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Buy ONET/DOT: Download
TITLE: Recreational Area Guards and Patrollers
DEFINITION: Monitor recreational areas, such as pools, beaches, or ski slopes to provide assistance and protection to participants. Include lifeguards and ski patrollers.
1. Patrols or monitors recreational areas, such as trails, slopes, and swimming areas, on foot, in vehicle, or from tower.
2. Cautions recreational participant regarding inclement weather, unsafe areas, or illegal conduct.
3. Rescues distressed persons, using rescue techniques and equipment.
4. Observes activities in assigned area with binoculars to detect hazards, disturbances, or safety infractions.
5. Contacts emergency medical services in case of serious injury.
6. Examines injured persons and administers first aid or cardiopulmonary resuscitation, utilizing training and medical supplies and equipment.
7. Inspects facilities for cleanliness and maintains order in recreational areas.
8. Inspects recreational equipment, such as rope tows, T-bar, J-bar, and chair lifts, for safety hazards and damage or wear.
9. Maintains information on emergency medical treatment and weather and beach conditions, using report forms.
10. Instructs participants in skiing, swimming, or other recreational activity.
11. Participates in recreational demonstrations to entertain resort guests.
Knowledge elements are ranked by importance.
80 Public Safety and Security
Knowledge of weaponry, public safety, and security operations, rules, regulations, precautions, prevention, and the protection of people, data, and property
75 Medicine and Dentistry
Knowledge of the information and techniques needed to diagnose and treat injuries, diseases, and deformities. This includes symptoms, treatment alternatives, drug properties and interactions, and preventive health-care measures
Knowledge of machines and tools, including their designs, uses, benefits, repair, and maintenance
55 Customer and Personal Service
Knowledge of principles and processes for providing customer and personal services including needs assessment techniques, quality service standards, alternative delivery systems, and customer satisfaction evaluation techniques
50 Education and Training
Knowledge of instructional methods and training techniques including curriculum design principles, learning theory, group and individual teaching techniques, design of individual development plans, and test design principles
45 Engineering and Technology
Knowledge of equipment, tools, mechanical devices, and their uses to produce motion, light, power, technology, and other applications
45 English Language
Knowledge of the structure and content of the English language including the meaning and spelling of words, rules of composition, and grammar
45 Therapy and Counseling
Knowledge of information and techniques needed to rehabilitate physical and mental ailments and to provide career guidance including alternative treatments, rehabilitation equipment and its proper use, and methods to evaluate treatment effects
Knowledge of transmission, broadcasting, switching, control, and operation of telecommunications systems
Knowledge of human behavior and performance, mental processes, psychological research methods, and the assessment and treatment of behavioral and affective disorders
Knowledge of administrative and clerical procedures and systems such as word processing systems, filing and records management systems, stenography and transcription, forms design principles, and other office procedures and terminology
30 Communications and Media
Knowledge of media production, communication, and dissemination techniques and methods including alternative ways to inform and entertain via written, oral, and visual media
Knowledge and prediction of physical principles, laws, and applications including air, water, material dynamics, light, atomic principles, heat, electric theory, earth formations, and meteorological and related natural phenomena
25 Law, Government and Jurisprudence
Knowledge of laws, legal codes, court procedures, precedents, government regulations, executive orders, agency rules, and the democratic political process
Knowledge of principles and methods for moving people or goods by air, rail, sea, or road, including their relative costs, advantages, and limitations
20 Foreign Language
Knowledge of the structure and content of a foreign (non-English) language including the meaning and spelling of words, rules of composition and grammar, and pronunciation
20 Computers and Electronics
Knowledge of electric circuit boards, processors, chips, and computer hardware and software, including applications and programming
Knowledge of design techniques, principles, tools and instruments involved in the production and use of precision technical plans, blueprints, drawings, and models
20 Building and Construction
Knowledge of materials, methods, and the appropriate tools to construct objects, structures, and buildings
15 Sales and Marketing
Knowledge of principles and methods involved in showing, promoting, and selling products or services. This includes marketing strategies and tactics, product demonstration and sales techniques, and sales control systems
15 Personnel and Human Resources
Knowledge of policies and practices involved in personnel/human resource functions. This includes recruitment, selection, training, and promotion regulations and procedures; compensation and benefits packages; labor relations and negotiation strategies; and personnel information systems
Knowledge of plant and animal living tissue, cells, organisms, and entities, including their functions, interdependencies, and interactions with each other and the environment
Knowledge of various methods for describing the location and distribution of land, sea, and air masses including their physical locations, relationships, and characteristics
15 Fine Arts
Knowledge of theory and techniques required to produce, compose, and perform works of music, dance, visual arts, drama, and sculpture
Knowledge of the composition, structure, and properties of substances and of the chemical processes and transformations that they undergo. This includes uses of chemicals and their interactions, danger signs, production techniques, and disposal methods
Knowledge of numbers, their operations, and interrelationships including arithmetic, algebra, geometry, calculus, statistics, and their applications
10 Sociology and Anthropology
Knowledge of group behavior and dynamics, societal trends and influences, cultures, their history, migrations, ethnicity, and origins
10 Food Production
Knowledge of techniques and equipment for planting, growing, and harvesting of food for consumption including crop rotation methods, animal husbandry, and food storage/handling techniques
10 Economics and Accounting
Knowledge of economic and accounting principles and practices, the financial markets, banking, and the analysis and reporting of financial data
5 History and Archeology
Knowledge of past historical events and their causes, indicators, and impact on particular civilizations and cultures
Skills elements are ranked by importance.
Teaching others how to do something
92 Service Orientation
Actively looking for ways to help people
88 Judgment and Decision Making
Weighing the relative costs and benefits of a potential action
88 Problem Identification
Identifying the nature of problems
83 Social Perceptiveness
Being aware of others' reactions and understanding why they react the way they do
79 Product Inspection
Inspecting and evaluating the quality of products
79 Critical Thinking
Using logic and analysis to identify the strengths and weaknesses of different approaches
Talking to others to effectively convey information
75 Identification of Key Causes
Identifying the things that must be changed to achieve a goal
71 Active Learning
Working with new material or information to grasp its implications
Persuading others to approach things differently
71 Reading Comprehension
Understanding written sentences and paragraphs in work related documents
71 Equipment Selection
Determining the kind of tools and equipment needed to do a job
67 Active Listening
Listening to what other people are saying and asking questions as appropriate
67 Information Gathering
Knowing how to find information and identifying essential information
Adjusting actions in relation to others' actions
Assessing how well one is doing when learning or doing something
63 Identifying Downstream Consequences
Determining the long-term outcomes of a change in operations
63 Systems Perception
Determining when important changes have occurred in a system or are likely to occur
63 Learning Strategies
Using multiple approaches when learning or teaching new things
Communicating effectively with others in writing as indicated by the needs of the audience
58 Equipment Maintenance
Performing routine maintenance and determining when and what kind of maintenance is needed
54 Implementation Planning
Developing approaches for implementing an idea
54 Idea Evaluation
Evaluating the likely success of an idea in relation to the demands of the situation
50 Technology Design
Generating or adapting equipment and technology to serve user needs
50 Solution Appraisal
Observing and evaluating the outcomes of a problem solution to identify lessons learned or redirect efforts
Developing an image of how a system should work under ideal conditions
Using scientific methods to solve problems
46 Information Organization
Finding ways to structure or classify multiple pieces of information
42 Time Management
Managing one's own time and the time of others
Using mathematics to solve problems
42 Idea Generation
Generating a number of different approaches to problems
Conducting tests to determine whether equipment, software, or procedures are operating as expected
33 Management of Material Resources
Obtaining and seeing to the appropriate use of equipment, facilities, and materials needed to do certain work
Bringing others together and trying to reconcile differences
Determining what is causing an operating error and deciding what to do about it
29 Systems Evaluation
Looking at many indicators of system performance, taking into account their accuracy
25 Operation and Control
Controlling operations of equipment or systems
25 Operation Monitoring
Watching gauges, dials, or other indicators to make sure a machine is working properly
21 Management of Personnel Resources
Motivating, developing, and directing people as they work, identifying the best people for the job
Repairing machines or systems using the needed tools
13 Operations Analysis
Analyzing needs and product requirements to create a design
Installing equipment, machines, wiring, or programs to meet specifications
Reorganizing information to get a better approach to problems or tasks
4 Management of Financial Resources
Determining how money will be spent to get the work done, and accounting for these expenditures.
Abilities elements are ranked by importance.
80 Oral Expression
The ability to communicate information and ideas in speaking so others will understand
80 Problem Sensitivity
The ability to tell when something


