Each Linux or Unix command returns a statusÂ For completeness, exit and return each accept an optional argument which is an integer (positive, negative or zero) which sets the return code as the remainder of the integer after division by 256. Terminate the current Powershell script. Conclusion. Examples #. I assume this is an undesirable result because a script doesn't know if it is being sourced or being run in a. To help explain exit codes a little better we are going to use a quick sample script. I have ~100 lines of script executing and I don't want to check return code of every line in the script. Exit with code 0. Instead of launching your script as. done. If your script has executable permissions, executing it directly without giving the name of the shell will execute it in a child shell too. See revised answer above which should be more correct. For my own reasons in ths script i have disabled the CTRL C using the trap command. Otherwise, the script will exit with status 1. Open the batch file in Notepad by right clicking on it and click on "Edit" from the list. It seems counter-intuitive that the condition if passes if the exit code is 0. 4. 4. Exit status is an integer number. docker run -it ubuntu bash. Conclusion # Each shell command returns an exit code when it terminates. Linux and Unix exit code tutorial with examples, Can you explain bash exit status code? If you have any questions or … There is one problem here. You can use the file command to see more detail. Exit status is an integer number. If a command is not found, the child process created to execute it returns a status of 127. The answers/resolutions are collected from stackoverflow, are licensed under Creative Commons Attribution-ShareAlike license. Bash get exit code of command â How to use exit codes in shell scripts. #!/âbin/bash echo hello echo $? To end a shell script and set its exit status, use the exit command. The exit statement is used to exit from the shell script with a status of N. 2. 0 exit status means theÂ Exit Status. Exit Status. Using return instead of exit will allow you to still launch your script using. The first half explains the features of the shell; the second half has real-world, Exit and Exit Status, Success is traditionally represented with exit 0 ; failure is normally indicated with a non-zero exit-code. 6. Every Linux command executed by the shell script or user, has an exit status. In this tutorial, you will learn how you can pass string data from bash function to the caller by using different types of bash syntaxes. In any other language it would be the other way around â sjw Jun 4 '19 at 11:01 3, How to check the exit status using an if statement, But if you want to test whether a command succeeded or not, use the command #!/bin/bash echo "this will work" RESULT=$? There is a simple, useful idiom to make your bash scripts more robust - ensuring they always perform necessary cleanup operations, even when something unexpected goes wrong. 0 exit status means the command was successful without any errors. Exit statuses fall between 0 and 255, though,Â Likewise, functions within a script and the script itself return an exit status. Other numbers can be used, but these are treated modulo 256, so exit -10 is equivalent to exit 246, and exit 257 is equivalent to exit 1. You can exit the xterm window by closing the window or type exit at the bash prompt. Shell Scripting: Expert Recipes for Linux, Bash and more is my 564-page book on Shell Scripting. The current shell (or script or subshell*) is exited using exit and a function is exited using return. Convenient to read on the go, and to keep by your desk as an ever-present companion. But you need to use return to exit from a function only or a sourced script. Way 1 - Exit. This file is saved as exit.sh. It can alsoâÂ Shell Scripting Tutorial is this tutorial, in 88-page Paperback and eBook formats. 6. The Linux man pages stats the exit statuses of each command. To exit the function stack without exiting shell one can use the command: kill -INT $$ As pizza stated, this is like pressing Ctrl-C, which will stop the current script from running and drop you down to the command prompt. # Exit status 0 returned because commandÂ How to deal with the exit codes of all piped commands. script.sh, you can launch it bash script.sh. Exit and Exit Status, When a script ends with an exit that has no parameter, the exit status of the script is the exit status of the last command executed in the script (previous to the exit). Exit and Exit Status, #!/bin/bash RC=1 while [ $RC -eq 1 ] do _TAG_ something until it returns 0 RC=$? Examples # The commandsâ exit status can be used in conditional commands such as if. A non-zero (1-255 values) exit status means command was failure. A non-zero (1-255 values) exit status means command was failure. #!/bin/bash exit 1 Executing this script shows that the exit code is correctly set. Way 1 - System.Environment.Exit. bash exit.sh echo $? If a command is found but is not executable, the return status is 126. If you want to use exit and don't want to exit the terminal then "execute" the script by using./script after checking the execute permission on the script. For instance: rsync -azvh /dir -e ssh _EMAIL_:/ RESULT="$?" Terminate the current Powershell session. The exit status of a process in computer programming is a small number passed from a child process (or callee) to a parent process (or caller) when it has finished executing a specific procedure or delegated task. # Exit status 0 returned because command executedÂ When a bash function ends its return value is its status: zero for success, non-zero for failure. If we would like more fine grained control of a shell command's input and output in Python, we should use the subprocess module. The Linux man pages stats the exit statuses of each command. Bash ignoring error for a particular command, In bash script to stop execution on error. The cursor should reappear at the lower left corner of the screen beside a colon prompt. by a signal)). To set an exit code in a script use exit 0 where 0 is the number you want to return. Use the exit statement to terminate shell script upon an error. Exit and Exit Status, It can also return a value, which is available to the script's parent process. Further, the exit code is 127 (non-zero) as the nonexistant-command was not successful. Every Linux or Unix command executed by the shell script or user, has an exit status. (By convention, exit code 0 is for success and anything greater than 0 signifies failure; however, also by convention, exit codes above 127 are reserved for abnormal termination (e.g. What happens if I don't specify an exit code. The exit status is an integer number. if [ $RESULT -eq 0 ]; then echo ( 0 on success ); however, some commands don't return a non-zero exit status if For instance, on Linux GNU file still exits with 0 if it received a non-existing file asâÂ How to get the exit code of a command such as date and date-foo-bar From the above outputs, it is clear that the exit code is 0 indicates that date command was successful. Syntax EXIT [/B] [ exitCode ] Key /B When used in a batch script, this option will exit only the script (or subroutine) but not CMD.EXE If executed on the command-line it will close CMD.exe exitCode Sets the %ERRORLEVEL% to a numeric number. Running a Command with subprocess We can get a little fancier if we use DEBUG and EXIT traps to execute custom commands before each line of the script is run and before the script exits, respectively. – Stéphane Chazelas Aug 27 '20 at 5:51 your response makes me realize how little bash I actually know :0 – NSjonas Aug 27 '20 at 6:12 ssh serverA uptime ssh serverB uptime ssh serverC uptime # This block is exiting from script after executing ssh once with serverA. Exit Status (Bash Reference Manual), The exit status of an executed command is the value returned by the waitpid system call or equivalent function. Your shell script is a script; git is an ELF binary. # exit when any command fails set -e Putting this at the top of a bash script will cause the script to exit if any commands return a non-zero exit code. And paste the … How "Exit Traps" Can Make Your Bash Scripts Way More Robust And Reliable. If you exit … How to find out the exit code of a command. Returning Values from Bash Functions, Bash functions, unlike functions in most programming languages do not allow you to return a value to the caller. bash's special builtin only cause the shell to exit when it's in POSIX compliant mode. To exit without saving changes made: Press. For more info see: The exit status of a command; Bourne Shell Exit Status Examples. 2. Convenient to read on the go, and to keep by your desk as an ever-present companion. If N is not given, the exit status code is that of the last executed


5. Reasons to Protect Mother Cows on International Women's Day
5 Reasons to Protect Mother Cows
on International Women's Day
It's International Women's Day, which means it's time to discuss the oppression that female animals face, specifically cows.
1. Mother cows have their babies taken away from them 2-3 days after giving birth, they're known to fight farmers when their children are being taken away. They're artificially inseminated to give birth as many as 4 times in their lifetime, being slaughtered once they reach 6 years old. Their natural life span is 20 years.
2. Their children are sent to slaughter, locked in a crate for six months for veal, or destined to have the same fate as their mother.
3. Mother cows produce milk for their babies, not for humans. Humans are the only species known to force another animal to give birth yearly, then steal their milk. Why are humans drinking another species breast milk?
4. Mother cows love their calves. Some people choose to say that mother cows on farms don't love their babies. On sanctuaries they spend time with their children, and on farms they fight farmers to stay with their calves.
5. It's easy to end animal oppression. There are a variety of plant milks: from soy, to almond, to hemp, to fit everyone's dietary needs. There are also vast selections of plant based meats and cheeses to keep cow products off of your plate.
Join the Conversation


