, maps, and various kinds of charts and graphs). We also evaluated (4) the bibliography according to its helpfulness to students doing further research. In addition, those works including annotated bibliographies were given twice as many points as those using regular bibliographies.
The points were divided as follows:
Words (total word count) 40 points optimum [quantitative measure]
Accuracy 40 points possible [qualitative]
Portrayal 10 points
Care with facts 10 points
Up-to-date 10 points
Romanization 10 points
Visuals 15 points optimum [quantitative]
Pictures and drawings
Graphs, charts, and tables
Bibliography 5 points optimum [quantitative]
100 points possible
In the words, visuals, and bibliography categories, points were assigned to a text based on how it compared with the best text in each category; the best text got the optimum points. In the category of words, for example, the one with the most words would be given the maximum points, 40; the others would be given a percentage of points based on the number of words compared to the optimum. For example, Encyclopedia Britannica devoted 65,000words to Korea, for a maximum of 40 points; Collier's Encyclopedia had 39,000 words, 24 points (60% of the maximum). The highest received 100%of the points while the other received a percentage of the points.
One text may have the highest word count, but have the second highest number of visuals. Visuals were worth up to fifteen points. We rated the total number of visuals, whether they were maps, pictures or drawings, charts or graphs. In this category, for example, Compton's Encyclopedia had the most with 77 visuals (including 14 maps, 40 pictures or drawings, and 23 charts or graphs) and thus received the optimum 15 points. Britannica had 54 visuals (9 maps, 37 pictures, and 8 charts) and received 10.5 points (70% of 15).
Similarly, we rated the bibliography sub-category according to a percentage of five points. Grolier Encyclopedia had 74 references and received the full 5 points; Britannica had 55 and received 3.7 points (74% of 5).
Accuracy was rated qualitatively, and somewhat subjectively, according to the following considerations: overall portrayal of Korea, care with facts, up-to-datedness, and the romanization of Korean words. These were abbreviated on our tables with the letters "P" "C" "U" and "R". Each of these sub-categories was worth 10 points. The criterion of accuracy, with its four parts, was not a percentage of the maximum or optimum, but was a subjective rating wherein all texts had the possibility of earning as much as 40 points.
In the first step of the rating process, we recorded all the errors and then categorized them according to their magnitude, their impact on the overall portrayal of Korea, and, if applicable, their degree of carelessness and out-of-datedness. In addition, we assumed that the careful use of romanization was an indication of precise scholarship. This assumption has been substantiated by our results -- care in romanization is reflected by accuracy in other details. There are multiple anglicized transcriptions possible for Korean, but there is only one standard system. Our approach was to award ten points if the work was completely consistent with the standard system, nine points if there were minor variations, and eight points if they used "newspaper standard romanization" (wherein diacritical marks are deleted). Errors within "newspaper romanization" usage would bring a seven, and grosser errors would yield six or less. Within each category we used the following system for evaluation and determining a rating.
- "Portrayal" meant the overall picture that was presented about Korea. If negative terms were used, if the presentation was out-of-date in some ways even though using recent statistics, if the tone of the presentation was "us versus them" or in anyway ethnocentric, then points were deducted.
- "Care with facts" covered accuracy of factual data and the way such data was presented.
- "Up-to-date" influenced both "portrayal" and "care with facts." If an encyclopedia was published in 1995, but quoted data no more recent than1988, the points were deducted in this area.
- And finally, since there is a standard romanization, publications that honored and used that standard tended to be careful and accurate in other areas of treatment as well. Furthermore, we encourage all publications to adopt the standard. In giving points for romanization, we noted that some publications used what we called "the newspaper standard" of romanization, wherein they did not include the diacritical markings that are part of the academic standard. Such markings include apostrophes on consonants to show aspiration, mostly, and markings on vowels to show differences in pronunciation between two kinds of "o's" and two kinds of "u's". Some publications would use the consonant markers, but not the vowels, and others would mark vowels, but not consonants. One point was deducted for inconsistencies with the consonants, and one point for vowels; the newspaper standard, therefore, would bring a rating of eight. If there were inconsistencies beyond that, the ratings would be seven or lower.
Printed Reference Works


text: Share Your Insights Join the statewide conversation about justice and equity. * 1. What is one insight you have about social, economic, and environmental justice in Maine in 2015? * 2. As you look around, in your community or across the state, what are the most pressing justice and equity opportunities or issues you perceive? * 3. What is one thing we must do to advance justice and equity in Maine? Thank You!