The Power Tool
 - Working out your own salvation diligently
By turning attention to the voices that takeover our lives, we can see the causes of suffering, and by bringing that suffering into the light of our inherent kindness and wisdom, we are freed from it. That is the process of using awareness practice to wake up and end suffering. We accomplish this in part through conscious mentoring.
The Mentor is the centered awareness that allows us to observe and acknowledge conditioning without indulging in a self-hating reaction to it.
We become our own Mentor when we practice loving acceptance of whatever we discover in ourselves.
The Buddha taught that we each have one person to save: ourselves. We are told his final words were "You must work out your own salvation diligently." That can sound daunting until we understand what's involved in the process. What we are being guided to do is cease to identify with the ego-self, thereby recognizing our Authentic Nature, an expression of the Intelligence That Animates.
From that place of conscious, compassionate awareness, we embrace into unconditional love the incarnation that has believed itself to be a separate ego self.
The movement from being mentored to being the Mentor is "how" a person can "work out your own salvation diligently."
--Excerpted from What You Practice Is What You Have by Cheri Huber
The movement from being mentored to being the Mentor can be practiced through The Two-Handed Recording and Listening Exercise.
 - Here's how Two-Handed Recording works:
 1. Hold the recorder in your right hand and talk as you would to a close friend or a therapist. Without censoring, express what you are feeling. Say everything you ever wanted about what you are going through.
 2. Stop the recorder. Breathe. Sit with the experience. Then, holding the recorder in your left hand, listen to the recording, giving it your full attention. Really listen.
 3. Keeping the recorder in the left hand, record whatever comes up that could assist and comfort the person you just listened to.
 4. Listen to the recording you just made.
 - Audio
The Guide describes the exercise here.
 - Exploration
A practice view of this exercise: Musings article
 - It Works


text:
paramagnetism n (Physics) the phenomenon exhibited by substances that have a relative permeability slightly greater than unity and a positive susceptibility. The effect is due to the alignment of unpaired spins of electrons in atoms of the material Compare →
electron paramagnetic resonance
n (Physics) another name for →
electron spin resonance (Abbrev.)
English Collins Dictionary - English Definition & Thesaurus
Add your entry in the Collaborative Dictionary.
- Create your own vocabulary list
- Contribute to the Collaborative Dictionary
- Improve and share your linguistic knowledge
"Collins English Dictionary 5th Edition first published in 2000 © HarperCollins Publishers 1979, 1986, 1991, 1994, 1998, 2000 and Collins A-Z Thesaurus 1st edition first published in 1995 © HarperCollins Publishers 1995"

source: HuggingFaceFW/fineweb-edu


text:
Garage door openers
While cleaning my garage, I found a garage-door opener that I had replaced several years ago and naturally saved it thinking that someday I would try to figure out why it stopped working. So I started wondering about the history of garage-door openers. Who was the ingenious person who figured that out? We are all spoiled by this convenience, but it sure is nice.
The garage door follows the history of the automobile. Early on there were parking garages not at the house, or a carriage house was used. But folks did not want to walk to the parking garage or put their brand new automobile in with their horses. As a result a building similar to the carriage house was built to house their new cars. The name garage comes from the French word "garer" which means to shelter or protect. Naturally these buildings needed doors, so they were originally built like barn doors and strap hinges were used for the doors and opened outward. The disadvantage of this type of door was that they were difficult to open. Also, after a snowstorm, the snow had to be shoveled out of the way first. A better way was needed.
In 1921, C. G. Johnson invented the first overhead door. This door could be lifted upward, folding parallel to the garage ceiling. Five years later, in 1926, Mr. Johnson also invented the electric automatic garage-door opener.
The first garage doors that I remember were very heavy wooden doors that required heavy counter-balance. As time went along, lighter materials were used. Our garage has doors of translucent fiberglass. The doors are very light and were installed almost 40 years ago.
Now most of the doors are better insulated to keep the garage warmer, and we have remote control so the door can be opened from the comfort of our home or car. They also have more safety features. Just be sure the electric eye is not hindered by a leaf or cobweb to make the door go back up. That has happened to us a few times.