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If $V$ is given to be a vector space that is not finite-dimensional, it doesn't seem to be possible to exhibit an explicit non-zero linear functional on $V$ without further information about $V$. The existence of a non-zero linear functional can be shown by taking a basis of $V$ and specifying the values of the functional on the basis.
To find a basis of $V$, the axiom of choice (AC) is needed, and indeed, it was shown by Blass in 1984 that in Zermelo-Fraenkel set theory (ZF) it is equivalent to the axiom of choice that any vector space has a basis. However, it's not clear to me that the existence of a non-zero element of $V^*$ really needs the full strength of AC. I couldn't find a reference anywhere, so here is my question:
Consider the following statement:
(D) For any vector space $V$ that is not finite-dimensional, $V^*\neq \{0\}$.
Is (D) equivalent to AC in ZF? If not, is there some known axiom that is equivalent to (D) in ZF?
Note that this question is about the algebraic dual $V^*$. There are examples of Banach spaces, for example $\ell^\infty/c_0$, where it is possible (in the absence of the Hahn-Banach theorem, itself weaker than AC) for their topological dual to be $\{0\}$; see this answer on MO. I'm not aware of any result for the algebraic dual.
This question was inspired by, and is related to this question on MO.
Edit: Summary of the five answers so far:
 - Todd's answer + comments by François and Asaf: in Läuchli's models of ZF there is an infinite dimensional vector space $V$ such that all proper subspaces are finite dimensional. In particular, $V$ does not have a basis and $V^*=\{0\}$. Also, according to Asaf, in these models Dependent Choice can still hold up to an arbitrarily large cardinal.
 - Amit's answer + comment by François: in Shelah's model of ZF + DC + PB (every set of real numbers is Baire), $\Bbb R$ considered as a vector space over $\Bbb Q$ has a trivial dual.
 - François's answer (see also godelian's answer) + Andreas' answer in ZF the following is equivalent to BPIT: all vector spaces over finite fields have duals large enough to separate points.
So DC is too weak, and BPT is strong enough for finite fields (and in fact equivalent to a slightly stronger statement). How far does Choice fail in Blass' model? Update: according to Asaf Karagila, $DC_{\kappa}$ can hold for arbitrarily large $\kappa$.
share|improve this question
This is probably a naive question, but is there no chance that (D) is provable in ZF? – Thierry Zell Dec 14 '10 at 14:14
_USER_: I don't know. If (D) holds in ZF, then it would be a very obscure fact, because I've seen in many texts it explicitly mentioned that AC is needed to prove (D), as one needs a basis. So I doubt that it can be done in ZF, but I would also be very surprised if the full AC is needed. – Konrad Swanepoel Dec 14 '10 at 14:23
Great question! – Amit Kumar Gupta Dec 14 '10 at 18:49
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6 Answers
up vote 5 down vote accepted
To add the proof for my claim in Todd's answer, which essentially repeats Läuchli's original [1] arguments with minor modifications (and the addition that the resulted model satisfies $DC_\kappa$).
We will show that it is consistent to have a model in which $DC_\kappa$ holds, and there is a vector space over $\mathbb F_2$ which has no linear functionals.
Assume that $M$ is a model of $ZFA+AC$ and that $A$, the set of atoms has $\lambda>\kappa$ many atoms, where $\lambda$ is a regular cardinal. Endow $A$ with a structure of a vector space over $\mathbb F=\mathbb F_2$. Now consider the permutation model $\frak M$ defined by the group of linear permutations of $A$, and by ideal of supports generated by subsets of dimension $\le\kappa$.
Denote by $\operatorname{fix}(X)$ the permutations which fix every element of $X$, by $\operatorname{sym}(X)$ the permutations that fix $X$ as a set, and by $[E]$ the span of $E$ as a subset of $A$. We say that $E\subseteq A$ is a support of $X$ if $\pi\in\operatorname{fix}(E)\Rightarrow\pi\in\operatorname{sym}(X)$.
Final word of terminology, since $A$ will play both the role of set of atoms as well the vector space, given $U\subseteq A$ the complement will always denote a set complement, whereas the direct complement will be used to refer to a linear subspace which acts as a direct summand with $U$ in a decomposition of $A$.
Claim 1: If $E$ is a subset of $A$ then $\operatorname{fix}(E)$ is the same as $\operatorname{fix}([E])$.
Proof: This is obvious since all the permutations considered are linear. $\square$
From this we can identify $E$ with its span, and since (in $M$) the $[E]$ has the same cardinality of $E$ we can conclude that without loss of generality supports are subspaces.
Claim 2: $\frak M$$\models DC_\kappa$.
Proof: Let $X$ be some nonempty set, and $\lt$ a binary relation on $X$, both in $\frak M$. In $M$ we can find a function $f\colon\kappa\to X$ which witness $DC_\kappa$ in $V$.
Since $\frak M$ is transitive, we have that $\alpha,f(\alpha)\in\frak M$ and thus $\langle\alpha,f(\alpha)\rangle\in\frak M$. Let $E_\alpha$ be a support for $\lbrace\langle\alpha,f(\alpha)\rangle\rbrace$ then $\bigcup_{\alpha<\kappa} E_\alpha$ is a set of cardinality $<\kappa^+$ and thus in our ideal of suports. It is simple to verify that this is a support of $f$, therefore $f\in\frak M$ as wanted. $\square$
Claim 3: If $x,y\in A$ are nonzero (with respect to the vector space) then in $M$ there is a linear permutation $\pi$ such that $\pi x=y$ and $\pi y=x$.
Proof: Since $x\neq y$ we have that they are linearly independent over $\mathbb F$. Since we have choice in $M$ we can extend this to a basis of $A$, and take a permutation of this basis which only switches $x$ and $y$. This permutation extends uniquely to our $\pi$.
Claim 4: If $U\subseteq A$ and $U\in\frak M$ then either $U$ is a subset of a linear subspace of dimension at most $\kappa$, or a subset of the complement of such space.
Proof: Let $E$ be a support of $U$, then every linear automorphism of $A$ which fixes $E$ preserves $U$. If $U\subseteq [E]$ then we are done, otherwise let $u\in U\setminus [E]$ and $v\in A\setminus [E]$, we can define (in $M$ where choice exists) a linear permutation $\pi$ which fixes $E$ and switches $u$ with $v$. By that we have that $\pi(U)=U$ therefore $v\in U$, and so $U=A\setminus[E]$ as wanted. $\square$
Claim 5: If $U\subseteq A$ is a linear proper subspace and $U\in\frak M$ then its dimension is at most $\kappa$.
Proof: Suppose that $U$ is a subspace of $A$ and every linearly independent subset of $U$ of cardinality $\le\kappa$ does not span $U$, we will show $A=U$. By the previous claim we have that $U$ is the complement of some "small" $[E]$.
Now let $v\in A$ and $u\in U$ both nonzero vectors. If $u+v\in U$ then $v\in U$. If $u+v\in [E]$ then $v\in U$ since otherwise $u=u+v+v\in[E]$. Therefore $v\in U$ and so $A\subseteq U$, and thus $A=U$ as wanted.$\square$
Claim 6: If $\varphi\colon A\to\mathbb F$ a linear functional


Friday, 17 June 2016
Two Aces (playing cards)
Cards seems to be among the favourite methods for casting I Ching hexagrams so I started thinking about other ways to use them.
A big advantage of cards is that they are easily available everywhere and also that there are a variety of decks that are both beautifully designed and inspirational. I believe it's rather easy to find a couple of cards that fits nicely with your way of consulting the I Ching.
The method presented here is very easy to remember and can be adapted to many different type of cards: standard bridge cards, regional cards, tarots, etc.
It needs two cards for wich you can distinguish the orientation (up or down). In the presentation of the method I will use the Ace of Spades and the Ace of Hearts that (in the most common decks) have a clear orientation. Proceed as follows:
 1. Shuffle the two cards rotating them independently while shuffling (very important!)
 2. Turn the cards and look at the topmost one:
 - If it's the Ace of Spades, draw ;
 - If it's the Ace of Hearts, draw ;
 3. If the two cards are both oriented upward, it's a moving line;
 4. Repeat steps 1-3 other five times drawing the hexagram from the bottom to the top.
The image below shows all the possible outcomes:
Counting from the image above, it's easy to see that this method has exactly the same probabilities as the three coins method:
Prob(6) = Prob(9) = 1/8 = 12.5%
Prob(8) = Prob(7) = 3/8 = 37.5%
Any cards that have a definite orientation will do. Here is an example with the classical tarot of Marseille (the Sun has been assigned to yang, the Moon to yin):
Ace cards image by Byron Knoll.
Tarot cards from Rafael Ferraro site.
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text:
Significance and Use
5.1 Bacteria and fungi present in municipal solid wastes (as well as in other forms of waste) may become airborne as dusts during waste processing. Several investigations to determine the health significance of these microbiological aerosols have been hindered by the lack of standardized procedures for sampling airborne bacteria and fungi in an industrial environment and by the absence of standards for assessing their health significance. Because it is difficult to correlate airborne levels of bacteria and fungi with epidemiological data, this standard is designed to permit the formation of a data base to aid in the assessment of the health significance of airborne microorganisms. It is intended that the use of this practice will improve sampling precision and thereby facilitate comparisons between sampling results.
1.1 This practice covers sampling of airborne microorganisms at municipal solid-waste processing facilities, hereafter referred to as facilities. Investigators should consult Practice D1357 for the general principles of conducting an air-sampling program.
1.2 This practice applies only to sampling airborne bacteria and fungi, not viruses. Since sampling airborne viruses is significantly more difficult than sampling bacteria and fungi, reliable methods of sampling viruses are not yet available.
2. Referenced Documents (purchase separately) The documents listed below are referenced within the subject standard but are not provided as part of the standard.
D1356 Terminology Relating to Sampling and Analysis of Atmospheres
D1357 Practice for Planning the Sampling of the Ambient Atmosphere
ICS Number Code 13.030.10 (Solid wastes); 13.030.40 (Installations and equipment for waste disposal and treatment)
ASTM International is a member of CrossRef.
Citing ASTM Standards
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source: HuggingFaceFW/fineweb-edu


text: The force of friction depends on the type of surfaces rubbing together. The rougher the surfaces, the more friction. Not only that, but also the greater the contact between two surfaces, the more friction. For example, bike racers usually have skinny and smooth tires on their wheels because both of those factors create low friction and allow them to go faster. Mountain bikers on the other hand want a lot of friction and grip with the ground, thus they use wide and knobby wheels for a lot of friction and grip with the ground. In the question you asked, sand is placed on ice and sidewalks to create a rougher surface and thus more friction and grip with the ground to prevent people from falling.

source: openbmb/Ultra-FineWeb


text: Coronavirus disease 2019 (COVID-19) has rapidly spread globally, forcing countries to apply lockdowns and strict social distancing measures. The aim of this study was to assess eating habits and lifestyle behaviours among residents of the Middle East and North Africa (MENA) region during the lockdown. A cross-sectional study among adult residents of the MENA region was conducted using an online questionnaire designed on Google Forms during April 2020. A total of 2970 participants from eighteen countries participated in the present study. During the pandemic, over 30 % reported weight gain, 6·2 % consumed five or more meals per d compared with 2·2 % before the pandemic (P < 0·001) and 48·8 % did not consume fruits on a daily basis. Moreover, 39·1 % did not engage in physical activity, and over 35 % spent more than 5 h/d on screens. A significant association between the frequency of training during the pandemic and the reported change in weight was found (P < 0·001). A significantly higher percentage of participants reported physical and emotional exhaustion, irritability and tension either all the time or a large part of the time during the pandemic (P < 0·001). Although a high percentage of participants reported sleeping more hours per night during the pandemic, 63 % had sleep disturbances. The study highlights that the lockdown due to the COVID-19 pandemic caused a variety of lifestyle changes, physical inactivity and psychological problems among adults in the MENA region.


text:
To be on this list, a peak must be the triple divide point of three basins of rivers that reach marine water, and the smallest of these basins must have an area of over 1500 square miles. This last condition excludes what could easily be hundreds of peaks that are triple divides that involve small rivers and tiny coastal creeks.
Also, this list only shows triple divide points for rivers that enter the ocean directly (or for well-defined internal drainages). Therefore, the entire Mississippi-Missouri-Ohio system is considered one basin, and triple divides that include two or three components of this system (e.g. the Colorado-Arkansas-Platte triple divide, where the Arkansas and Platte are both Mississippi tributaries) are not shown. This does leave out a large number of points in the central part of the United States, but most of these points would be low hills in relatively flat country.