text:
Kyrgyz Republic names high altitude lake
The Kyrgyz Republic, which joined the Convention in 2003, has designated its third Wetland of International Importance for the Ramsar List. Son-Kol Lake (36,869 hectares, 41°50'N 75°07'E), part of the Karatal-Japyryk State Nature Reserve, at 3,000+ meters asl, is the largest high altitude freshwater lake in central Kyrgyzstan, valuable both as a stopover point for a high diversity of migratory birds, such as the Black Stork (Ciconia nigra), as well as supporting breeding populations of gulls (e.g., Larus spp), terns (e.g., Sterna hirundo), geese (e.g., Anser indicus), and grebes (e.g. Podiceps nigricollis). The site also offers refuge for threatened species like the critically endangered Great Bustard (Otis tarda) and the vulnerable Saker Falcon (Falco cherrug). The lake is important for maintaining the livelihood of pastoralists and is also a popular camping site for tourists. Historically, the lake was used as a meeting place for many tribes, and it is archaeologically significant for its burial mounds, stone monuments and stone hearths. Local people consider the lake and its basin as sacred and often visit this area to pray.
Prior to 1957 the lake was fishless but, since then, introduced fish (e.g., Coregonus peled) have provided alternative sources of food. Such introductions have altered the zooplankton composition in the lake, however, which in turn has affected the number of bird species occurring in the area. The site is jointly managed by the Karatal-Japyryk State Nature Reserve and the State oblast administration.


ASkyBlock Greenhouses
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ASkyBlock Greenhouses
Post by dev_admin » Fri Feb 08, 2019 12:32 am
Greenhouses is an essential plugin to power-up your ASkyBlock or AcidIsland world or do other crazy things with! It enables players to build their own biome greenhouses complete with weather, friendly mob spawning, unique plant growth and even block conversion/erosion! It's even possible to build greenhouses in the Nether!
Greenhouses are made out of glass and must contain the blocks found in the Biome Recipe to be valid. There is a recipe GUI to select your biome. Once built, the greenhouse can be used to grow plants with bonemeal, and it may spawn biome-specific mobs. If you include a hopper with water in it, snow will form inside cold-biome greenhouses when it rains. If you put bonemeal in the hopper, biome-specific plants will grow. Some blocks can also transform over time due to "erosion".
Craft your own self-contained biome greenhouse on an island (or elsewhere if you like)
Greenhouses can grow plants that cannot normally be grown, like sunflowers
Friendly mobs can spawn if your greenhouse is well designed - need slimes? Build a swamp greenhouse!
Blocks change in biomes - dirt becomes sand in a desert, dirt becomes clay in a river, for example.
Greenhouses can run in multiple worlds.
Easy to use GUI shows greenhouse recipes (/g)
Admins can fully customize biomes and recipes
How to Build A Greenhouse (Simple version)
Make glass blocks and build a rectangular set of walls with a flat roof.
Put a hopper in the wall or roof.
Put a door in the wall so you can get in and out.
Type /g and read the rules for the greenhouse you want.
Exit the GUI and place blocks, water, lava and ice so that you make your desired biome.
Type /g again and click on the biome to make it.
Once made:
Use bonemeal to grow small plants on grass immediately in the greenhouse.
Or place bonemeal in the hopper to have the greenhouse sprinkle bonemeal automatically. Come back later to see what grows!
Place a bucket of water (or more) in the hopper to cause snow to fall in cold biomes. Snow will fall when it rains in the world. Each snowfall empties one bucket of water.
Friendly biome-specific mobs may spawn in your greenhouse - the usual rules apply (be more than 24 blocks away).
Can I use stained glass? Yes, you can. It's pretty.
Can I fill my greenhouse full of water? Yes. That's an ocean.
Will a squid spawn there? Maybe... okay, yes it will, if it's a big enough ocean.
How do I place a door high up in the wall if the wall is all glass? Place it on a hopper.
How do I place a door on a hopper? Crouch and then place it.
Can I use metal doors? Yes.
Can I use a trap door? Yes.
Can I grow swamp flowers with this? Yes. Make a swamp biome and use bonemeal.
How much bonemeal is used to grow plants? One per successful plant.
How much water do I need to put into the hopper to make it snow? One bucket of water (just the water) is used up every time it rains. This only happens in cold biomes.
Can I build a Nether greenhouse? Try it and see... (Actually, you may need permission)
Can I build greenhouses in the Nether? Yes. You can colonize the nether with them.
What kind of mobs spawn in the biomes? It's what you would expect, wolves in Cold Taiga, horses on plains, etc.
Required Plugin
Vault for permissions - make sure you use the latest version!
Installation and Configuration
Download and install Vault if you haven't done so already
Download the plugin
Place into your plugins folder
Restart your server (or reload plugins)
The plugin will make a folder called Greenhouses. Open that folder.
Check config.yml and edit to be what you want, note the list of world names.
Configure the biomes.yml if you like (advanced).
Type /gadmin reload in the game to reload the config or restart the server.
Done! To make your first greenhouse, build a glass box and type /g to see the recipes.
Read the file release notes for changes and instructions on how to upgrade.
Player Commands
/greenhouse or /g can be used for short.
/greenhouse help - lists these commands
/greenhouse make: Tries to make a greenhouse by finding the first valid recipe
/greenhouse remove: Removes a greenhouse that you are standing in if you are the owner
/greenhouse list: Lists all the recipes available
/greenhouse recipe: Displays the recipe GUI - clicking on a recipe will try to make a greenhouse
Admin Commands
/gadmin reload : Reloads config files
/gadmin info : provides info on the player
/gadmin info: provides info on the greenhouse you are in