January Expeditions to Antarctica, Falklands, and South Georgia
Ashton Palmer
January Expeditions to Antarctica, Falklands, and South Georgia
Ashton Palmer
For most travelers, visiting the 'White Continent' is a once-in-a-lifetime experience. So, why not do it right the first time and include South Georgia—our travelers never regret it!
Top 5 Reasons to visit Antarctica, Falkland Islands, and South Georgia in January:
1. Best time of year: January is mid-summer in Antarctica, when weather, ice conditions, and wildlife viewing are most conducive to exploration. This is by far the BEST time of year to visit both South Georgia and Antarctica.
A January expedition that includes South Georgia is rare and quite special in our books! Generally speaking, there are very few Antarctica, Falklands, and South Georgia trips in January. Reason being, it is more profitable for shipping companies to schedule in multiple Antarctica Peninsula-only voyages during prime season (January) rather than one or two longer programs that include South Georgia. Voyages to South Georgia are therefore typically early or late in the season, when conditions are not at their most advantageous for several activities.
2. Penguin chicks on Antarctic Peninsula: Your heart will undoubtedly melt at the first sight of these precious baby animals! During January, the chicks are still with their mothers in the rookeries, so you will see hundreds of penguin chicks throughout your expedition. Comical and naturally photogenic, these sweet creatures are hands-down one of the most entertaining highlights on these voyages.
3. Sea ice level: You will see sea ice in Antarctica, but there should not be so much to hinder exploration plans by the captain and expedition leader. Less sea ice also means the start of whale season! The whales cannot feed if there is too much ice. Enjoy spectacular whale watching from the ship or at close proximity from your Zodiac--amazing!!
4. Time to relax and acclimate: It takes a few days to get into a trip and over the jetlag. By doing the longer trip (17/18 days) you will have more than adequate time to rest and acclimate yourself, allowing you to better enjoy the experiences of each destination.
5. Elephant Island: You may have an opportunity to visit Elephant Island where Shackleton and his men were stranded after their ship, The Endurance, was trapped by the ice. January is the best month to attempt a landing here, as conditions during other months are often too dangerous to visit the island. For many travelers, this is truly a wonderful highlight!
My friend Brent Houston, one of the leading seabird biologists in the world, once said that if he only had five days left to live he would spend two of them on South Georgia. Of course, people always ask him where he'd spend the other three. "Getting there!" he answers.
It's true that reaching South Georgia is no easy feat. However, the reward is undisputable. A spectacular wildlife hotspot, those who have visited South Georgia have described it as "an experience of a lifetime," and "beyond imagination..." and even "a different realm." You may ask why there are not more trips going there then? The reality is that most people find it too difficult to be away for 3+ weeks. The shorter trips to the Antarctic Peninsula, therefore, operate more frequently and appeal to more travelers. Plus, simply put, the shipping companies make more money by doing several Antarctica-only trips verses just a few Antarctica, Falklands, South Georgia trips.
So why is South Georgia so special? In my experience, there are only a handful of places on the planet that offer such an incredible wildlife experience, and South Georgia is one of those places. Imagine stepping onto a sandy beach and being welcomed by tens of thousands of king penguins as far as the eye can see....none of them the least bit bothered by your arrival. If anything, you are somewhat of a novelty. South Georgia offers the chance to see several wildlife species that you will not likely see in Antarctica: king penguins, macaroni penguins, thousands of fur and elephant seals, nesting wandering albatross, light mantled sooty albatross, and the list goes on.
Not only is the wildlife abundant, fearless and absolutely stunning, but it inhabits one of the most visually spectacular places on earth. Imagine the jagged peaks of the Swiss Alps, laced with the massive glaciers of Alaska's Glacier Bay, surrounded by Hawaii's verdant green valleys, and you might start to understand the visual topographic feast that is South Georgia. Sparkling sandy beaches and black rocky coastline, this island truly is a jewel of the Southern Ocean.
South Georgia has a rich history, and was home to whalers of the Southern Ocean. Today, there are still a few locations where the hulking whale processing factories and a few retired whaling ships now rest, abandoned. Famed explorer Ernest Shackleton is buried at the former whaling station of Grytviken, a popular landing stop for visitors.
Following are a few memories I have of my time visiting...
- Experiencing the thrill when standing in amongst 100,000 king penguins...The sound, sight, even smell takes your breath away. It's like starring in your own National Geographic documentary!
- Traveling by Zodiac around the rocky coastline to watch young fur seal pups playing in the seaweed. The sea lions are so numerous that at times it seems the water is boiling with these playful marine mammals!
- Hiking up to see the wandering albatross on their nests. These birds often spend years at sea and only occasionally return to the place they were born to nest. Seeing these birds on land gives you incredible perspective on their size. Their wing span measures about 12 feet—the largest of any bird in the world.
- Toasting Sir Ernest Shackleton who was laid to rest in the cemetery in Grytvicken Harbor. It's hard not to be impressed by the accomplishments of 'The Boss' as you retrace his footsteps and voyages throughout the region.
- Hulking elephant seals belching and wallowing, fighting and grunting. These massive marine mammals may seem awkward on land but exhibit some of the most impressive deep diving and swimming techniques of any animal on the planet. And, while the adults may not be described as the most attractive animals, their offspring are adorable little sausage packages with big curious eyes. Who could not be moved by the gaze of an elephant seal pup!
- The graceful courting flights of the light mantled sooty albatross gliding over the tussock grass. These birds mate for life and court by flying in unison. Truly one of the most beautiful things to see, their light brown and white plumage are like a watercolor artist's masterpiece.
- Experiencing nature at its most raw and primal state—huge glaciers gouging smooth valleys, jagged snowy peaks, clouds, sun, wind. Feel the elements, breath in the majestic scenery...get in touch with nature.
- Watching the king penguins for hours, whether the young courting pairs, the fuzzy chicks, or the strutting show-offs. The king penguins breeding cycle is a year and a half and it overlaps year-round. The result is visitors will always have opportunities to see chicks, courting, nesting, and fledging.
- A myriad of colors, South Georgia boasts a rainbow of green, red, and yellow that you will not find in Antarctica. These vibrant colors offer a dramatic contrast to the ice of the Antarctic Peninsula.
South Georgia is a pinch yourself, "am I really here?", life-changing experience. As one of our travelers put it: "Knowing what I do now, this was easily the best travel experience I have ever had. No matter where I travel, I probably will never surpass the experience." – Louise Traige; Los Angeles, CA


Question: What Does The 8 Above The Treble Clef Mean?
What does the 8 under a treble clef mean?
A very small "8" at the bottom of the treble clef symbol means that the notes should sound one octave lower than they are written.
Figure 6: A small "8" at the bottom of a treble clef means that the notes should sound one octave lower than written..
What octave is middle C?
In that system, middle C (the first ledger line above the bass staff or the first ledger line below the treble staff) is C4. An octave higher than middle C is C5, and an octave lower than middle C is C3.
What is the highest note ever sung?
The truth is, coloraturas in a range of genres have been singing A6s, and notes much higher, for a long time. The highest note on record is a G10 sung by Georgia Brown, a Brazilian dance/electric singer.
What does 8va Bassa mean?
An Italian term meaning at the octave (below). Abbreviated as 8va bassa, 8a b. or more commonly today, 8vb. When written below a passage it indicates the passage be performed one octave lower than written.
How do you write two octaves higher?
15ma notation Like the notation 8va for octave (Italian: ottava), 15ma (Italian: quindicesima) means "play two octaves higher than written." It could also mean two octaves lower, but that is usually notated 15mb.
Why is C the middle note?
Because when they decided to name the notes with letters, they took a minor scale and named the notes "naturally": A, B, C, D, E, F, G. This is what we know as the A minor scale. … Now if we want to use the same "natural" notes in a major scale, then we need to start with C.
What does the number above the treble clef mean?
[English] This is a normal treble clef symbol with the number 8 printed above or below. The addition of the number 8 directs the musician to perform the music an octave higher than indicated (with the number 8 printed above) or an octave lower than indicated (with the number 8 printed below).
What is another name for treble clef?
G ClefFirst, we will discuss the Treble Clef (also called the G Clef). The staff line which the clef wraps around (shown in red) is known as G. Any note placed on this line becomes G.
Why is it called G clef?
The treble clef is also called the "G clef" because the symbol at the beginning of the staff (a stylized letter "G") encircles the second line of the staff, indicating that line to be G4 (or G above middle C).
Why does an octave start on C?
As I understand it, when letters were first assigned to notes, A was simply the lowest of the range of notes being used. Sharps and flats were gradually added so that scales could be transposed, but C became the "tonic" of the natural notes. …
What does 8va in music mean?
an Octave (Latin, octavus, literally meaning "eighth") is sometimes abbreviated to 8ve. 8va stands for ottava – the Italian word for octave. The notation 8va (as seen in sheet music) means to play this an octave higher than written.
What does both hands 8va mean?
8va only applies to the notes that it is written above. So if the 8va is written above the right hand, then just the right hand plays an octave higher. … If the composer desires to have both hands 8va, that is notated. It may say "8va both hands" written above the music that should be played an octave higher.
What is the 5 lines called in music?
Staff, also spelled stave, in the notation of Western music, five parallel horizontal lines that, with a clef, indicate the pitch of musical notes.
What is another name for F clef?
The Definition F-clef The F-clef is another term for the bass staff, which is the large musical symbol at the beginning of the piano's bottom staff (or bass staff). It is called the F-clef because its top curl and two dots highlight the staff's F line.
What does 8ba mean?
play an octave lower than written8va means play an octave higher than written; 8ba means play an octave lower than written.


text: School in the Park is an innovative museum-based educational effort to engage students in their community during the school day. Since 1999 several hundred students have been educated each year in museums and the zoo in San Diego. This is more than a field trip, it is changing the way that education is provided.Challenging the Classroom Standard Through Museum-Based Education: School in the Park presents the experience of School in the Park from the perspective of different disciplines--oral language, reading, writing, social studies, math, science, and the arts--to determine how students are learning content within museums and the zoo. It provides a number of examples, case studies, references, scenarios, and recommendations for teaching and learning outside of the traditional classroom. The perspectives of teachers, museum educators, and students are represented. Importantly, this book offers ideas that readers can use in their own communities, ranging from long-term partnering with cultural institutions to one-day trips, to ensure that students have authentic experiences with the curriculum.With the current increased focus on accountability and achievement, less attention and importance is given to community-based learning experiences. This book demonstrates the viability of merging formal and informal learning and using community venues as an extension of the classroom. All those interested in and charged with educating children will find this book useful in exploring powerful learning experiences that occur outside traditional classroom settings.