Swimming Ideas Podast
SIP 019: How we train our Staff
May 25, 2015
How we train new staff
 1. Training manual
 1. Visual with pictures and descriptions
 2. Scripts for skills
 3. Skill list by level
 4. Primary focus is on front glide and back glide
 5. Follow specific lesson plans so not overwhelmed with deciding what to do.
 2. Visual Swim Skill Sheets - Starter Kit, and SLI Lesson Program
 3. Training Video: Steve Hoffler
 1. Generally very good
 2. Excellent position 11
 3. Repetition
 1. Get in the habit of seeing children swimming and being taught to swim
 4. In water demonstration
 1. Free swim lesson for select children
 2. _URL_


text:
What is Enrichment?
We consider that enrichment is the enhancement of learning experiences, broadening and deepening the learning opportunities pupils have. At Holy Trinity CE School there are a number of ways in which we enrich the curriculum pupils have, for example:
- the study of a subject beyond the curriculum as defined by the requirements of the DFE
- alternative and creative approaches to topics, including open-ended investigations and discussions
- connections between topics or themes
- the cross-curricular study of different interlinked subjects
- visits out of school by pupils or visits to the school by outside speakers
- visits to other schools to take part in activities with other schools e.g Opera workshop
Why is Enrichment important?
- Enrichment provides greater freedom for exploring different topics or subjects and by increasing intellectual satisfaction contributes to a pupil's well-being.
- When central to curriculum planning, enrichment helps to ensure that the learning experience has clear links between such activities, general classroom activities and topics/themes.
- Enrichment ensures that all pupils are able to show their abilities in different ways and provides opportunities for them to broaden and deepen their understanding.
- Enrichment provides ways in which pupils can develop their understanding at their own level, make connections and develop their learning skills in different ways.
We run a number of enrichment activities through the year. These activities are varied and support the learning in different year groups/subjects.


Piotroski Score
DEFINITION of 'Piotroski Score'
A discrete score between 0-9 which reflects nine criteria used to determine the strength of a firm's financial position. The Piotroski score is used to determine the best value stocks, nine being the best. The score was named after Chicago Accounting Professor, Joseph Piotroski who devised the scale according to specific criteria found in the financial statements. For every criteria (below) that is met the company is given one point, if it is not met, then no points are awarded. The points are then added up to determine the best value stocks.
 - Positive return on assets in the current year (1 point).
 - Positive operating cash flow in the current year (1 point).
 - Higher return on assets (ROA) in the current period compared to the ROA in the previous year (1 point).
 - Cash flow from operations are greater than ROA (1 point)
Leverage, Liquidity and Source of Funds
 - Lower ratio of long term debt to in the current period compared value in the previous year (1 point).
 - Higher current ratio this year compared to the previous year (1 point).
 - No new shares were issued in the last year (1 point).
Operating Efficiency
 - A higher gross margin compared to the previous year (1 point).
 - A higher asset turnover ratio compared to the previous year (1 point).
BREAKING DOWN 'Piotroski Score'
If a company has a score of 8 or 9 it is considered strong. If the score adds up to between 0-2 points, the stock is considered weak. Piotroski's April 2000 paper Value Investing: The Use of Historical Financial Statement Information to Separate Winners from Losers, demonstrated that the Piotroski score method would have seen a 23% annual return between 1976 and 1996 if the expected winners were bought and expected losers shorted. With any investment system, looking at past results doesn't always means it will work in the future, but having an investment plan and rules is never a bad idea.
 1. Current Ratio
 The current ratio is a liquidity ratio measuring a company's...
 2. Asset Turnover Ratio
 3. Long-Term Debt
 Long-term debt consists of loans and financial obligations lasting...
 4. Value Stock
 A stock that tends to trade at a lower price relative to it's...
 5. Operating Cash Flow - OCF
 6. Value Investing
 The strategy of selecting stocks that trade for less than their...
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text:
External review and validation is an important part of the accountability framework of the ARTF. This takes two different tracks:
- First, the ARTF has additional controls in place in the form of a Monitoring Agent for the Recurrent Cost Window and a Supervisory Agent for the Investment Window.
- The ARTF Monitoring Agent (accounting firm) monitors the entire civilian operating budget for eligibility to ensure funds are used in accordance with government rules and guidelines and the legal agreement between the World Bank and the Government of Afghanistan.
- The ARTF Supervisory Agent uses smart phones, satellite imagery and innovative technology to carry out asset verification, quality assurance, and data mapping of national infrastructure projects (NSP, rural roads, education and irrigation).
- Second, external reviews and evaluations are regularly carried out to assess issues of strategic importance.


text:
The quantity of available water resources has been recognized as the key limiting factor for development of most of the arid regions. This paper focuses on the simulation–optimization for conjunctive use of surface water and groundwater on a large scale. In this study, Hetao Irrigation District in China, one of the largest irrigation districts in the Yellow River basin, is selected as a representative study area. The conjunctive management model of water resources is developed by means of dynamically coupling a large-scale hydrological model with an optimal allocation model. A groundwater level is adopted in the coupled model as the constraint condition and the optimal conjunctive utilization quantity of surface water and groundwater is set as the objective function. Finally, the coupled model is applied to calculate the optimal water supply quantity of surface water and groundwater and sustainable utilization scheme of water resources for 2020 and 2030 in Hetao Irrigation District. The modeling results demonstrate the conjunctive management model of water resources is an effective tool for appraising water resources in large-scale arid regions.
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Research Article| February 04 2013
A large-scale conjunctive management model of water resources for an arid irrigation district in China
Weifeng Yue, Chesheng Zhan; A large-scale conjunctive management model of water resources for an arid irrigation district in China. Hydrology Research 1 October 2013; 44 (5): 926–939. doi: _URL_
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Also found in: Dictionary, Thesaurus, Encyclopedia, Wikipedia.
Related to analyser: Logic analyser
analyserThe functional part of a mass spectrometer, in which ions—formed at the source—are differentiated based on their mass-to-charge ratios and detected by the detector.
1. Polarizing device used to determine the plane of vibration of a beam of polarized light. Examples: Nicol prism, polaroid sheet, tourmaline crystal.
2. In a polariscope, the second of the two polarizing elements, the first being the polarizer. See polarized light.