text:
Click here to return to the main Record-a-thon Event Information page
1. Find a quiet location with as little background noise as possible.
2. Place the camera close to the person being recorded - about 2 - 3 feet away will give a good view of the face and upper body. This is important for or hand and body gestures, which are part of language too.
3. When recording two or more people having a conversation, try to place the camera in the middle, about 2 3 feet away. Make sure everybody being recorded is in the frame of the camera view.
4. Try not to move the camera around, or back and forth between people in a conversation. Rather, place the camera so everyone is in view.
5. Speakers try not to move around too much while being recorded. Some movement is okay, but you want to make sure you are always in the camera view so you can be seen and heard clearly.
6. If the person being recorded would like to demonstrate or point to something (like a wordless book), move the camera back so that both the speaker and object are in view. A view of what is in the speakers nearby environment is important information too!
7. Try to have the recording be in the native language as much as possible avoid going back and forth between languages if you can.
8. Please start all recordings with this script (read by each speaker):
9. Here are some ideas for things to talk about:
10. You can make and upload as many recordings as you like. Each video should be 5 10 minutes in length.
11. Dont edit the video upload it as is.
12. Last of all, remember to press the record button!
The Rosetta Disk


text:
wren-warblerArticle Free Pass
wren-warbler, any of a number of Old World warblers, family Sylviidae (order Passeriformes), that are wrenlike in carrying their tails cocked up. The name also denotes certain birds of the family Maluridae that are found in Australia and New Zealand. Among the sylviid wren-warblers are those of the African genus Calamonastes (sometimes included in Camaroptera), in which the tail is rather long and the underparts are barred. An example is the barred wren-warbler (C. fasciolatus) of south-central Africa, which sews its nest like a tailorbird.
What made you want to look up "wren-warbler"? Please share what surprised you most...


text:
Child-resistant packaging is regulated by the Code of Federal Regulations in Title 16, Part 1700 as part of the Poison Prevention Packaging Act (PPPA). The purpose of this act is to protect young children (under 5) from poisonings and deaths due to open containers of hazardous products.
A package that is child-resistant should be difficult for children under 5 to open or obtain a harmful amount of the contents within a reasonable time. It should not be difficult for the average adult to open and use properly.
In order for a package to be considered child-resistant, it must be tested with children. A total of 80% tested must not be able to open the package within 10 minutes of testing. Similarly, when the packaging is tested by adults, 90% have up to 5 minutes to open and close the package so that it is child-resistant again.
What products require child-resistant packaging?
The commission of the PPPA sets rules that require child resistant packaging for specific products used in or around the house such as:
- The products present a risk of serious injury or illness to children under 5 who are able to open the packages of products and drink, eat, or handle the contents.
- The technology exists or can be developed to produce child-resistant packaging for products, that the packaging can be used with modern mass production and assembly techniques, and that the packaging will adequately protect the integrity of the product and not interfere with the product's intended storage or use.
Child-Resistant Required Packaging of Household Products
- Chemical & Cosmetic Products
- Mouthwash Products
- Drugs & Dietary Supplements
- Liquid Nicotine Containers
Exceptions to the Rules
A manufacturer can package one size of a regulated product (non-prescription) in regular packaging that is not child-resistant. The label of the packaging must include "This package for households without young children" or in smaller packages "Package not child resistant."
Learn more about packaging options for child-resistant required products from our packaging consultants.


Creative Thinking for Individuals and Teams: An Essay on Creative Thinking for Military Professionals
Discusses the role of creativity in the military within the context of type, focusing on the fact that STJ (the dominant type in the military) tend towards efficient problem solving, while NTP (not so dominant) tend towards creative problem solving. Argues that the army would benefit from encouraging a more creative culture, leading to higher adaptivity and more successful problem solving. Also examines military leadership styles.


text:
Distributed SECONDO: A Highly Available and Scalable System for Spatial Data Processing
Cassandra is a highly available and scalable data store but it provides only limited capabilities for data analyses. However, database management systems (DBMS) provide a lot of functions to analyze data but most of them scale poorly. In this paper, a novel method is proposed to couple Cassandra with a DBMS. The result is a highly available and scalable system that provides all the functions from the DBMS in a distributed manner. Cassandra is used as a data store and the DBMS Secondo is used as a query processing engine. Secondo is an extensible DBMS, it provides various data models, e.g. models for spatial data and moving objects data. With Distributed Secondo functions like spatial joins can be performed distributed and parallelized on many computers.
- 1.Güting, R.H., Behr, T., Düntgen, C.: SECONDO: a platform for moving objects database research and for publishing and integrating research implementations. IEEE Data Eng. Bull. 33(2), 56–63 (2010)Google Scholar
- 2.Lu, J., Güting, R.H.: Parallel SECONDO: a practical system for large-scale processing of moving objects. In: IEEE 30th International Conference on Data Engineering, Chicago, ICDE, pp. 1190–1193 (2014)Google Scholar
- 3.Dean, J., Ghemawat, S.: MapReduce: simplified data processing on large clusters. In: Proceedings of the 6th Conference on Symposium on Operating Systems Design and Implementation, OSDI 2004, vol. 6, San Francisco, pp, 137–150 (2004)Google Scholar
- 7.Open Street Map. _URL_