source: openbmb/Ultra-FineWeb


Longines Wittnauer A7 Aircraft Clock
Written by AnubisTTP on 2017-03-05
World War 2 and the buildup immediately preceeding it saw the manufacture of numerous different types of aircraft clocks, and this Longines Wittnauer A7 clock is one such example. A7 model clocks differ from the much more common A6 model in that they have a 'pendant wind' winding stem which exits the bottom of the case instead of extending vertically below the 6-o-clock position. A metal plug has been pressed into the winding stem hole that would have been used in an A6 model clock. This clock makes use of a Jaeger LeCoultre 201M caliber movement, a relatively high end time-only movement with a 7 jewel lever escapement. This model of clock was also manufactured with a less common and more expensive 14 jewel movement.
Longines Wittnauer A7 aircraft clock, at rest.
This model of clock uses a Jaeger LeCoultre 201M movement.
Backside of A7 clock. Like most aircraft clocks, this model has two threaded plugs to allow access to the winding gears and regulator.
 Return to Clocks and Timers


Premier Family Law Attorneys
Divorce and Social Media: Why You Should Stop Posting and Logout
Social Media Icons
For the majority of people, social media has become a daily part of our lives. Keeping in touch with friends, posting pictures of your children, and watching the latest trending video has never been easier, but did you ever stop and think about how social media can play a role in your divorce?
It's very easy to gather information about people from their social media profiles, especially when people habitually overshare. There's a time and place for particular posts, but when you are going through a contentious divorce, there are a few tips to keep in mind before sharing your life on Facebook.
1) Check Your Privacy Settings
If you fear your spouse is snooping around your social media profiles, it's time to disconnect, unfriend, or block them. This might seem harsh, but it's an easy way to minimize the potential threat of causing additional drama and arguments online.
2) Don't Badmouth Your Spouse
No matter how frustrated and upset you become, do not use social media as an emotional outlet. Opposing counsel can print your posts and use it as evidence during your divorce. Don't rely solely on privacy settings because anything you post online can often be found.
3) When in Doubt, Don't Post
Before posting anything, take a step back and ask yourself, "Could someone misinterpret this? Could opposing counsel use this against me?" If the answer is yes, do not post! Sharing funny pictures and videos can seem harmless, but they might be misconstrued.
4) Suspend Your Online Presence
Using social media has become second nature to us, so the thought of logging out for an extended period of time feels unnatural. The bottom line: the best way to protect yourself from any social media content being used against you during the divorce is to suspend your online presence—don't delete your accounts, but take a break from social media.


text:
The 55 storytelling cards of the SAGA deck, painted by Ely Raman, depict characters, scenes, and objects from a land that never was and always is. Each card is a springboard into a familiar myth or fairy tale, or into a story that has never been told before.
The SAGA cards rekindle the delight of spontaneity, surprise, and memories of childhood dreams. The images invite us to travel, with or without a child, into the world of story, fantasy, dreams and magic.
See the Order Page for cost and availability.
Articles and further information about this deck:
- A Grammar Lesson with OH Cards A 6th grade grammar teacher uses SAGA and original OH for a grammar lesson.
- Cards of Association for Creative Writing Using OH cards for losening creativity and for general problem-solving.
- Richard Martin | OH Cards as Teaching Tools Using OH cards to teach storytelling and English as a second language.
- Child Therapy and Mental Health The use of various OH genre cards in therapy practice with children.
- Storytellers Using OH Cards Links to some of the storytellers around the world who use OH cards.


AHCI Virtualization in Device Model
AHCI (Advanced Host Controller Interface) is a hardware mechanism that allows software to communicate with Serial ATA devices. AHCI HBA (host bus adapters) is a PCI class device that acts as a data movement engine between system memory and Serial ATA devices. The ACPI HBA in ACRN supports both ATA and ATAPI devices. The architecture is shown in the below diagram.
HBA is registered to the PCI system with device id 0x2821 and vendor id 0x8086. Its memory registers are mapped in BAR 5. It only supports 6 ports (refer to ICH8 AHCI). AHCI driver in the User VM can access HBA in DM through the PCI BAR. And HBA can inject MSI interrupts through the PCI framework.
When the application in the User VM reads data from /dev/sda, the request will send through the AHCI driver and then the PCI driver. The User VM will trap to hypervisor, and hypervisor dispatch the request to DM. According to the offset in the BAR, the request will dispatch to port control handler. Then the request is parse to a block I/O request which can be processed by Block backend model.
*-s ,ahci,*
Type: 'hd' and 'cd' are available.
Filepath: the path for the backend file, could be a partition or a regular file.
For example,
System VM: -s 20,ahci,hd:/dev/mmcblk0p1
User VM: /dev/sda


You asked: What is the defpoints layer for in autocad?
The Defpoints Layer is a standard system layer used by AutoCAD and IntelliCAD. When you create dimensions in IntelliCAD or AutoCAD, the dimensioning components such as extension lines, arrowheads, dimension lines, and dimension text are placed on the current layer.
What is the purpose of layers in AutoCAD?
How do I change the Defpoint layer?
What AutoCAD layer never appear on plots whether turned on or off?
This layer is automatically generated when a dimension is created in your AutoCAD drawing, this layer stores information about definition points of dimensions. Objects on this layer are visible in drawing area but these objects will not appear when you plot your drawing, plotting is turned off for Defpoints layer.
IT IS INTERESTING: How do i add materials to a library in autocad?
How do you delete a layer in Defpoints?
Enter LAYDEL on the command line. Click Name or enter N. Select the Layer and click OK to delete it. Blocks can also stop a layer from being deleted.
What are the uses of layers?
How do I import a layer into AutoCAD?
 1. If necessary, open the Layer Properties Manager by clicking Home tab Layers panel Layer Properties.
 2. Click.
 3. Click Import/Export.
 4. Click Open.
 5. Select the drawing with the layer standards that you want to import, and click Open. …
 6. Under External File, select the layer standard that you want to import, and click Import.
14 мая 2019 г.
Which layer is automatically created when a dimension is added to the drawing?
When you create dimensions in IntelliCAD or AutoCAD, the dimensioning components such as extension lines, arrowheads, dimension lines, and dimension text are placed on the current layer. The first time dimensions are added to a drawing, the software also creates a special layer named "DEFPOINTS".
How do you make a Defpoint layer printable?
The best way would be to convert the defpoints objects to a printable layer then print to PDF. It is not possible to print/plot anything on the DEFPOINTS layer. That layer is never plottable. If you want to have the items on that layer to print, you will need to move the objects to a different layer before printing.
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How do I select a Defpoint in AutoCAD?
After turning off or freezing Layer 0 in an AutoCAD drawing file, objects placed on the Defpoints layer cannot be selected or edited. When Layer 0 is turned on and thawed, objects on the Defpoints layer can be selected and edited again.
How do I change the properties of a layer?
Modify the layer properties using the layer list. Click the current setting to change the layer property for the selected layer or group of layers. Note: The layer list can be filtered and sorted to make it easier to find and select the layers that you want to change. Click a column label to sort by that column.
How do you plot a Defpoint layer?
To turn it on, right-click and column heading and choose Plot. Move objects off the Defpoints layer. If there is a Defpoints layer in the drawing, any objects on that layer will not be plotted. Check the Shade Plot setting in the plot options and change it from As Displayed to Wireframe.
When objects are isolated all other layers are turned off?
After selecting one or more objects, all layers except the layers of the selected objects are either turned off, frozen in the current layout viewport, or locked, depending on the current setting. The layers that remain visible and unlocked are termed isolated. Note: Locked layers are faded by default.
Why can't I delete layer in AutoCAD?
It's not possible to delete a layer if there are objects on the layer or if objects are referencing the layer. If there are no such objects, use the LAYDEL command to delete the layers: Enter LAYDEL on the command line. Click Name or enter N.
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How do I delete a layer property in AutoCAD?
On the command line in AutoCAD, type FILTERS and then click the "Delete Filters" button.
To manually remove layer filters:
 1. Enter the LAYER command to open the Layer Properties Manager.
 2. Select all the layer filters.
 3. Right-click and choose Delete.
Which condition is required for a layer to get deleted?
To delete this layer, you must first erase all objects on it in the drawing. If the layer you try to delete is the current layer, you receive an error message. To delete this layer, make another layer current and then delete the layer.
Special Project