Difference between Vitrified Tiles and Ceramic Tiles
Key Difference: Vitrified tiles are made from a mixture containing clay and elements like silica, quart and feldspar, whereas ceramic tiles are simply made from clay. The clay can also be referred to as earthen clay. Thus, they primarily differ in their compositions.
Tiles enhance the beauty of floors and walls. Various options are available in the market and they often confuse the customer while making a selection. Types of tiles have their own set of advantages and disadvantages and thus, it tends to be really frustrating sometimes to conclude something after making the comparison. Vitrified and ceramic tiles are often compared, as they both are widely used, and therefore this article is stating the differences between these two types of tiles.
Vitrified Tiles have got the name from vitrify which means the process of making a glass or something similar to a glass. The tiles that are made using the method of vitrification fall in the category of vitrified tiles. This tile is known for its capacity to absorb water and also for being stain resistant.
Vitrified tiles are composed of a mixture containing clay and elements like silica, quartz and feldspar. Due to the presence of such ingredients, the mixture melts on applying a very high temperature and a glass substrate is formed throughout the tile. These tiles are non-porous tiles that have a glassy texture. Vitrified tiles use a dye that is mixed with the clay before setting it on fire. This dye makes the color consistent throughout the tiles. Therefore, if the surface of the tile chips off, then a similar color is exposed underneath.
On the other hand, ceramic tiles are plain clay tiles. The process simply involves molding the clay into the shapes of tiles and then cooking them inside a kiln. The heat forms the hard structure of clays. Later, the tiles are coated with glaze so that they become water resistant.
A variety of colors are also applied in order to obtain a large selection of tiles. As they are made by a mixture of clay and water, therefore they are not very strong. These tiles are also very porous and thus absorb water easily. In order to make them resistant to water they are often glazed. The glaze is used as a protective shield.
Therefore, vitrified and ceramic tiles primarily differ in the composition. Due to this composition difference, various factors of distinction tend to originate. Vitrified tiles are made of a mixture of clay with elements like silica, quart and feldspar. Therefore, when the mixture is baked in high temperatures, then the elements of the mixture fuse together and make a glass type product. These tiles are thus, very strong, durable and resistant to water. On the other hand, ceramic tiles are just made from the earthen clay. Thus, they do not form a glass type substance. These tiles must be glazed in order to obtain an external protection layer. The biggest advantage of ceramic tiles is that they have a natural and earthy look in comparison to the artificial look of vitrified tiles. Some of the differences are listed belowVitrified Tiles
Ceramic Tiles
Clay with silica, quartz and feldspar
Earthen clay
Smooth and glossy
Comparatively rough and external glaze is applied for the glossy look
Comparatively weaker
With or without grout joint
With grout joint
Water absorption
High resistance to stains, low water absorption rate
Low resistance to stains, high water absorption rate
Comparatively difficult
Easy to fix
Comparatively expensive
Comparatively low-priced
Comparatively less
Comparatively more
Comparatively more(after coating with glazes)
Comparatively less(without coating with glazes)
Image Courtesy: pavers-retainingwalls.com.au, keralaarchitect.blogspot.in
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I always appreciate classic and stylish tiles for interior decoration. I am finding leading Vitrified tiles Manufacturers to complete my in house solutions and make it more elegant.
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Dance your way into learning about Earth Day with the book "Earth Dance"
1, 2, 3
Title – Earth Day Celebration: Earth Dance!
By – Jodi Hough-Garlie
Primary Subject – Language Arts
Secondary Subjects –
Grade Level – First thru Third
Name/Title: Earth Day Celebration: "Earth Dance"
Academic Content: Language Arts with physical movement incorporated.
Purpose of Event: To imitate action sentences from the book, "Earth Dance", with the game
1. Explain what is Earth Day and why we celebrate it?
2. The class needs to have the book "Earth Dance", by Joanne Ryder, read to them by the classroom teacher.
Grade Level: 2 to 3
Resources needed: "Earth Dance", by Joanne Ryder
Large area in room or if nice go outside.
Physical Activity: Rhythmic and locomotor movements with Move/Freeze Game.
- Cognitive: SWBAT understand and know the meaning of Earth Day and why we
- Affective: SWBAT follow directions and rules to the Move/Freeze Game. SWBAT be
socially conscious of Earth Day.
- Psychomotor: SWBAT move in rhythmic and locomotor movements while playing the
Motivation: The teacher will walk to the front of the class with a stick with a poker on the end, in one hand, and a garbage bag in the other while singing, "I'm going to wash that pollution right out of this earth". (To the tune of, "I'm going to wash that man right out of my hair")
1. Motivation – as stated above.
2. Prerequisite – Read book and explain "What is Earth Day and why we celebrate it".
3. Explain the Move/Freeze Game rules and directions. The rules are as follows:
- No talking/mouth sounds
- No running
- No climbing under or over anything
- Hands to yourself
Directions: The teacher will say move in such a way (i.e. a happy second grader). The students will move as stated and after a few seconds the teacher will say freeze. The students should stop moving when the teachers says freeze. The students should freeze in the position that they stopped in. If the students are still moving in anyway (moving head, feet, or hands) the students that were moving will have to go to the designated "refrigerator" chill out spot for a few turns.
4. Demonstrate the Move/Freeze Game. Such as; the teacher will move around the area acting like a queen. The teacher will say freeze and stop moving and freeze in that position.
5. Do three trial runs with the students. Pick three movements that the students are familiar with. Such as; walk like you are walking through snow or act like a baby. Have students move for a few seconds then say freeze. Call the names of any students that are still moving(even wiggling hands or head turning to look at teacher). If playing the game for real these students would have to go to the "refrigerator" to chill out for a couple turns but during the trial runs they can stay. Once the three trial runs are complete then play the real thing.
6. Once they get good at different movements, start incorporating the book, "Earth Dance". Explain to them that they will listen to a sentence of the book and once the teacher is done reading the sentence the students can move to create the sentence. Such as; "Move as if you are the earth, your arms are stretched out wide and you are slowly spinning". Let the students move for a few seconds and say freeze.
7. Continue through the book and play the Move/Freeze Game. Every time they hear the teacher say "move" in the sentence that is their cue to get ready to play.
8. Ask students how they feel or felt as they were pretending to be the earth.
9. Conduct cognitive assessment (as follows in assessment outline.) For the affective and psychomotor the teacher will be observing throughout the game and letting other students be the reader of the "Earth Dance". (Or caller).
- Cognitive: Students will know the meaning of Earth Day. Each student will write a three sentence statement of what they can do to help protect the earth from pollution.
- Affective: Students will follow rules and directions while playing the Move/Freeze Game. Students will take turns watching the class to be sure everyone is following the rules and directions. If not, students will be sent to the "refrigerator" to chill out for one to two turns. Students will actively participate in cleaning the school grounds. (Socially conscious).
- Psychomotor: Students will play the Move/Freeze Game and move when the teacher states a movement and create the movement with their bodies. The students will freeze or stop when the teacher states freeze.
E-Mail Jodi Hough-Garlie!


01 March 2011
Snail dispersal by cars - Part 2
Published evidence for the passive dispersal of land snails, especially of alien species, on cars was the subject of this post. The process is simple: if a car is parked at a spot where there are active snails, some of them may climb on the car and later go wherever the car happens to go.
Here is a piece of evidence that this indeed happens. These pictures of a snail was taken by my friend Selim Dorak on his car in the city of Antalya in southern Turkey. The car was in the parking lot of a store when Selim first saw the snail. He then drove with the snail on the car to his house and thereby demonstrated that dispersal of snails by car, at least over short distances, is possible.
The snail seems to have been a species in the family Hygromiidae. Another possibility is that it was a juvenile Helix, sp. but they usually don't have such pointed spires.
1 comment:
Anonymous said...
Snails are routinely intercepted on shipping containers coming into the United States. They have also been found on used cars and excavators.


In this project, we're building a simple Lamp Flasher circuit using NE 555. A lamp flasher is nothing but a lamp dimmer circuit – where the lamp is turned ON/OFF at set frequency or time intervals. We've designed this circuit using the most popular and common components like the NE/SE 555 IC. Let's begin our journey to build a lamp flasher circuit using 555 IC.
This is the circuit diagram of lamp flasher operated from mains. By this you can flash up to 200 Watt lamps at rates determined by you. IC NE555 is wired as an astable multivibrator for producing the pulses for flashing the lamp. The flashing rate can be set by the value of resistors R2 & R3.
Diodes D1 & D2 provides a half wave rectified regulated supply for the IC. Transistor T1 is used to drive triac and triac BT136 for driving the load. Resistor R4 limits the base current of Q1.
Flashing Circuit Diagram & Parts List
 - Connect a 100K pot instead of R2 if you need frequent changes in rate.
 - Many parts of the circuit are live with potential shock hazards.So please be careful.
 - As usual use an IC holder for mounting the IC.
Modified Circuit
Lamp Flasher Circuit Using 555 Timer
Lamp Flasher Circuit Using 555 Timer
 1. What are the replacements for BZ 148 zener diode?
 2. mubashar
 hi can any body tell me that can i use bta41 insted of bt136
 3. hi 555 part not powered,ac hot line shd given 2 diodes ( IN 4007) + side.
 4. The circuit contains a mistake. As it is drawn, it will never work!
 5. seetharaman
 Hi Gelie have you used the modified circuit. your zener diode and transistors are the correct equivalents.
 6. why is that my circuit did not work?? i used 1n4738 instead of bz 148 and 2n3904 instead of bc548 does this affect the output of the circuit??
 7. Seetharaman
 Hi Harsh even without this capacitor the astable will work.
 8. Harsh Wardhan Deshmukh
 In the above circuit a capacitor is missing. Astable multivibrator circuit is incomplite.
 U must connect a capacitor of 10 nf(63 volt) ceramic between terminal 5 and the ground of 555 timer.
 9. hi guys
 thish circuit works only in half wave mode
 and in other half sine wave the triac comes off
 this use the triac as a trimister(SCR)
 if i wrong say me explaine it for me
 i test it in other circuits
 it imposible that run a triac with direct curent
 u most connect the gate to the m base withe full wave connection.
 10. Seetharaman
 Hi Kkhairul your IC and trasistor might have got protected due to R3 10k ohms which has limited the current to 25mA. if they are found healthy you can use them
 11. Hi Seetharaman,
 I run my circuit sometimes using this FALSE zener diode 51V instead of 5.1V before. Can I use my IC, transistor and triac anymore?
 12. Seetharaman
 Hi Khairul C2 is the timing capacitor C1 is filter capacitor. only timing capacitor requires the change for higher frequencies. Use a pulse transformer direcly between pin 3 and 8, [(used in xenon strobe trigger for getting high voltage spikes(pulses)]by deleting triac and associated circuit. You can use any zener from 5.1 volt to 6.8 volt or BE junction of BC148 transistor in reverse biased condition.
 13. Forgot to mention that, I was not able to find zener diode BZ148 specs. So now I'm using 51V zener diode. Does it affect my circuit too?
 14. Forgot to ask. If I need this lamp to have a high voltage for each pulse produced, what can I do to modify it?
 15. Hi Seetharaman,
 do I need to change C1 to 1uF, or C2?
 16. Seetharaman
 Hi Khairul you have remove L1 qand connect the halogen lamp in that location. (MT2 and live of the supply). neutral is common connected to IC Pin 1 and Triac Mt1. Power of the lamp multiplied by the flash on duration is the energy consumed. To vary duty cycle increase R2 to 100k, to increase frequency reduce capacitor value to 1uF to have a higher range on and off time increase the rheostat to 1M.
 17. Hi Seetharaman,
 Right now I'm using a halogen lamp of 50W as an output. I really need to calculate the energy released by this lamp. Therefore I want its frequency so that I can obtain time. Power of lamp divided by flashing time will give the desired energy right? How can I check its flashing frequency? I'm tapping at M2 triac and also common. Is it correct? When I turned the rheostat, the frequency were changed only around 31-33Hz. How can I get a much higher frequency?
 18. Seetharaman
 Hi Khairul it should work if not due to your variable resistance. you can use a frequency meter at pin 3 of the IC and common (pin 1 of IC)
 19. Hi Seetharaman,
 Thank you for your info. How could I check the frequency of the output if I'm using rheostat instead of 47K of R2? My lamp is not flashing accordingly as I turn the rheostat. Is it because of my rheostat?
 20. Seetharaman
 Hi Khairul the D1 diode is a zener diode. The base emitter junction of BC148 connected in reverse-biased condition. D1 is an isolating diode / rectifying diode for giving DC to the IC and AC to lamp circuit.
 21. Hi Seetharaman,
 What is exactly D2? I want its specifications. Could you please help me. I didn't find BZ 148.
 22. seetharaman
 Hi friends
 D2 anode should get connected to fuse not to BZ148. D2 is a half wave rectifier, R3 will drop the voltage BZ148 is the shunt regulator. R5 can be 1/2 watt.
 Yes, I can not understand also how the circuit rectifies. How much wattage is the R5 (10 Ohms)valued? Is it possible that the anode of D2 will be connected to the fused line, and the junction of D1 and R3 WOULD be connected to pins 4, 8 of IC1 along the resistor R2?
 Awaiting for your very valued feedback please.
 24. Where is the VCC power (+) for 555?
 D2 & R3 is short?
 25. yes.. I think D2 Anode should be connected to upper line.not to the +vcc of IC.Then it forms a half wave rectifier.and regulated by D1.
 26. I fail to see how you get the mains to the D1, D2 circuit for rectification???? It looks like D2 in series with R3 is shorted out?!
 27. ganiyyu sabo
 information about lamp flasher using 555 timer
 28. ganiyyu sabo
 all information about lamp flasher using 555 timer
 29. ganiyyu sabo
 all information about lamp flasher circuit using NE 555, Design by Dr Kun De Tom


text:
The animal yard statue has been around a lot longer than most people realize. Although the gardens of the ancient Greeks and Egyptians weren't exactly replete with detailed depictions of Meerkats, they did showcase sculptures of other animals. Sculptures of lions were found in many gardens but horses were probably the most popular animal to be immortalized in stone.
The horse is still admired for its combination of grace and speed but before the car was invented, this animal was vital for everything from farming to travel and war. Its noble bearing was captured by countless artists over the centuries and this tradition continues with sculptures such as the Majestic Mustang. The wild, unfettered nature of the mustang is captured in this dramatic statue as the horse rears up and batters the air with its forelegs.
Horses have been so revered that they have also been used to create mythical creatures. The Greeks combined the wings of an eagle and the beauty of a horse to come up with the Pegasus. This amazing mythical animal combines the best of both worlds to prance through the skies with amazing speed. A symbol of creativity, the Grand Pegasus Winged Horse will add a touch of magical beauty to every backyard.