text:
Musician Timothy Gudger shares how music has impacted him
In the series, "Playing It Forward," the Salisbury Symphony Orchestra has shared what motivates musicians to teach music to children. To close it out, here is a letter from Timothy Gudger, principal violist with the Salisbury Symphony.
Although Gudger is not a music teacher, he is a great example of the benefits children receive from early music education.
"There are a variety of my current attributes and achievements as an adult that I believe are a direct outcome of having been privileged to partake in the strings programs offered in the Salisbury-Rowan School System:
"Dexterity is probably one of the more evident outcomes. The mind-power to be cognoscente of what is written on the page, what one is hearing, what one is seeing, and translating all of this into, in its most basic essence, movement of your right and left hands on an instrument requires a tremendous amount of focus.
"Developing this mental agility at an early age, I believe, is what gave me the knowledge to excel academically, get a master's degree in viola performance, acquire a well-paying job as a staff accountant, and continue to play in four orchestras and be principal violist in one.
"The discipline that is required to learn, improve and succeed as a musician had immediate benefits that still carry on today in my personal life. I believe that this discipline is what kept my high attendance in school. I suspect that this is the same reason that I take the same approach to my work. From an early age, I was taught to set standards and goals and that I had to stick with them.
"Being in the strings program gave me a group of friends with whom I could identify and bond. Moreover, it kept me out of circles of people who might have led me down a path of personal destruction.
"Furthermore, I have found later in life that the people who identify with music as I do tend to be of a higher caliber and social standing. I think these positive and upstanding individuals tend to improve my integrity as well. In retrospect, I think these people may have always been a positive role model for me and a reason for my success.
"There is a uniqueness to playing an instrument. I was in a sizeable string class, yet we all sounded different. It may have been the amount of discipline each individual put forth in his practice, but I think it's more than that. There is an ineffable quality to music that allows each person to play, hear, or interpret it differently. So, even at that early age, uniqueness is developing. The strings program only boosts that individuality we all inherently have. It hones it, nurtures it, and then it blossoms.
"I want to add that I was the fourth child in a family of non-musicians. I had never heard classical music until the Symphony came and played at our elementary school. While my parents didn't understand my fascination, at least they didn't discourage it. So here I am today, the first in our family to graduate from college, the first to be successful financially, blessed to be in association with friends and colleagues who are respected and well established, and motivated to still improve and self-determined enough to do it. Do I accredit this to music? Most definitely!"
This is the fifth in a series of short stories submitted by the Salisbury Symphony Orchestra to spotlight its teachers.
For more information about After-School Strings classes, call _PHONE_ or visit the symphony's website at _URL_.