text:
Reference Type: Electronic Resource
Title: Heating Water on Dairy Farms
Primary Authors: Sanford,Scott
Published: University of Wisconsin Extension ΓÇó Cooperative Extension
Abstract: Heating water accounts for about 25% of the energy used on a dairy farm. Hot water is needed for washing the milking system, bulk tank and parlor equipment and possibly for feeding calves and washing towels. How much water is used and the temperature to which the water is heated directly influences the amount of energy used.
Ag Matters Catalog ID: 361


Take the 2-minute tour ×
By Cayley's embedding theorem every group $G$ embeds into the symmetric group $S_{|G|}$. But which groups $G$ have the property that there exists some $n$ such that $G$ is a quotient of $S_n$? My intuition is that it couldn't possibly be all finite groups. Is there a nice characterization of the groups that do have this property?
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closed as too localized by Bruce Westbury, Mariano Suárez-Alvarez, Neil Strickland, Qiaochu Yuan, Tom Leinster Mar 12 '12 at 19:34
You should probably ask this on math.stackexchange.com Also, reading about the alternating groups and their simplicity will be of help! – Mariano Suárez-Alvarez Mar 12 '12 at 19:10
1 Answer 1
The symmetric groups $S_n$ for $n \leq 4$ are solvable. But for $n >4,$ the only proper non-trivial normal subgroup of $S_n$ is the alternating group $A_n.$ Hence the only factor groups of symmetric groups, other than $S_n$ itself and the trivial group are: the cyclic group of order $2$ (a non-trivial factor group of every $S_n$ with $n >2)$, and the group $S_3$ (which occurs in a non-trivial way as a factor group of $S_4).$ These elementary facts can be found (at least implicitly) in almost any algebra text.
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What is the meaning of the phrase throw him under the bus?
When someone "throws another person under the bus" it means to sacrifice a person by allowing that person to get into some form of trouble or bad situation so that another person can gain personally or because they just want that other person to suffer.
Example of "throw him under the bus" in a sentence
An example of how the expression is used will help you understand it's usage.
"Joe and Nate were caught by the police doing drugs.
Joe decided to throw Nate under the bus by telling the
police that Nate is also a drug dealer."
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text:
Zemana Uninstall Tool
Malwarebytes Anti-Malware stopped updating its obsolete database a few weeks ago by sometimes stating that it could not access the database server and that sometimes an update was not available. Unfortunately, some versions of Zemana AntiMalware seem to have bugs that prevent users from easily uninstalling this utility. The Antilogger.sys file is suspected to be causing the removal problem. Nevertheless, rest assured that we will propose several solutions to this problem.
Solution 1: Remove the software using the unins000.exe file.
- Enter the file explorer. Click the Folder icon on the taskbar or search for it by typing "Folder Options" after clicking Start.
- Open the local disk where you installed the Zemana AntiMalware program. Then open Program Files (x86)> Zemana AntiMalware.
- In the created folder, double-click the Unins000.exe file. After activation, the deletion process should begin.
- When the procedure is complete, enter the registry editor. Click the Start button, then type regedit and press Enter.
- Find these folders:
- HKEY_CURRENT_USER \ Software \ Zemana \
- HKEY_LOCAL_MACHINE \ SOFTWARE \ Zemana
Delete them to completely eliminate Zemana Antimalware. Restart your computer for the changes to take effect.
Solution 2: Uninstall Zemana Antimalware through programs and features
- Click Start. Tap Apps / Programs and Features.
- Find the Zemana AntiMalware app and choose Uninstall.
- Repeat the same steps by entering Registry Editor and removing HKEY_CURRENT_USER \ Software \ Zemana \ and HKEY_LOCAL_MACHINE \ SOFTWARE \ Zemana \
- Restart the computer.
Solution 3: Use an uninstaller
You can install Perfect Uninstaller to manage the application. The old program will eliminate Zemana AntiMalware in minutes. He will also check his secondary files. It is important to remove them all before the uninstallation process succeeds.
Solution 4. Remove the Antilogger.sys file
- Click the Start button. Type Device Manager.
- Choose View Sections. Check mark Show hidden devices function.
- Locate the antilogger.sys file in the Plug-in and Drivers section.


text:
Owning Class: basic
Requires: MathScript RT Module
c = lcm(a, b)
Computes the pairwise least common multiple of the input elements.
|a||Specifies a scalar or matrix. All elements of a must be positive integers.|
|b||Specifies a scalar or matrix. All elements of b must be positive integers.|
|c||Returns the pairwise least common multiple of the elements in a and b. c is a matrix of the same size as the larger of a and b.|
The following table lists the support characteristics of this function.
|Supported in the LabVIEW Run-Time Engine||Yes|
|Supported on RT targets||Yes|
|Suitable for bounded execution times on RT||Not characterized|
A = 234
B = 98
C = lcm(A, B)


text:
Chinese shadow puppetry is a form of theatre whereby colourful silhouette figures perform traditional plays against a back-lit cloth screen, accompanied by music and singing. Puppeteers make the figures from leather or paper and manipulate them by means of rods to create the illusion of moving images. The puppeteers' skills of simultaneously manipulating several puppets, improvisational singing, and playing various musical instruments are handed down in families and troupes, passing from master to pupil. Puppetry spreads knowledge, promotes cultural values and entertains the community, especially the youth.
Series: 2011 Inscriptions on the Representative List/Inscriptions 2011 sur la liste représentative,
Author/director: Li Heqing,
Published in: 2009