The Charmed Wiki
Power Absorption
4,677pages on
this wiki
Power Absorption
Power Information
To absorbs magical powers leaving the original owner without any of their powers.
 - Point hand at target
 - Through touch (may involve killing the victim or when using artifacts)
Defensive Power
Image Gallery
Power Absorption is the ability to absorb magical powers, leaving the original owner without their powers. It is often accomplished by killing the power's original host and then taking the power, but has been done without killing the original host.
Methods of Power AbsorptionEdit
Warlocks absorb the powers of other magical beings by killing the host and naturally obtaining their magic. Their most common targets are witches, though they go after demons and whitelighters as well.
The Slime Demon used this power to feed on the magic of other beings for survival, as did the Spider demon along with her Life Draining power. However, they used different methods: for example; The Slime Demon would engulf the foe with its slimy figure and digests them, while The Spider Demon would wrap her victims in a cocoon of webs and drain their powers through her hands
The Dogan had the power to absorb the Essence of other magical beings, good or evil by killing them, absorbing their powers and the beings themselves through his hands in the process. The method used by Zankou was the same.
The Titans had the power to absorb the abilities of other magical beings by pointing both hands at them.
Cole Turner was also able to absorb powers through touch while he was in the Demonic Wasteland. Though it's unknown if he can do that outside of Wasteland.
Parasite Demons were a duo of demons cursed by a witch, reducing them to a powerless state, forcing them the absorb other beings' life force and powers to live.
Sirk had the power to absorb the abilities of other magical beings, by killing them. He gained Paige Matthews ability to access magic school when he killed her. He also gains random powers for each kill, whether his victim is magical or not.
All warlocks have the innate ability to absorb the power of the beings they kill by stabbing them with an athame. However, Matthew Tate had the ability to copy the powers used on him without killing the victim.
Certain Athames are able to naturally absorb a being's powers into the blade and then into the wielder. It is commonly used by Warlocks to kill witches and steal/store their powers.
The Hollow can absorb all powers that it comes in physical contact with. Once the Hollow is contained, the powers are returned.
The Crystal Sword was a formidable magical weapon formerly owned by Gabriel Statler which could absorb the powers and skills of other magical beings.
Drake dè Mon, a former Mercury demon, once made a Deal with a Sorcerer to be made human, with a soul, but if Drake used his powers in an offensive manner, they would be forfeit to the Sorcerer.
Spells and RitualsEdit
A witch can use a spell to extract the power of Empathy from someone: To Relinquish an Empath's Power. However, the power will find a new host, the spell caster, if physical contact is established during the spell. However, the power of empathy will drive the witch insane if they were never meant to have it, and will die within 24 hours unless the power is withdrawn.
A witch can also use a spell to steal another witch's magic: To Separate a Witch from Her Powers. While witches can use this spell to take someone's magic into themselves, they can also redirect it to someone they intend to give the power to. Gail Altman, Amanda and Helen used this spell to deliver the Charmed Ones' powers to the demon Cryto. The spell is used once again by the Stillman sisters to steal the Charmed Ones' powers for themselves.
In the spell to separate a witch's power, there is also a potion required for the spell to work properly. Zankou used this potion to steal the Charmed Ones' powers. However, the potion is useless if the witch it targets is in astral mode.
Offensive UsageEdit
Power absorption is mostly used to weaken one's opponents, draining them and leaving them powerless to fight while adding the absorbed powers and magic to one's own arsenal. In the case of the Hollow or the Parasite Demons, they absorb the magic of the powers or potions used on them, granting them a form of immunity towards attacks, but they vary in the fact that The Hollow can automatically absorb the powers used on it or its host(s) but the Parasite Demons have to do it consciously, leaving them vulnerable to attack when caught off-guard.
List of UsersEdit
Original power
Through artifacts, potions, etc.
 1. Through the use of an Athame.
 2. Through the Crystal Sword.
 3. While in the the Demonic Wasteland.
See AlsoEdit
Around Wikia's network
Random Wiki


text: Although bilateral cochlear implants (BiCIs) have succeeded in improving the spatial hearing performance of bilateral CI users, the overall performance is still not comparable with normal hearing listeners. Limited success can be partially caused by an interaural mismatch of the place-of-stimulation in each cochlea. Pairing matched interaural CI electrodes and stimulating them with the same frequency band is expected to facilitate binaural functions such as binaural fusion, localization, or spatial release from masking. It has been shown in animal experiments that the magnitude of the binaural interaction component (BIC) derived from the wave-eV decreases for increasing interaural place of stimulation mismatch. This motivated the investigation of the suitability of an electroencephalography-based objective electrode-frequency fitting procedure based on the BIC for BiCI users. A 61 channel monaural and binaural electrically evoked auditory brainstem response (eABR) recording was performed in 7 MED-EL BiCI subjects so far. These BiCI subjects were directly stimulated at 60% dynamic range with 19.9 pulses per second via a research platform provided by the University of Innsbruck (RIB II). The BIC was derived for several interaural electrode pairs by subtracting the response from binaural stimulation from their summed monaural responses. The BIC based pairing results are compared with two psychoacoustic pairing methods: interaural pulse time difference sensitivity and interaural pitch matching. The results for all three methods analyzed as a function of probe electrode allow for determining a matched pair in more than half of the subjects, with a typical accuracy of ±1 electrode. This includes evidence for statistically significant tuning of the BIC as a function of probe electrode in human subjects. However, results across the three conditions were sometimes not consistent. These discrepancies will be discussed in the light of pitch plasticity versus less plastic brainstem processing.


text: An efficient, facile synthesis of structurally diverse benzimidazole integrated benzoxazole and benzothiazoles has been developed. In a multi-step synthetic sequence, 4-fluoro-3-nitrobenzoic acid was converted into benzimidazole bis-heterocycles, via the intermediacy of benzimidazole linked ortho-chloro amines. The amphiphilic reactivity of this intermediate was designed to achieve the title compounds by the reaction of various acid chlorides and isothiocyanates in a single step through the in situ formation of ortho-chloro anilides and thioureas under microwave irradiation. A versatile one pot domino annulation reaction was developed to involve the reaction of benzimidazole linked ortho-chloro amines with acid chlorides and isothiocyanates. The initial acylation and urea formation followed by copper catalyzed intramolecular C-O and C-S cross coupling reactions furnished the angularly oriented bis-heterocycles which bear a close resemblance to the streptomyces antibiotic UK-1.


text:
OBJECTIVE: To investigate a new wide bone-anchored hearing implant considering initial stability, stability over time, implant loss, and skin reaction. STUDY DESIGN: Consecutive, prospective case series. SETTING: Tertiary referral center. PATIENTS: Twenty adult patients were enrolled. All operations were 1-stage, single-incision technique with subcutaneous reduction. INTERVENTION(S): Measurement of implant stability. MAIN OUTCOME MEASURE(S): Implant stability quotient (ISQ) values were recorded using resonance frequency analysis at the time of implantation and at 10 days, 6 weeks, 6 months, and 1 year after surgery. Skin and soft tissue reactions according to Holgers grading system. RESULTS: Implant stability quotient measurements revealed a significant increase in ISQ during the first 10 days after operation, and the ISQ values continued to rise throughout the 1-year observation period. No implants were lost. Skin and soft tissue reactions were rare and minor, as no reaction was seen in 93% of the follow-up examinations and no grade 4 reactions occurred. CONCLUSION: The new wide implant showed good stability at surgery. Osseointegration was fast, and implant stability increased throughout the 1-year observation period. No implants were lost. Skin and soft tissue reactions were rare and minor.
Otology and Neurotology : Official Publication of the American Otological Society, American Neurotology Society [and] European Academy of Otology and Neurotology, 2014, Vol 35, Issue 7, p. 1238-41


text:
How to Verify Identity on Cash App?
Before you can use a Cash App, you need to verify your identity. You can do this by taking a picture of a government-issued ID card. Then, you should read the app's terms and conditions. It will then verify Cash App account within two to three days. Once it's verified, you can use the Cash App to make cash transfers.
Another reason why you should verify your identity on Cash App is to prevent fraud. Fraudsters often use the Social Security Number of someone else. This can compromise your sensitive information. Make sure you only use a genuine SSN. If you cannot provide a valid SSN, you can still verify your identity with a driving licence or other ID.
The first thing you need to do before using Cash App is to verify your identity. This will prevent you from receiving money from unverified users.
The verification process will also prevent you from sending money to unverified users. However, you should be aware of the reasons why this verification process may fail.
For example, you may be under 18, or your scanned ID may not be valid. You can call the Cash App Support Number for assistance in these cases.