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I'd like to know if there is a way to determine if a variable contains a MooTools Class instance.
Here's the example below in jsFiddle: _URL_
var a = new Class();
var aInstance = new a();
document.write('#1 instanceOf(aInstance,a) ='+ instanceOf(aInstance,a) + '') // aInstance is instance of a. Returns true.
document.write('#2 instanceOf(aInstance,Class) ='+ instanceOf(aInstance,Class) + '') // aInstance isn't instance of Class, so returns false.
Is there a way to make #2 happen?
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I think I got it.
var Foo = new Class({});
var FooInstance = new Foo();
alert(typeOf(FooInstance.$constructor)); // alerts 'class'
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The Artistry of Seedbox
Winter is the perfect time to see Seedbox (Ludwigia alternifolia) in fruit, and to understand how this plant got its name.
Seedbox (Ludwigia alternifolia) with fruit capsules
Attached along the length of the standing stems of this plant are fruit capsules that look like perfectly carved wooden boxes, each with a convex top and rounded bottom, and with elaborate designs that appear to be carved on the cube's lid.
Seedbox (Ludwigia alternifolia) fruit capsules
These tiny decorative fruit capsules are often visible throughout winter, releasing the many tiny seeds inside through a pore on the top of the box, and eventually also by splitting open at the seams. Before the fruit capsule opens, the seeds may rattle, giving this plant another common name, Rattlebox.
How is this perfectly shaped fruit capsule produced? Who is responsible for the beautiful carvings on the lid? (Could it be tiny flower elves? Maybe there is a less magical explanation.)
Seedbox typically blooms in mid to late summer, usually July and August. Let's look at the flowers and buds for an explanation.
Seedbox (Ludwigia alternifolia) in bloom
In Seedbox buds, sepals are the outermost layer of flower parts. They are green and leaf-like, and play the role of bud scales, enclosing and protecting the other parts of the flower before it opens. The photo below shows a flower bud, enclosed by the sepals. In the upper right of the photo, there is a notch in the sepals at the base of the bud, a narrowing of the structure, and a squarish impression in the leafy covering. This covering is enclosing the flower's ovary, the flower part destined to become the fruit capsule. We can see two sides of the ovary, already hinting at the box-like fruit capsule to come.
Seedbox (Ludwigia alternifolia) flower bud. In the top right corner, note the square ovary with a leafy covering at the base of the bud. The ovary will become the fruit capsule; its square shape is already in place.
The purpose of the flowers is to attract visitors to assist with cross-pollination. The most effective pollinator will have a tongue long enough to reach the nectaries on the face of the ovary below, while brushing its body on the flower's reproductive parts, including the Sweat Bee in the photo below, and some Bumble Bees. Other bees and beetles are known to visit the flowers for nectar and pollen, while flies, wasps, and butterflies only partake of the nectar.
Seedbox (Ludwigia alternifolia) flower with a visiting Sweat Bee. Her tongue is long enough to reach the nectaries while her body brushes against the flower's reproductive parts, dropping off and picking up pollen.
The bee is rewarded for her pollination assistance with nectar and pollen for herself, and she will also carry some back to provision her nest for her larvae.
Seedbox (Ludwigia alternifolia) flower with a visiting Sweat Bee. Notice the pollen she has packed on her hind legs to bring back to her nest for her larvae.
Let's look at an open flower.
Seedbox (Ludwigia alternifolia) in flower.
Working from the outer ring of flower parts layer by layer towards the center, each flower has four sepals, four yellow petals, four stamens (male reproductive parts) and one pistil (female reproductive part). The pistil consists of a stigma at its tip, where the pollen must be deposited in order for pollination to take place, the style, which positions the stigma and through which the pollen must travel to get to the ovary, which is at the pistil's base. Seedbox stigmas look like miniature pompoms perched at the top of their pedestal-like styles. As the ovary ripens to a fruit capsule, if the pollen successfully reaches and fertilizes the ovules in the ovary, seeds will be produced.
Seedbox (Ludwigia alternifolia) in flower. The green sepals are peeking out from behind the yellow petals. The petals, stamens and style of the pistil are attached to the top of the ovary, while the sepals are appressed to the four sides of the ovary.
If we look at the very center of the flower, we can see the petals, stamens and pistil attached to the square top of the ovary, with the sepals appressed to the four straight sides around the ovary's outside edges.
The flower parts that made pollination possible eventually wither and drop off, leaving their mark on the face of the ripening fruit capsule.
The petals drop off after about a day, leaving tiny scars that can be seen at each corner of the developing fruit capsule's topside. As the stamens drop off, each leaves a mark midway between the corners, just slightly in from the edge of the square.
Developing Seedbox (Ludwigia alternifolia) fruit capsule. Notice the scars left by the petals and stamens which have withered and dropped off. The stigma, style and sepals are still present.
Eventually the pistil's stigma and style, positioned at the center of the flower above the ovary, drop off, leaving a round scar as a reminder of their role in the flower's reproduction strategy.
Developing Seedbox (Ludwigia alternifolia) fruit capsule. The stigma and style have dropped off. The sepals are still present.
Finally the sepals are gone, leaving the bare woody 'seedbox'.
Seedbox (Ludwigia alternifolia) fruit capsules
The face of a Seedbox fruit capsule records the history of its pollination story. The four large-ish evenly spaced ovals in each quadrant on the top of the fruit capsule were the nectaries, the source of the beverage that enticed the flower's visitors.
Seedbox (Ludwigia alternifolia) fruit capsules. The scars from the petals and stamens are visible near the edges of the fruit capsule's top, the round scar in the center marks the spot where the style was attached, and the four ovals are the flower's nectaries.
Seedbox prefers moist soil, and can be found growing in wet meadows, prairies and woods, as well as in drainage ditches. It is native in Quebec and Ontario provinces in Canada, and in the United States from Vermont west to Wisconsin, southwest to Colorado, then south as far as Texas and the Florida panhandle. It is a member of the Evening-primrose (Onagraceae) family.
If you're looking for something to do while waiting for spring, look for Seedbox!
Dedication: Pam, this is for you!
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27 thoughts on "The Artistry of Seedbox
 1. Thank you Mary Ann for this post. In the fall of 2019 I purchased some Ohio ecotype seed, there was a mix up and I ended up with this little beauty! How fortunate is that? I saved the plants, but since I really didn't know anything them I decided understanding what makes them tick would be one of my 2020 winter projects! Your post has been a wonderful place to start!
 2. Wow, wow, wow. Amazing illustration of the complexity and beauty of this unusual plant. Thank you Mary Anne. You are a treasure!!!
 3. Mary Anne, this is a wonderful illustrated essay on the Seedbox! I have a small collection of perfect little boxy seeds and I hope to be able to grow the plant in my garden this year. I think I'll keep a few of the seeds just to look at, though…
 4. Thank you for yet another beautiful and informative lesson in nature's beauty and bounty. I am also going to look for seedbox near me!
 5. Mary Anne thank you for this wonderful article. I have a few stems of the seed pods of Ludwigia alternifolia on my desk because I think they are tiny works of art. And now I know how they became so beautiful.
 After reading your article I became curious about the genus name Ludwigia. I learned that Christian Gottlieb Ludwig was a prominent German botanist and physicist and was a strong critic of Linnaeus and his new system of plant classification. So to exasperate Ludwig, Linnaeus named a genus after him. (This was apparently a punishment Linnaeus sometimes bestowed on his critics.)
 Happy ending though – Ludwig eventually came around to Linnaeus' way of thinking!
 6. Happy Leap Year, Mary Anne. I loved the mystery with the excellent build-up to the solution complete with magnificent photos. I am going out to look for a seed box. This is a wonderful gift for this last day in February.
 7. Thanks so much for this wonderful explanation! I'm not sure I've ever noticed this plant. I'll have to keep an eye out for it.
 8. Mary Anne–
 What a remarkable flower! I've never been able to follow how this amazing seed capsule develops from the rather insignificant flower, and you've revealed the mystery to me. Your photography is beautiful. Thank you for teaching us about this charming plant =)
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Because DMD is a rare disease, it's likely that your GP will not have had a patient with DMD before. You may need to help them to understand what your child needs.
We recommend that you tell them about the Royal College of General Practitioners' e-learning course on neuromuscular conditions in primary care. It will help them to better understand DMD and care for your child.
If your GP thinks your child may have DMD, they will refer them to a neuromusclar consultant.
If you don't have a neuromuscular consultant, ask your GP to refer you to a neuromuscular clinic that is part of the North Star Network
The Network helps clinics provide the best possible treatments to DMD patients.
Your GP can also help you to access local services for you and your child, including physiotherapy and, if you would like, counselling.
Two important things GPs can help with are:
1. Vaccinations - ask your GP to check that your child's vaccinations are up-to-date. They will need to receive the flu and chickenpox vaccinations, as well as all recommended childhood vaccines. These will protect them from preventable illnesses which would put an extra strain on their body.
2. Regular Breathing test - people with DMD need to have one at least once a year. This is because DMD affects all muscles, including the muscles needed for breathing.