Graph Colouring With Simple Backtracking, Part One
Graph Colouring With Simple Backtracking, Part One
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As regular readers know, I'm interested in learning how to change my C# programming style to emphasize more concepts from functional programming, like use of immutable rather than mutable data structures and use of declarative control flow like LINQ queries instead of imperative control flow in the form of loops. I thought I'd solve a fairly straightforward problem using a mix of immutable and mutable, declarative and imperative styles to indicate when each is useful and appropriate.
I picked for my example the problem of colouring a map so that no two regions that share a border have the same colour. (Note that we count two regions as sharing a border if they meet along a border line; regions that meet only at a corner are allowed to be the same colour.) This is a famous problem. It is clear that on a plane or sphere, you can find a map that requires at least four colours. Take a look at a map of South America, for example; clearly Brazil, Bolivia, Paraguay and Argentina all share a border with each other and therefore require at least four colours. What is not at all clear is the fact that given any map, you can always find a colouring that requires no more than four colours; four colours is always enough on a plane or a sphere.
Of course, this is of no interest whatsoever to real mapmakers, who have no shortage of colours to choose from, and who often have additional constraints. For example, if you coloured a political map of the world with only four colours then either Bolivia or Paraguay would have to be the same colour as the ocean. There are also situations in real maps where you want two things to be of the same colour, like Alaska and the lower 48 states of the United States, which could introduce additional constraints.
Even if the theoretical problem of map colouring is not germane to the practical problem of making a map of a real thing, the problem is still of both theoretical and practical interest. To solve it, we can generalize the problem from a problem about touching regions on a plane map to nodes in a graph. Make one node for each region. Any two regions which must be coloured differently from each other share an edge. If we can find a colouring that assigns colours to each node in the graph, then we have a colouring for the corresponding map. If we were trying to colour South America, for instance, we simply need to colour this graph:
I've shown the graph with a proposed colouring that works; there are several other possibilities.
Let's start by designing a simple data structure to represent an arbitrary graph. Every design process is the result of making compromises against competing design goals, so I think it is helpful to list some of those competing goals and what tradeoffs we're considering.
There are two standard ways to represent an arbitrary graph with n nodes and e edges; either you make an n by n array of bools that says whether there is an edge between two nodes, or you make a list of size e that gives all the edges in no particular order.
The benefit of the former approach is that it is extremely easy to get a list of all the edges coming out of a given node; the down side is that it uses up a lot of space if n is large and e is small. The benefit of the latter is that it is space-efficient if the graph is sparse, but it is inefficient to answer the question "what are all the neighbours of this node?" (Tradeoff: space vs time.) In both cases, the naive approach wastes about 50% of the space if the graph is actually undirected, because an edge from A to B is also an edge from B to A.
However, for our purposes the graphs are going to be relatively small anyway, so I don't particularly care which approach we take or that we're wasting a few bytes here and there. Let's go with the former approach and say that a graph is represented internally as an n by n adjacency matrix.
Should the graph be a directed or undirected graph? For some relationships a directed graph is clearly the way to go; a family tree, for example, is clearly a directed graph. If Alice is the mother of Bob then Bob is not the mother of Alice! It seems like the concept we are trying to represent, "neighbouring regions" is inherently undirected. It's not like Brazil is a neighbour of Peru but Peru is not a neighbour of Brazil.
We could make a directed graph and build an undirected graph out of it by always adding edges in pairs, or we could build an undirected graph from the get-go, or we could use a directed graph as the base class of an undirected graph, or we could make an undirected graph and make a directed graph out of it by decorating edges with direction information if we needed to. There's all kinds of things we could do.
Suppose we do the first one: simply build a directed graph and require the user to add edges in pairs if they want an undirected graph. This makes the data structure more flexible (by being able to represent both directed and undirected graphs) and more bug-prone (because a user that wants to represent an undirected graph is responsible for maintaining the invariant themselves; any time you add redundancy to a data structure you add the potential for bugs.)
Is it actually more bug prone for our purposes? Even though the adjacency graph is logically undirected, for our purposes it is perfectly valid for the graph to actually be directed. It doesn't matter whether those edges have arrows on them or not! If somehow we represent that Brazil is a neighbour of Peru but accidentally say that Peru is not a neighbour of Brazil then we still will discover that they cannot both be green. Just knowing one direction is sufficient.
In short, we could create an undirected graph class that managed ensuring that edges always came in pairs, but for now at least we won't. (Tradeoffs: flexibility vs simplicity, complexity (of having multiple classes to represent graphs) vs imposition of responsibility upon users.)
// An immutable directed graph
internal sealed class Graph
// If there is an edge from A to B then neighbours[A,B] is true.
readonly private bool[,] neighbours;
private int nodes;
public Graph(int nodes, IEnumerable> edges)
this.nodes = nodes;
this.neighbours = new bool[nodes, nodes];
foreach (var edge in edges)
this.neighbours[edge.Item1, edge.Item2] = true;
 public IEnumerable Neighbours(int node)
from i in Enumerable.Range(0, Size)
where this.neighbours[node, i]
select i;
 public int Size { get { return this.nodes; } }
Let's go through this from top to bottom.
I've made the class sealed. This means that I do not have to consider what implementation details must be exposed so that an arbitrary class can extend this code effectively and efficiently. I do not have any scenarios in which this code needs to be extended. By the You Ain't Gonna Need It (YAGNI) principle I'm going to design the code so that it cannot be extended. Designing for safe and effective reuse via inheritance is difficult and I don't want to take on that expense if I don't have to. Nor do I want to make an implicit promise that I cannot deliver on; an unsealed class basically says to the user "go ahead and extend me, I promise I'll never break you". Implicitly taking on a commitment to preventing the brittle base class failure is not something I want to do. (Tradeoff: potential code reuse vs increased design and maintenance costs). Also, sealing is a breaking change but unsealing is not. If I seal now, I can always change my mind later. If I leave it unsealed then I cannot choose to seal it later without breaking any derived classes.
The class name is Graph, not, say, DirectedGraph. If I ever wanted to make an UndirectedGraph class then I'd want to rename this one. But since in my application this will be the only graph class, I'm willing to have the simpler name. Note that I absolutely do not want to have the name of the class reflect its implementation details; this is not an AdjacencyMatrixGraph. I want the name to represent what it is logically, not what its implementation details are.
The class is not generic. Each node is an integer from 0 to size-1. We could have made this more complicated by allowing arbitrary data in a node; essentially making a generic "graph of T". But we can always maintain an external mapping from the integer of the node number to some other data if we like. (Tradeoff: again, flexibility vs simplicity. Also, Single Responsibility Principle: this class represents graphs; let it do one thing well rather than making it into a graph and a map from nodes to data.)
The graph internally uses an array for the adjacency matrix. We want data structures to be simple and efficient. Making a data structure that can be changed, either via mutation or by creating a new structure that incrementally re-uses parts of an old structure, adds flexibility and power but works against simplicity and efficiency. (Tradeoff: flexibility vs simplicity and efficiency) For my purposes we're going to have all the information we need to make a graph all at once, create it, and be done with it. We don't need any way to add or remove nodes from a graph and make a new graph from it. (YAGNI) I therefore feel