text:
In the lesson, we will cover creating geometric objects and manipulating them in Adobe Illustrator CS3.
Grab video code:
Creating the basic building blocks of any image is one of the key skills you will master in Illustrator. We are going to start at the very beginning and create some rectangles and ovals. The first thing that we are going to do is turn-off our grid lines because we do not need them for this next couple of topics. Again, we go up to the view menu, pull down and hide grid. One thing I want you to notice though is there is a check mark next to snap to grid. Whether the grid is visible or not, the snap to grid command will hold its way until we need to turn that off as well. Let us go ahead and turn off snap to grid, go back up to view and then hide the grid.
Very common mistake for beginning users is not to turn off this snap to grid option. Go ahead and hold down the space bar which gives you the grabber hand, drag down a little bit so we can see our whole document. You can also just double-click on the hand tool, that is shortcut to fit in window, it make the entire document fit within the visible document window. We are going to be working with fills and strokes so I want to be able see the bottom part of my toolbox, therefore I am going to go up to the very top of the toolbox, click the double arrow one time that expands the toolbox into a two column mode so that I can see the whole thing. If you are working on a Macintosh, you may already be in the two column mode regardless of which mode you are in now, remember that double arrow at the top of the toolbox is just a toggle back and forth between one column and two column. Looking down at the bottom of my toolbox, I can see that I currently have no fill and no strokes. That is what these red lines indicate. This icon here changes the fills to the default fill in stroke, which is a white fill, and a black stroke, which is going to be perfect for what we are doing next. So I click on that one time, now I can go to the rectangle tool and start drawing some rectangles. When you are creating rectangles and ovals, you draw from one corner to the diagonally opposite corner. We already have one rectangle drawn, go ahead and position your cursor anywhere inside of that rectangle, press on hold, drag down into the right and then let go of the mouse button. Do that a couple more times.
Creating ovals works exactly the same way. You just have to choose a different tool. If you go back to the rectangle tool and press on hold, you get a pop up menu, choose the ellipse tool and then press and drag to create a couple of ellipses. There are two modifier keys that you can hold down while you are drawing rectangles and ovals that change the behavior of the tool so instead of dragging from one corner to the diagonally opposite corner, you can drag from the center outward or instead of drawing rectangles and ellipses, it draws perfect squares and perfect circles. Let us go and select what we have drawn and delete it to give us a little bit more room to work. The easiest way to do this is to go up to the select menu and choose all or hit CTRL+A, CMD+A on the Macintosh, that selects everything then you can hit the delete key to get rid of it. Let us go back to out rectangle tool, press and hold, select rectangle, move somewhere in the middle of your document.
And this time, what I would like you to do is hold down the shift key while you press and drag. So you hold down the shift key, press the mouse, drag diagonally, down in to the right and notice that the shape of your drawing does not exactly follow your cursor anymore because you are holding down the shift key, it constrains the proportions to make it a perfect square. Drag however, you want to drag it and when you are done, release the mouse button first and then release the shift key. If you release the shift key first at the last second, it will pop into rectangle instead of being a perfect square. Go ahead and do that a couple more times. And ovals work the same way, holding down the shift key constrains an oval to become a perfect circle. Go and move to an unused area of your document and this time, instead of holding down the shift key, I would like you to hold down the ALT key, which on the Macintosh is going to be the option key. Holding down alter option changes how you draw your rectangle instead of drawing from one corner to the diagonally opposite corner, you drag from the center outward so with the alter option key held down, press and hold, drag down into the right or up into the left, it really does not matter. And you will see that your rectangle is expanding in all directions from its center point. Again, let go of the mouse button first then let go of the alter option key and you are done drawing from the center outward.
The last technique that I want to show you for drawing rectangles and ellipses is using a dialog box method. To do this instead of pressing and dragging, you simply select the tool you want, we have been using rectangle so let us go ahead and look at the ellipse tool, moving to an unused part of your document and simply click one time. With certain tools when you just click, you get a dialog box and you can just enter the dimension you want. Let us make this three inches wide by two inches high and then click Okay. That is probably the easiest way to get an object that has specific dimensions. Go and use that method to create one more ellipse, click, enter whatever values you want and click Okay.


text:
Collecting biological records is essential to enable us to understand the biodiversity of Staffordshire.
Much of these records are collected by organised surveys, however, a significant proportion are supplied by the general public. Isolated records may not seem very useful, but when they are all brought together in the Local Records Centre
(LRC), they build up a detailed picture of the county.
This information is then used to inform the BAP process and via the LRC interactive distribution maps are available Staffordshire Ecological Record, Online Atlases
If you wish to send in any records to the LRC please visit the Staffordshire Ecological Record
page, where details of the information needed are included.


text:
A bus connecting a processor to memory, usually on the same circuit board as opposed to a backplane and therefore faster.
Various proprietary local busses for personal computers are still in use. The most common are Vesa local bus (VLB or VL), and Peripheral Component Interconnect (PCI). Some computers, e.g. notebook computers, use a local bus with no expansion slots. Previous non-local bus standards include ISA, EISA and MCA.
Try this search on Wikipedia, OneLook, Google
Nearby terms: LOC « local area network « Local Area Terminal « local bus » locale » local echo » local exchange carrier


x(t) = e^(-|t|) for all values t:
To discharge a capacitor of 1mF charged with a voltage of 1 volt we connect it, at t=0, with a resistance of R?. When we measure the voltage in the resistor we find it to be Vr(t)=e^-t u(t). Determine the resistance of R. If the capacitor has a capacitance of 1uF, what would be R? In general, how are R and C related?
I would like the MATLAB code for this as well.
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text:
Definition of flyer :
1. A small operation not involving? considerable part of one's capital, or not in the line of one's ordinary business; a venture.
2. Anything that is scattered abroad in great numbers as a theatrical programme, an advertising leaf, etc.
3. One in a flight of steps which are parallel to each other( as in ordinary stairs), as distinguished from a winder.
4. One that uses wings.
5. The fan wheel that rotates the cap of a windmill as the wind veers.
6. The fly of a flag: See Fly, n., 6.
7. The pair of arms attached to the spindle of a spinning frame, over which the thread passes to the bobbin; - so called from their swift revolution. See Fly, n., 11.
measure, street arab, aviator, placard, banker's bill, airman, philippic, card, bank bill, folder, tirade, broadsheet, throwaway, beak, notice, broadside, government note, greenback, vizor, gamin, visor, eyeshade, nib, peak, circular, leaflet, pecker, invoice, booklet, bank note, handbill, aeronaut, flier, neb, account, banknote, posting, billhook, brochure, note, bill, poster
- But that policy did not always worksometimes the lone British flyer came out ahead, despite the odds against him. - "A Minstrel In France", Harry Lauder.
- The Jovian fleet was approaching so rapidly that a collision with the nearest flyer seemed inevitable. - "Giants on the Earth", Sterner St. Paul Meek.
- Far down the track he saw a glimmering dot of fire and heard the faint muffled whistle of the Flyer. - "Sundown Slim", Henry Hubert Knibbs.


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Nonlinear Complex Resistivity
complex resistivity (NLCR) is a geophysical method of stimulating materials
with an electrical current sine wave of variable frequency and measuring
the voltage response. The ratio of the amplitudes of the voltage
to the current normalized by the geometry of the electrodes is the magnitude
of the resistivity. The shift in time between the stimulus current
and response voltage is a phase shift. Deconvolved response by stimulus
and summed root mean square harmonics are the total harmonic distortion.
Deviation of the real and imaginary parts of the complex resistivity transfer
function versus frequency from the Hilbert transform expectation are Hilbert
Distortions. Both distortions are measures of nonlinearity.
complex resistivity measurements as a function of frequency from 0.001
Hz to 1,000 Hz are useful in a variety of applications where remote measurements
of active chemical processes are important. As all chemical reactions
involve electron charge movement, NLCR can measure or observe nearly all
chemical processes (some are too fast or too slow). NLCR is used
in the laboratory, in boreholes, between boreholes or between holes and
the surface, from the surface and inside tunnels. It requires contact
with the ground to inject a current and has not been successfully employed
from airborne platforms. It has applications to the study of corroding
metals, ore exploration and delineation, clay-organic reactions for petroleum
exploration, environmental characterization and monitoring, ground water,
archaeology, and agriculture.
Copyright 1999 by Gary R. Olhoeft.
All Rights Reserved.