Creating Bootstrapper Packages
Creating Bootstrapper Packages
Updated: August 2011
The Setup program is a generic installer that can be configured to detect and install redistributable components such as Windows Installer (.msi) files and executable programs. The installer is also known as a bootstrapper. It is programmed through a set of XML manifests that specify the metadata to manage the installation of the component.
You can use the Bootstrapper Manifest Generator to create the manifests that describe the bootstrapper package. Alternatively, you can generate the manifests by using the XML Editor in Visual Studio. For more information, see How to: Create a Package Manifest and How to: Create a Product Manifest. To see an example of creating a bootstrapper package, see Walkthrough: Creating a Custom Bootstrapper to Show a Privacy Prompt.
To create a bootstrapper package, you have to supply the redistributable in the form of an EXE or MSI the Bootstrapper Manifest Generator. Then, the Bootstrapper Manifest Generator creates the following files:
 - The product manifest, product.xml, which contains any language-neutral metadata for the package. This contains metadata common to all the localized versions of the redistributable component.
 - The package manifest, package.xml, which contains language-specific metadata; it typically contains localized error messages. A component must have at least one package manifest for each localized version of that component.
After these files are created, put the product manifest file into a folder named for the custom bootstrapper. The package manifest file goes into a folder named for the locale. For example, if the package manifest file is for English redistribution, put the file into a folder called en. Repeat this process for each locale, such as ja for Japanese and de for German. The final custom bootstrapper package could have the following folder structure.
Finally, copy the redistributable files into the bootstrapper folder location. For more information, see How to: Create a Localized Bootstrapper Package.
On 64 bit systems, use the following registry key:
Each redistributable component appears in its own subfolder under the packages directory. The product manifest and redistributable files are put into this subfolder. Localized versions of the component and package manifests are put in subfolders named according to Culture Name. For more information about culture names, see the table in Localization Property.
After these files are copied into the bootstrapper folder, the bootstrapper package automatically appears in the Visual Studio prerequisites dialog box. If your custom bootstrapper package does not appear, close and then reopen the Prerequisites Dialog Box. For more information, see Prerequisites Dialog Box.
The following table shows the properties that are automatically populated by the bootstrapper.
The name of the application.
The processor and bits-per-word of the platform targeted by an executable. Values include the following:
 - Intel
 - IA64
 - AMD64
The version number for Microsoft Windows 95, Windows 98, or Windows ME operating systems. The syntax of the version is Major.Minor.ServicePack.
The version number for the Windows NT, Windows 2000, Windows XP, Windows Vista, Windows Server 2008, or Windows 7 operating systems. The syntax of the version is Major.Minor.ServicePack.
The version of the Windows Installer assembly (msi.dll) run during the installation.
This property is set if the user has administrator privileges. Values are true or false.
The installation mode indicates where the component needs to be installed from. Values include the following:
 - HomeSite - prerequisites are installed from the vendor's Web site.
 - SpecificSite - prerequisites are installed from the location that you select.
 - SameSite - prerequisites are installed from the same location as the application.
You can prevent your redistributable files from being deployed in Setup projects. To do this, create a redistributable list in the RedistList folder in your.NET Framework directory:
The redistributable list is an XML file that you should name using the following format: Company Name.Component Name.RedistList.xml. So, for example, if the component is called Datawidgets made by Acme, use Acme.DataWidgets.RedistList.xml. An example of the redistributable list's contents might resemble this:
August 2011
Added 64 bit registry key.
Content bug fix.
Community Additions
© 2015 Microsoft