Take the 2-minute tour ×
I am currently trying to draw a point with the ArcGIS Javascript API.
Pretty much like this example, _URL_ except the point will not be drawn with the mouse, but from an javascript object.
If we look at the code, we see that a geometry object/array is passed in the function.
function addToMap(geometry) {
 var symbol = new esri.symbol.SimpleMarkerSymbol(esri.symbol.SimpleMarkerSymbol.STYLE_SQUARE, 10, new esri.symbol.SimpleLineSymbol(esri.symbol.SimpleLineSymbol.STYLE_SOLID, new dojo.Color([255,0,0]), 1), new dojo.Color([0,255,0,0.25]));
 var graphic = new esri.Graphic(geometry, symbol);
If someone could write the structure for that object, and a method to draw the point (such as a button, with an onclick event, containing fixed xy coords)
Dumping geometry looks like this _URL_ (ouch!)
This code will be used in a GPS tracking experiement, where I'll pull the current position from a database every 20 seconds or so. (details will not be covered in this post)
Bonus question: How do I convert long/lat to xy coords from the sample?
I use UTM zone 29N, wkid: 32629
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3 Answers
up vote 7 down vote accepted
Adding a point from a button click can be as simple as:
dojo.connect(dojo.byId('pointButton'), 'onclick', function() {
 map.graphics.add(new esri.Graphic(
 // Point coordinates are 0, 0
 new esri.geometry.Point(0, 0, map.spatialReference),
 new esri.symbol.SimpleMarkerSymbol()
And the pointButton node is:
Click to add a point.
To add a point when the map is clicked is pretty straightforward as well:
dojo.connect(map, 'onClick', function(evt) {
 map.graphics.add(new esri.Graphic(
 new esri.symbol.SimpleMarkerSymbol()
Live example showing both here: _URL_
Regarding converting from lat, long to another coordinate system: if you're converting to or from lat, long to web mercator, there are client side methods available to do this: esri.geometry.geographicToWebMercator and esri.geometry.WebMercatorToGeographic. If you need to convert from lat, long to something other than web mercator, then the geometry service's project method is the way to go.
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Thanks a lot. Drawing the point works like a charm. In the conversion, I have been trying the geometry service's project method. The map I'm using is based on UTM zone 29N, wkid 32629. Using the geommetry service only gives me "X" = NaN, "Y = NaN". Any ideas? I tried the exact same code on the world map _URL_ (wkid:102100), worked fine. – Ragnar123 Aug 3 '11 at 12:20
It works with 32629 or 102100. I posted an example to a similar question a while back here: _URL_ – Derek Swingley Aug 3 '11 at 14:00
Yes, I see it works with 32629 and 102100, but how about conversion from 4326 to 32629? I keep getting NaN values – Ragnar123 Aug 3 '11 at 18:26
It should still work; maybe you should create a new question so you can provide your code and, ideally, the URL w/URL parameters that is being sent to your service. – Derek Swingley Aug 3 '11 at 19:52
add comment
Each of the geometry types has a constructor that builds a new geometry object from JSON -- for example: Point. There's an example of a Point JSON object on that page.
For your second question, the recommended approach is to use a Geometry Service to reproject the point from SRID 4326 (long/lat) to the map's native coordinate system. See here for an example.
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Thank you, looks good. Will try, and return with either further questions or a checkmark :-) – Ragnar123 Aug 1 '11 at 15:22
If you're using the 1.4 or later API, why wouldn't you use the esri.geometry.geographicToWebMercator(geometry) method instead of calling the geometry service? – kenbuja Aug 1 '11 at 17:52
_USER_ - I didn't realize they had that, thanks! I agree, that would definitely make more sense if you are converting between geographic and Web Mercator. – mrohlf Aug 1 '11 at 19:08
add comment
Sounds like your specific problem is that you have a lat/long coordinate and you need to place that on the map as geometry. Use the esri.Graphic(geometry, symbol, attributes, infoTemplate) constructor to make your graphic to put on the map.
If you follow the API reference sample, creating a point graphic from a lat/long is pretty straightforward.
But, if you are pulling the point from a database using a web service, then it might be more straightforward to use the json example right below it. Have the web service construct the point json rather than constructing it client side. If you need to modify any part of the json after it is returned by the service, you can do that client side on the json before passing it to the graphic constructor.
var myPoint = {
 "Plant":"Mesa Mint"
 "title":"Vernal Pool Locations",
 "content":"Latitude: ${YCoord}Longitude: ${XCoord}Plant Name:${Plant}"
var gra= new esri.Graphic(myPoint);
share|improve this answer
add comment
Your Answer


Risk Assessment and Alcohol Awareness Project
The RAAAP at The College of Saint Rose seeks to enhance the Saint Rose community through increasing the awareness of the impact of alcohol consumption and its associated consequences. This program supports the overall goals of the The College of Saint Rose, where we strive to provide a safe environment that supports academic excellence, critical thinking, values formation and responsible citizenship by encouraging responsible and healthy choices.
Tasks of the Project
 - Develop a comprehensive campus-wide education plan utilizing a systems level approach
 - Increase awareness of the Saint Rose culture as it relates to alcohol consumption and abuse
 - Develop a campaign that focuses on students' perceptions and realities of alcohol use
 - Expand alternatives to alcohol use
 - Commitment to a centralized and coordinated plan for risk assessment and alcohol awareness
 - Determine what is currently offered
 - Development of a systems level 3-5 year strategic plan specific to alcohol and other drug education and prevention programming (including measurable goals and objectives)
Campus Security / _PHONE_


text:
Plan for Success: Simulation Program Development and Sustainability (1090-004054)
Start time: Monday, March 1, 2021, 4:00 PM End time: Monday, March 1, 2021, 5:30 PM CE Hours: 1.50 Session Type: Prerecorded Educational Courses
Learning Objective 1:
Describe why a business plan is important and at least three elements commonly included in a business plan
Learning Objective 2:
Outline a framework for simulation program sustainability
Learning Objective 3:
List the challenges encountered in designing a simulation facility
Content Category: Educator
This course is a general overview of the topic.
Think-Plan-Buy. This intensive, interactive course focuses on the core concepts of simulation program development. Participants will be expected to develop and present their collective work from exercises related to business planning, sustainability, value-based simulation and purposeful facility design. Faculty will share their experiences and knowledge of best known practices in simulation program development.


Definitions for "packed"
Keywords: jam, theater, suitcase, crowded, dirty
Same as jammed.
Crowded; as, the theater was packed.
filled to capacity; "a suitcase jammed with dirty clothes"; "stands jam-packed with fans"; "a packed theater"
This is also referred to as PACKED-DECIMAL or COMPUTATIONAL-3 or COMP-3. A numeric encoding scheme used on a mainframe. For example, an unsigned number of 12345 would be stored in memory on the mainframe system as x'F1F2F3F4F5' ( EBCDIC-encoded, zoned-decimal format). If the same number was defined as PACKED (or COMP-3) it would be stored in memory as x'12345F'. In this example the packing of the number reduces the size from five (5) bytes to three (3) bytes. The low-order nibble of the low-order byte is used as the sign. If an arithemetic operation is attempted on a field defined as COMP-3 and the field contains non-numeric characters then a data exception error (S0C7) will ABEND the attempt. Refer to COMP-3 in this glossary or for more information.
pressed together or compressed; "packed snow"
A layout in which the motifs are placed close together. Details...
Keywords: spoon, cup, sugar, fat, towards
To pack brown sugar or fat for measuring, spoon it a little at a time into a measuring cup, and then use the back of the spoon to pack it down. Work from the outside edges in towards the center.
A product that is wrapped in software designed to prevent its use without appropriate authorization. In this form a product is a BOB.
Keywords: felted, compacted, wool
Wool that becomes compacted or felted.


text:
Please use this identifier to cite or link to this item:
|Title:||Principals' Management of Lowest Stream (Normal Technical) Students in Singapore Secondary Schools|
|Authors:||Ong, Chye Hin|
|Presented at:||University of Leicester|
|Abstract:||This thesis investigates how principals in neighbourhood secondary schools in Singapore manage their lowest stream, the Normal Technical (NT) students, in their schools. The study was guided by three research questions: (1) What are principals' perceptions of streaming as a way of organising students in secondary schools?; (2) What perceptions and expectations are held by principals in neighbourhood secondary schools regarding NT students?; and (3) Do the principals' perceptions and expectations of NT students influence their school management with regards to streaming and the provision of opportunities for curricular and co-curricular programmes? The aim of the study and the research questions made the use of the interpretivist paradigm and qualitative research methods most appropriate. The study also adopted a symbolic interactionist perspective, realising that people make sense of their lives and experiences through interaction with others around them. The study exemplifies the methods proposed by grounded theorists (Glaser, 1992; Strauss & Corbin, 1990). Participants were principals of neighbourhood secondary schools. Data were collected using semi-structured interviews and documents over a period of approximately 36 months. Through the series of interviews a picture emerged of principals' management approaches of their NT students. The grounded theory that emerged – the theory of 'selective engagement' – comprises a threefold typology of principals and three categories. The three categories are respectively: (1) Paradigms; (2) Conceptions; and (3) Management. The theory proposes that principals can be classified as 'realists/pragmatists', 'innovators/improvisers' and 'nurturers' according to the extent they selectively engage their students in the eight management areas: (1)Streaming/Lateral Movement; (2) Monitoring; (3) Deployment of Resources; (4) Subject Offerings; (5) Enrichment Programmes; (6) Managing Discipline; (7) Leadership Opportunities; and (8) Treatment of Students. The study shows how participants manage their NT students selectively in answer to the third research question. This gives rise to three discernible patterns of responses forming the basis of the threefold typology.|
|Rights:||© The Author, 2008.|
|Appears in Collections:||Theses, School of Education|
Items in LRA are protected by copyright, with all rights reserved, unless otherwise indicated.