Tchořovice Airfield, Czech Republic - Military Airfield Directory
Tchořovice: Airfield
Letiště Tchořovice, Blatna
CoordinatesN492552 E0134750 (WGS84) Google Maps
Elevation 1539 ft
Location indicatorLKBL
Map with location of Tchořovice Airfield, Czech Republic
The history of the Cold War airfields: Tchořovice
During the Cold War
Usage during the Cold War
Reserve airfield.
Tchořovice Airfield on a map 1972
Tchořovice Airfield on a map of the US Department of Defense from 1972
Source: ONC E-2 (1972), Perry-Castañeda Library Map Collection, University of Texas at Austin
Tchořovice Airfield, Germany, on a US satellite image 1979
Tchořovice Airfield on a US satellite image from 16 May 1979. - Already at this time two roads lead across the runway. Apparently the two ramp areas were later extended towards the center of the field.
Source: U.S. Geological Survey
 - 08/26: 2000 m x 30 m
Radio communication
The airfield call sign was TRAMEC (1990).
According to western signals intelligence (SIGINT), the airfield was also called "Navigacni Punkt 830" by the Czechoslovak Air Force (previously "Navigacni Punkt 806").
Simple layout with runway, parallel taxiway and 2 ramps at each end.
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Competitiveness, Income Distribution, and Growth in Thailand : What Does the Long-run Evidence Show?
The paper addresses three fundamental issues under a long-run perspective : (1) growth and productivity, (2) competitiveness, and (3) income distribution. Unit labor costs (ulcs) and unit capital cost (ukcs) are calculated as the indicators of competitiveness in Thailand. Both series explain that Thailand did not gain in competitiveness during its boom period. However, during the 1997 financial crisis, when the Baht currency depreciated, both series dropped significantly. The paper also discusses the dynamics of labor share and capital share in national income as well as the functional distribution of income. Some major features of Thailands long-run economy are the following : (i) increasing average wage rates, (ii) stabilizing profit rates (slightly increasing during the boom decade after having dropped sharply during the 1997 crisis), (iii) substantially increasing capital-labor ratio, (iv) decreasing capital productivity and increasing capital-output ratio, (v) increasing labor productivity, and (vi) increasing mark-up.Functional income distribution can be determined during the periods studied. The gains in labor were greater than that of capital in the Thai economy, especially during the period of crisis when profit rates dropped substantially. The paper also documents the growth in income per capita decomposed by ranges of labor market indicators. Labor productivity is observed as the only factor contributing to per capita output. Overall, to achieve the medium to long-term growth potential projected by the National Economic and Social Development Board (NESDB), Thailand needs to improve capital productivity and increase its capital stock. This paper is organized as follows : after the Introduction, Sections II-III construct labors shares, capital share, and ulc series, and observe the long-run pattern of the variables. Section IV analyzes the determinants of long-run competitiveness and growth. The determinants include wage rate, profit rate, capital-output ratio, capital-labor ratio, labor productivity, and capital productivity. Section V observes the degree of functional income distribution including its longterm evolution during the last 20 years. Section VI computes the degree of markup, which also implies the dynamism of the monopoly power of business in the Thai economy. Section VII analyzes the sources of growth in per capita income categorized by different labor compositions. Section IX estimates the medium-term growth potential as projected by the NESDB. Section X concludes the report.
|Date of creation:||Jan 2005|
|Contact details of provider:|| Postal: JG Crawford Building #13, Asia Pacific School of Economics and Government, Australian National University, ACT 0200|
Web page: _URL_
More information through EDIRC
Please report citation or reference errors to, or, if you are the registered author of the cited work, log in to your RePEc Author Service profile, click on "citations" and make appropriate adjustments.:
- Alan B. Krueger, 1999.
"Measuring Labor's Share,"
American Economic Review,
American Economic Association, vol. 89(2), pages 45-51, May.
- Alan Krueger, 1999. "Measuring Labor's Share," NBER Working Papers 7006, National Bureau of Economic Research, Inc.
- Ahluwalia, Montek S., 1976. "Inequality, poverty and development," Journal of Development Economics, Elsevier, vol. 3(4), pages 307-342, December. Full references (including those not matched with items on IDEAS)
When requesting a correction, please mention this item's handle: RePEc:eab:financ:22054. See general information about how to correct material in RePEc.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Shiro Armstrong)
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Cost of Power Interruptions to Electricity Consumers in the United States
Kristina Hamachi LaCommare and Joseph H. Eto
The massive electric power blackout in the northeastern U.S. and Canada on August 14-15, 2003 catalyzed discussions about modernizing the U.S. electricity grid. Industry sources suggested that investments of $50 to $100 billion would be needed. This work seeks to better understand an important piece of information that has been missing from these discussions: what do power interruptions and fluctuations in power quality (power-quality events) cost electricity consumers? The authors have developed a bottom-up approach for assessing the cost to U.S. electricity consumers of power interruptions and power-quality events (referred to collectively as "reliability events"). The approach can be used to help assess the potential benefits of investments in improving the reliability of the grid. They have also developed a new estimate based on publicly available information, and assessed how uncertainties in these data affect this estimate using sensitivity analysis.
Document Type:
Technical paper


text:
This press release is available in French.
Montreal -- Can mentoring relationships help female students who survive childhood abuse or domestic violence? Absolutely, according to new research from Concordia University, published in the Journal of College Student Development.
"Studies have shown that childhood abuse unleashes a chain of negative emotions that can impact an individual's future, producing feelings of shame, isolation, self-loathing and educational underachievement," says first author Rosemary C. Reilly, an associate professor in the Concordia Department of Applied Human Sciences.
Reilly's study builds on evidence compiled by renowned community-based educator and researcher Dr. Jenny Horsman, which suggests that at least 20 per cent of all women are adult survivors of childhood abuse — that is, physical, psychological or sexual maltreatment during childhood. According to Horsman, as many as half the women studying in educational programs in Canada are trying to learn while simultaneously dealing with the consequences of violence.
Four themes of mentorship
As part of their research into impact of violence on women's learning and vocational choices, Reilly and co-author Monica D'Amico, a professor in the Concordia Department of Education, conducted in-depth interviews with 10 women who had experienced intense childhood abuse and were enrolled in an undergraduate program when interviewed.
All but one participant had been mentored at different stages in her life. Reilly and D'Amico found that the timing of women's mentoring was contingent on the impact the abuse had on their sense of identity.
Over the course of the interviews, four themes of mentorship emerged: fantasy mentors, mentors as mirrors, mentors as nurturers and supporters, and mentors as embodiments of a particular profession.
Although the researchers caution that these themes should be viewed as atypical, they enrich the understanding of mentoring for women marginalized by violence and demonstrate the malleable nature of mentorship. Mentoring in its various guises clearly played a significant role in these women's healing processes.
These findings, according to the study authors, should encourage universities to consider establishing a formalized mentoring program for survivors of trauma. Student services departments could support the education of this population by creating multiple opportunities for mentorship from different individuals, at various stages, as survivors' needs evolve.
"For survivors of childhood abuse, relationship and connection are what really matters and what successful mentorship is all about," says Reilly.
Partners in research:
This study supported by the Social Sciences and Humanities Research Council of Canada.
Cited study: _URL_
Concordia Department of Applied Human Sciences: _URL_
Concordia Department of Education: _URL_
AAAS and EurekAlert! are not responsible for the accuracy of news releases posted to EurekAlert! by contributing institutions or for the use of any information through the EurekAlert! system.


text: The use of wooden barrels to store and transport liquids dates back to 2690 B.C., when ancient Egyptians during the Early Dynastic Period began replacing clay vessels with wooden casks in order to meet the demands of their sprawling civilization. The advantages of wooden barrels were evident - not only were they less fragile than clay vessels, but their cylindrical shape allowed them to be rolled rather than carried across short distances. As settlers along the Nile quickly realized, however, barrels made from wooden staves imparted a unique color and flavor profile to the liquids stored within. Buck 8 Year Old Kentucky Straight Bourbon Whiskey is matured for a minimum of eight years in new American oak casks under the intense Kentucky sun. As a result of this maturation process, the bourbon has a caramel color, along with an aroma of vanilla, dark fruits, creme brÃ»lée and honey. The aroma gives way to notes of cherries, maple syrup, waffle cones and wood spices on the palate, and leads to a finish accented by touches of caramel, charcoal and cocoa. The bourbon earned the Bronze Medal at the San Francisco World Spirits Competition, and earned a score of 91 points from the Beverage Testing Institute. Pick up a bottle today!