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Forums » Everything we missed with the other categories
Stipple Drawing Basics
 - 15 posts
 January 15, 2014 8:57 AM EST
 Stipple drawing is an artistic technique where the artist places an intricate series of small dots together to achieve continuous tone in a drawing. The dark or light shading on the subject being rendered will be determined by how dark or light the artist applies the dots. Practice on simple geometric shapes before attempting a self portrait or that large oak tree across the meadow. The degree of perceived solidity of the subject being portrayed is defined by how far or how close the dots are arranged. To create dark tones and deep shadows, follow the techniques below.
 1. Make larger dots
 2. Create darker dots
 3. Draw dots close together
 The denser, tighter the spacing of the dots, the darker the tones will appear. Conversely, to simulate light areas on a subject, make the dots finer:
 1. Use a soft touch when making dots
 2. Place the dots farther apart from one another
 Pencil Stipple Drawing
 When using a pencil, tap and twist. Tap the pencil straight down on the paper and twist the pencil tip onto the paper. This will assure a dark and evenly rounded stipple mark. Using the softest, darkest pencil from the end B range of pencil leads will help.
 Pen Stipple Drawing
 Pens come in a wide range of nibs (or pen tip size) and contain any mix of ink product, so shop around and find what feels most comfortable. When using a pen, there is no need to employ the tap and twist technique. The mere touch of the pen's nib to the surface of the paper will produce a stipple mark. Concentrate on a straight landing of the pen tip to the paper in an effort to avoid tails on the end of your stipple dot.
 Stipple on white, hot-pressed (smooth) surfaced paper for the best results. A fibrous paper will tend to blur the ink and a cold pressed (rough) paper will slow down your hypnotic mark-making staccato. The combination of black ink against a white ground will produce a dramatic clarity not achieved with other media. This resulting high contrast will produce splendidly in publication, even on low budget projects using inexpensive papers on an ancient home printer running low on toner.
 For something completely different, a sheer transparent layer of watercolor paint over the high contrast black/white stippled page can soften the look to breathtaking highs.
 Although modern technology has made it no longer necessary to spend hours dotting pen to paper, the stipple drawing technique is not likely to go away. It remains an ideal technique for work done under the microscope. Plant sections, macro-sized segments such as flower parts and seeds and the varied textures and veining found on the top and back of leaves can be clearly delineated by the look of stipple. The tradition remains appealing by today's generation of botanical artists, paleontological illustrators and natural science illustrators for its ability to show details crisply and simply.


Biology Department Integrative Exercise
Welcome to the Senior Integrative Exercise. These pages contain the definitive set of requirements and instructions, and should be consulted as questions arise during the course of your comps work. If you have any questions, please contact John Tymoczko, who will be in charge of the comps requirement in Biology for the year.
There are three requirements that must be completed successfully to pass Biology comps:
 1. Submit a synopsis and bibliography that provides an answer to the question you've chosen from the list provided. The synopsis is limited to 10,000 characters (approximately 5-6 pages). Spaces, references, tables and figure legends do NOT count toward the character limit. Detailed instructions are given in "Form and Style of the Synopsis and Bibliography" below. This written assignment is due at the end of your first comps term.
 2. Make an oral presentation of up to 25 minutes, based on your answer to the chosen question. The presentation is immediately followed by 30 minutes of questions from the two members of your faculty committee. This takes place in the first half of the second term of your comps.
 3. Attend 10 of the weekly Biology Department Visiting Speakers Series held Monday afternoons from 3:30-4:30 PM. Majors should plan to start attending the visiting speakers seminars during the Spring Term of junior year (no matter which term you are writing your synopsis). You must sign a sheet that will be available in the seminar room for your attendance to count towards the comps requirement.