Hawke's Bay earthquake
On 3 February 1931, New Zealand's deadliest earthquake devastated the cities of Napier and Hastings, Hawke's Bay. At least 256 people died in the magnitude 7.8 earthquake: 161 in Napier, 93 in Hastings, and two in Wairoa. Many thousands more required medical treatment.
What happened?
At 10.47am on 3 February 1931, a violent shock, followed closely by a second, rocked Hawke's Bay for almost three minutes. A tanker at sea felt a violent vibration, and the seamen on board looked to the shore to see Napier covered by a cloud of rising dust.
Hastings Street after the Napier earthquake [Feb. 1931], CCL PhotoCD 4, IMG0039
The HMS Veronica had just tied up in Napier's inner harbour when the earthquake hit. Captain Morgan at first thought there had been an explosion on board, but then saw the wharf twisting, and beyond it houses and other buildings crumpling to the ground. Dust rose in clouds from the shattered buildings, making it difficult for people to breathe, and huge splits in the roads appeared.
Panic-stricken, people ran down to the beaches where they hoped to be safe. As the water in the bay receded with the rising of the land, many thought that a tsunami was on the way, but this was not the case.
Injuries and fatalities
The first victims of the earthquake were people who ran out to the street and were struck by falling masonry, as the stone decorations on many of the buildings crashed to the ground. Many were killed instantly when buildings collapsed on them, but others were buried in the rubble. Most of the deaths were in the city centres.
Attempts to rescue the trapped and injured began almost at once. The local people were helped by sailors from the HMS Veronica. Some would-be rescuers were killed when buildings collapsed further, or more earthquake tremors struck.
Fire and rescue
Hastings Street after the Napier earthquake [Feb. 1931] CCL PhotoCD 4, IMG0040
At the central fire station in Napier the engines were covered in debris from the destroyed brigade building, and were unable to be used when fires broke out in the city centre soon after the earthquake. In Napier the gas supply had been shut off three minutes after the first tremor, and the risk of fire from electrical faults was avoided by fuses on the street power poles which blew out. Fires were started in three chemist shops where a gas jet was kept burning to melt the wax used to seal prescriptions. The shops also had a lot of flammable materials, such as different types of oil.
Water for fighting fires ran out as pipes cracked and broke underground, and fighting the fires became impossible. Rescuers fought to bring out the trapped and injured victims from the rubble before the fires reached them, but many people died in the fires. Because human lives were the first priority, many valuable records and goods were lost in the blaze. The weather had been fine, after many hot dry days. A wind blew up not long after the earthquake, and spread the fires further. The fires burned in Napier for 36 hours before finally dying out.
Lives lost and buildings destroyed
The nurses' home in Napier, built only a year before, collapsed, killing twelve of the nurses. A rest home was destroyed and 14 elderly men who lived there were killed. The Napier Boy's High School assembly hall was severely damaged, but fortunately all of the boys had left the building. However, at Napier Technical College ten boys and two teachers died when a room collapsed on them.
Hastings Street after the Napier earthquake [Feb. 1931] CCL PhotoCD 4, IMG0041
Emerson Street after the Napier earthquake [Feb. 1931], CCL PhotoCD 4, IMG0041
The courtroom became the morgue where bodies were laid out to be identified by relatives. Emergency hospitals were set up, but the doctors and nurses were limited in what they could do to help the injured because of a lack of medical supplies.
Back-up medical teams were sent from Auckland on board Navy ships, and from Wellington by train. The main roads in both Napier and Hastings were blocked by mountains of rubble, while landslides caused more damage in the hilly parts of both areas. In Napier, houses built on the hill-side suffered a lot of damage, especially those that had two storeys. Most of the brick and stone buildings of Napier were destroyed and many wooden buildings wrecked.
Hastings Street after the Napier earthquake [Feb. 1931] CCL PhotoCD 4, IMG0038
In Hastings, 20 kilometres away, brick buildings and chimneys also collapsed. The water supplies in both cities were no longer working. The tram tracks in Napier were twisted out of place. As power was lost, trams came to a halt all over Napier. When the city was rebuilt, the tram lines were not restored.
One 90-year-old man was buried in the earthquake rubble, but was finally dug out alive, three days later. In Hastings almost 200 buildings were destroyed. The most deaths were in a department store, but there were also many who died in the public library. Hastings also suffered from fires and the firefighters had problems with their water supply, but the spread of the fire was not as great as in Napier.
How many died?
256 people died (161 in Napier, 93 in Hastings, two in Wairoa).
Other events and outcomes
Cover of Quake: Hawke's Bay 1931The earthquake was felt in most of New Zealand, apart from the Auckland peninsula and Otago. The hands of the clock on the band rotunda in Napier stopped at the time the earthquake struck, 10:47 am.
Telephone and telegraph lines were down in Hawke's Bay, so information about the earthquake and requests for help had to be sent by wireless operators on the HMS Veronica and other ships. The sailors from the HMS Veronica and other ships in the area collected supplies of food and other goods from the evacuated buildings in Napier and took them to the emergency camp and hospital set up at Greenmeadows. This camp stayed in operation for six weeks after the earthquake.
The day after the earthquake, Napier was officially evacuated. With water and sewage pipes out of action, the risk of disease was high. Over 5000 people left the city, including many of the injured that could be moved. Half-destroyed buildings were completely demolished in the interests of safety. Explosives were used to make a hole in the cemetery big enough for 54 coffins in the first burial service.
About the the earthquake
The earthquake had a magnitude of 7.8 on the Richter scale. There was no seismograph in Hawke's Bay, but the waves of the earthquake were measured at Wellington and other places around New Zealand. The main fault was buried under the earth's surface, and did not break it. Instead it heaved up the land and set off two smaller faults which broke on the surface.
The sea floor just off Hawke's Bay was lifted more than 2.7 metres, and the Ahuriri Lagoon and tidal flats were drained. The present Napier airport stands on land which was once part of the lagoon.
The impact of the earthquake was greater than the Murchison earthquake a year earlier, because it struck in an area where there was a higher population. The structures in the area were not earthquake-resistant, which meant that the high number of deaths was the result of collapsing buildings and falling debris. The Hawke's Bay earthquake was the worst natural disaster recorded in New Zealand.
Rebuilding after the quake
When Napier was rebuilt, the streets were widened and the services improved, including the installation of New Zealand's first underground power system. The architectural fashion of the time was known as Art Deco, and central Napier is almost entirely built in this style.
More information and sources
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The Hudson River Estuary, a stretch of the Hudson River from Troy, N.Y. to its mouth in New York Harbor, has begun a new stage of its life say geologists at Columbia University's Lamont-Doherty Earth Observatory and Queens College in Flushing, N.Y. Researchers at both institutions have found that, aside from a few very specific locations, the estuary may have largely stopped filling in with new sediment.
"The Hudson has gone through many stages of evolution," said Cecilia M. G. McHugh, the lead scientist on the study being published in an upcoming issue of the journal Geology. "Now it's entering a new phase." Some new deposits are being laid down as a result of annual rise in sea level, McHugh continued, but on the whole, the river is at equilibrium.
Every year the Hudson tributaries to the north discharge sand and silt into the river. The sand is trapped around islands and shoals near Kingston, while the silt washes down into the Hudson River Estuary, filling areas where scouring or dredging has occurred. Most of the silt is being trapped in a section of the river near the George Washington Bridge known as the Estuarine Turbidity Maximum (ETM). A small amount of silt is also being washed out to areas around the mouth of the Lower New York Bay.
The valley that the Hudson River occupies is a deep gouge in the bedrock that geologists believe was formed over the course of tens of millions of years. During the last glacial maximum nearly 18,000 years ago, the valley was filled with ice from the Laurentide glacier. As the glacier receded, ice and melt water formed a series of interconnected lakes in the valley that eventually merged to form the Hudson River. The valley filled with river sediments for nearly 3,000 years until sea level rose and the river merged with the encroaching Atlantic Ocean forming the Hudson River Estuary.
The estuary, the section of river where river and ocean water mix and that rises and falls with the tide, formed nearly 6,000 years ago. In places, sediment deposits beneath the estuary are more than 700 feet thick. Previously it was thought that this process of sedimentation was continuing today.
However, McHugh and her colleagues believe that accumulation ceased some time in the last 3,000 – 1,000 years. The researchers examined more than 100 two-meter-long sediment cores taken from the estuary and bay as well as high-resolution sonar and seismic imagery of the bottom. They found that the current rate of sedimentation in the estuary as a whole is approximately 1mm per year--about the same rate as sea level rise, which, together with scouring or dredging are the only processes that are providing space for new sediment in much of the estuary.
Of the estimated 1.2 million to 5.6 million metric tons of silt and fine sediment that wash into the river each year, about 300,000 metric tons is trapped in the ETM--the place where friction between seawater and river water creates turbulence that causes fine sediment to drop out of suspension. Currently, the ETM is centered roughly at the George Washington Bridge, but its daily position is influenced by the tides and the strength of the river current. If sea level ever stopped or reversed, said McHugh, the ETM could push all the way out into the mouth of the river and we could see the formation of an entirely new feature--a Hudson River Delta.
About 50,000 metric tons of fine sediment is trapped every year in bays and bends of the river as well as on the river bottom in the Hudson Highlands where the river is narrow and most of the natural scouring occurs. In many places, only scouring of the river bottom caused by current and tides or human dredging is creating space for an appreciable amount to accumulate. As a result, said McHugh, these localized areas of new accumulation offer the potential for pollution to concentrate, creating toxic "hot spots" in the river bottom. A small amount of sediment carried by the Hudson is flushed out into the Lower New York Bay and settles at Sandy Hook Bay in New Jersey, where it accumulates at a rate of about 5mm per year.
McHugh said she had a flash of insight several years ago that something about the river must have changed when she saw sediment cores that displayed unusual scouring marks at the top and found localized accumulations of new sediment next to large expanses of old sediment. "That's when I thought of the Hudson as a bathtub filled with sand," she said. "Only if it's scoured out can you fill it with new material."
Source: Eurekalert & othersLast reviewed: By John M. Grohol, Psy.D. on 21 Feb 2009
Published on PsychCentral.com. All rights reserved.
Faith in oneself... is the best and safest course.


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One Brave Idea, an innovative research project funded by Verily, the American Heart Association and Astra Zeneca, partners with the Acera School, connecting education with real-life science and technology.
Students sample and sequence their own skin microbiome, hack wearables, invent and build apps, and discuss what it means to be healthy — or sick.
About the Acera OBI Partnership
In a visionary new partnership, One Brave Idea and the Acera School have set out to break ground on our understanding of health and wellness in children and adolescents, and on how children can become active contributors to research, education and community engagement on cardiovascular health.
By bringing together innovators in the fields of medical sciences and education, the OBI-Acera Partnership connects 21st Century research with 21st Century learning, paving the way for truly novel ideas, products, knowledge and change-agents to emerge.
Together with OBI, we will be developing a roadmap for investigating contributors to CV health in children and adolescents in school settings (such as sleep, nutrition, stress & anxiety, microbiome.) We will create curricula that deeply connect to this research and allow teachers in diverse educational environments to engage students in learning about CV health in hands-on, student-driven ways. And we will involve students in the innovation process, recognizing their potential as agents and creators of new approaches and devices that speak to peers their age.
Hear OBI Principal Investigator Calum MacRae, MD, PhD, explain why he and his team are interested in collaborating with Acera.
Led by Dr. Calum MacRae, chief of cardiovascular medicine at Brigham and Women's Hospital in Boston and a long-time Acera curriculum collaborator, the One Brave Idea team is comprised of leading scientists from multiple disciplines working together to understand the earliest stages of coronary heart disease. Coronary heart disease (CHD) is the primary force behind the No. 1 killer in the world, claiming more than 7 million lives each year.
Over the past several decades, we have learned a lot – but it's not enough. Research has become too incremental, conducted by teams that were too narrow and lacking the powerhouse funding to bring together the best and brightest minds. The American Heart Association, Verily and AstraZeneca have combined forces to fight this epidemic. Through a $75 million investment in a diverse team of scientists, together with the latest technologies and scientific advances, we have set out to find the weapons and strategies to win the fight against coronary heart disease.
To get started, we have identified thematic areas of interest to CV research, and approaches to investigating these in elementary and middle school settings.
Microbiome. Acera scientist-in-residence and teacher Michael Hirsch developed a curriculum approach that enables Middle School students to successfully sequence and study their own skin microbiome (and what it can tell us about CV health) in the lab, and make their findings reproducible and informative for research. The goal is to engage students in authentic learning on cutting-edge science in hands-on ways, empowering them to develop a new sense of ownership in their own health, and explore how microbiome researchers can collaborate with schools on such curricula as well as enroll students in broader studies.
Wearables. In the SEEDS StudioLab, Acera design teacher Alisha Panjwani works with middle school students who hack and modify existing wearables, or design and prototype new devices that measure one or more metrics for wellness in youth. The student's concepts and solutions contribute to the development of new ways to track biomarkers and inform our understanding of CV disease prevention, starting in childhood.
Wellness and Cardiovascular Health. How can we capture and codify health data that already exists in schools (such as absences, illnesses)? What are measures of wellness that schools could consistently track in their student population — such as emotional health questionnaires, activity logs, or heart rates during tests — to contribute to our knowledge base, while also increasing students' sense of ownership over their own well being and health? By partnering with OBI, we are developing news ways to create health dashboards for schools.
Approaches to Consent & Community Engagement. To define and test successful approaches to consent in school communities for research that involves children, we collaborate with leading universities such as MIT and Boston University on designing study protocols that allow schools to set up or collaborate in studies in safe, ethical and professional ways. In this process, we hope to learn how we can involve whole families in learning and research about wellness.
Curriculum Roll-out & STEM Education Advocacy. After curriculum pilots at Acera, we aim to create curricula that will enable other schools to teach, innovate and inform research in similar ways.