Formula Used
1 Gray = _PHONE_ Microsievert
1 Gray = _PHONE_ Microsievert
Other Gray Conversions
Grays to Microsieverts Conversion
Gy stands for grays and μSv stands for microsieverts. The formula used in grays to microsieverts conversion is 1 Gray = _PHONE_ Microsievert. In other words, 1 gray is _PHONE_ times bigger than a microsievert. To convert all types of measurement units, you can used this tool which is able to provide you conversions on a scale.
Convert Gray to Microsievert
How to convert gray to microsievert? In the absorbed dose measurement, first choose gray from the left dropdown and microsievert from the right dropdown, enter the value you want to convert and click on 'convert'. Want a reverse calculation from microsievert to gray? You can check our microsievert to gray converter.
FAQ about converter
How many Rad is 1 Gray?
How many Millirad is 1 Gray?
How many Joule per Kilogram is 1 Gray?
1 Gray is equal to 1 Joule per Kilogram. 1 Gray is 1 times Smaller than 1 Joule per Kilogram.
Grays to Microsieverts Converter
Units of measurement use the International System of Units, better known as SI units, which provide a standard for measuring the physical properties of matter. Measurement like absorbed dose finds its use in a number of places right from education to industrial usage. Be it buying grocery or cooking, units play a vital role in our daily life; and hence their conversions. helps in the conversion of different units of measurement like Gy to μSv through multiplicative conversion factors. When you are converting absorbed dose, you need a Grays to Microsieverts converter that is elaborate and still easy to use. Converting Gray to Microsievert is easy, for you only have to select the units first and the value you want to convert. If you encounter any issues to convert, this tool is the answer that gives you the exact conversion of units. You can also get the formula used in Gray to Microsievert conversion along with a table representing the entire conversion.
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Polar lows and arctic instability lows in the Bear Island region
The study of the "polar low episode" over the northern parts of the Norwegian Sea and the Barents Sea from 12 December 1982 to 16 December 1982 is continued. The role of baroclinic instability in the initial formation of a polar low near the ice edge is considered, including a discussion based on a diagnostic IPV analysis. During the polar low episode, circulations develop on different horizontal scales including true mesoscale phenomena. The mesoscale circulations have the character of symmetric vortices of a much smaller horizontal scale, ∼100 km, than normally associated with polar lows. Although, during their initial formation, these circulations may be modulated by baroclinic instability associated with a shallow arctic frontal zone, they are predominantly convectively driven. The term "arctic instability lows" is suggested for these disturbances in order to distinguish them from the more "normal" polar lows. The polar low formations take place within a large synoptic scale cold dome. The importance of this cold dome as well of cold domes in general for polar low formations is briefly discussed.
Authors: Rasmussen, Erik A., Pdesersen, Torben S., Pedersen, Leif T., Turner, John


text:
Jen Morris is a Melbourne-based consultant, writer, researcher and speaker with a special interest in health and healthcare.
Her extensive personal experience in the healthcare system – alongside her academic background in science, bioethics, politics and science communication – bring a unique combination of insights and perspectives to her work.
She first emerged as a powerful patient advocate through her submission and evidence to the Victorian Parliamentary Inquiry into the Performance of the Australian Health Practitioner Regulation Agency.
Since that time, she has become a sought-after and passionate contributor to research, dialogue, publications, education and advocacy in the following areas of healthcare:
- Quality and safety
- Patient engagement
- Consumer perspectives and rights
- Regulation and compliance
- Communication of health messages to the public
- Healthcare and online platforms (including social media)
- Complaints resolution processes
- Medical error
- Healthcare and disability
Through her consultancy business, Jen offers the following services in her fields of interest:
- Writing (journalistic, educational, narrative, technical and speech)
- Public speaking
- Research work and assistance
- Workshop and conference facilitation
- Conference, workshop, consultation and round-table participation
- Proofreading, editing and usability testing of websites and publications
- Patient/consumer perspectives advice on publications, services, programs or initiatives


Overcoming Summertime Blues
As summer gets going, the number of members attending services drops off until school starts back up. Here are a few ways to combat the summertime blues.
1. Fireworks Display: invite the entire community to your church for a concert and fireworks display. Have information available about summertime programs and fall kick offs to hand out to guests.
2. Church Picnic: plan a picnic for your church with games and music for the whole family. You could even move the church service outside to the local park and invite the whole community to join you before the picnic lunch.
3. End of Summer Celebrations: Invite different age groups to gather for an end of summer party. Invite the teachers from the local school so that they can meet their students. Celebrate with pizza, a bonfire, ice cream, etc.
4. Cool Comfort: There are many people in each community that do not have air conditioning. Invite them to spend a day in the church cooling off with free wifi, games for the kids, movies, snacks, etc. Invite a local store to sponsor a day where they provide the snacks and activities in return for advertising their services to those present.
5. Vacation Bible Camp: Make learning a fun adventure through a week-long day camp, or evening program. Invite kids from the local neighborhoods to join in the fun along with your church's youth. Design a program for older youth with day trips around the city, etc.
These are just a few ways to encourage attendance at church during the summer. What are some other ways your church overcomes the summertime membership blues?
For more information on our FREE services and how Guide Book Publishing can help retain new members, visit our website at _URL_
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