Elizabeth and Michael
by Donald Bogle (Author)
unlimited loans, 2 years, One at a time
Discover the unique, profound, and unlikely yet enduring friendship between two of the most prominent and beloved celebrities of all time?Elizabeth Taylor and Michael Jackson?in this?exhaustively researched?consistently absorbing? (Kirkus Reviews, starred review) biography.
From the moment Elizabeth Taylor and Michael Jackson met, they were fascinated by one another. He peered into her violet eyes and was transfixed; she, in turn, was dazzled by his talent, intrigued by his sweet-tempered childlike personality, and moved by the stories she had already heard about his troubled early life. Soon a deep friendship blossomed, unlike anything either had ever experienced. Through their various emotional upheavals, the peaks and valleys of their careers, their personal traumas and heartaches, their countless health issues and extreme physical pain, and the glare of the often merciless public spotlight, their love for each other endured.
Award-winning biographer Donald Bogle skillfully re-creates the moving narrative of?these two forces of nature, and digs into the extraordinary histories that made them uniquely suited to understanding each other? (Alan Light, author of Let?s Go Crazy). Through the recollections of friends and acquaintances of the two stars, as well as credited and anonymous sources, Elizabeth and Michael emerges as a tender, intimate look at this famous?odd couple??and a treasure to their millions of fans.
Book Details
Publication Date
August 30, 2016
Page count
Paper ISBN
File size
34 MB


text:
Andrew Needham is a historian of the twentieth-century United States who specializes in the relationship between urban life and the natural environment. His work is animated by the question: How has urbanization spurred far-reaching changes in human societies and natural ecologies? He is the author of Power Lines: Phoenix and the Making of the Modern Southwest (2014), which explores the transformation of Phoenix and the Navajo nation in the years after World War II and tells the story of the far-reaching environmental and social inequalities of metropolitan growth as well as the roots of our contemporary coal-fueled climate change crisis. It received five book prizes, including the George Perkins Marsh Prize for the best book in environmental history, the Caughey Western History Association Prize, and the David J. Weber and Bill Clements Prize for best nonfiction work on the American Southwest.
Needham is currently working on two new projects. The first, "Engineering Sustainability: Nature and Technology in Urban America," is a history of urban infrastructure in the long twentieth century. In it he examines both how urban officials have used spatial expansion to solve environmental problems—considering the reversal of the Chicago River, segregation of environmental nuisances in Los Angeles, the construction of Jones Beach off Long Island, the construction of bart in the San Francisco Bay area, and the expansion of Detroit's water system into its suburbs—and how the resulting infrastructures have changed social and environmental communities. His second project, "The Origins of the Climate Crisis: Metropolitanism and Energy Use in Postwar America," explores the ways ideas and public policies spurred metropolitan growth as well as climate change.
Click here for more information about Andrew Needham.
- Power Lines: How Energy from Indian Lands Fueled the Growth of Phoenix, Los Angeles, and the Postwar Southwest
- Gotham's Nature: The Environmental History of New York City
- The Social History of the Climate Crisis
- Engineering Sustainability: Urban Infrastructure and Ecological Crisis in the Twentieth Century


" % [End of Act Three. Time: 21:07] % % The closing credits appear over a police badge, and the theme music is % march-like, with a rhythmic bass line and lots of trumpets. =============================================================================== > Contributors =============================================================================== {ag} Andy Gough {ddg} Don Del Grande {th} Tony Hill {rl} Ricardo Lafaurie {ar} Andrew Ross =============================================================================== This episode summary is Copyright 1996 by James A. Cherry. Not to be redistributed in a public forum without permission. (The quotes themselves, of course, remain the property of The Simpsons, and the reproduced articles remain the property of the original authors. I'm just taking credit for the compilation.)


text:
Last Updated on by Sabina
Polydactyl cats, with their unique and adorable extra toes, have captured the hearts of many cat enthusiasts around the world. These charming felines possess a genetic anomaly that results in more than the usual number of toes on their paws. Adding an element of intrigue to their already captivating presence.
The Genetic Wonder: Unraveling the Origins of Polydactyl Cats
Polydactylism, or having extra toes, is a genetic mutation that can occur in cats. Believers attribute the origin of polydactylism to a natural genetic variation that occurred centuries ago. Polydactyl cats can have various numbers of extra toes. Ranging from one or two to as many as seven on each paw. This enchanting anomaly adds to the uniqueness and allure of these extraordinary felines.
Pawful Paws: The Adorable Appeal of Polydactyl Cat Feet
The defining feature of polydactyl cats is, of course, their adorable and sometimes seemingly oversized paws. These paws can resemble mittens or snowshoes, giving polydactyl cats a distinctive and charming appearance. The extra toes do not hinder their mobility or agility; in fact. They often enhance their dexterity. Allowing them to perform remarkable feats with their paws that can amuse and astonish their human companions.
A Rich History: Polydactyl Cats and Their Maritime Connection
Polydactyl cats have a fascinating historical association with seafaring communities, particularly in regions like New England and the British Isles. Sailors highly valued these cats due to the belief that the extra toes on their paws. Provided them with increased balance and dexterity aboard ships. Polydactyl cats are commonly found in coastal areas with seafaring traditions. Where people continue to celebrate them as symbols of good luck and companionship.
Charming Personalities: The Endearing Traits of Polydactyl Cats
Beyond their unique physical feature, people adore polydactyl cats for their delightful personalities, often describing them as friendly, sociable, and affectionate companions. Polydactyl cats possess a gentle and playful nature, and their extra toes seem to amplify their charm. These cats possess intelligence and adaptability, making them wonderful additions to households of all kinds, including families, individuals, and multi-pet households.
Nurturing and Care: Catering to the Needs of Polydactyl Cats
Caring for a polydactyl cat involves providing them with the same love, attention, and basic care as any other cat. Regular veterinary check-ups, a balanced diet, and engaging playtime are essential for their overall well-being. Due to their extra toes, their nails may require more frequent trimming to prevent overgrowth or discomfort. It is also important to provide them with appropriate scratching posts and toys to help keep their claws in good condition.
Polydactyl Cat Breeds
While polydactylism, or extra toes, can occur in any cat breed, there are a few breeds that have a higher prevalence of polydactyl individuals. Here are some polydactyl cat breeds:
The Maine Coon breed has gained recognition for its large size and tufted ears, while also being associated with a higher incidence of polydactylism. Seafaring communities have intertwined their history with polydactyl Maine Coons, highly valuing them for their purported abilities to navigate ships and catch rodents.
Originating in the United States, breeders selectively bred the American Polydactyl breed to maintain and perpetuate the polydactyl trait. Breeders intentionally bred these cats to ensure the continuation of the extra-toe characteristic. They exhibit a range of coat colors and patterns and some cat registries recognize them as a distinct breed.
The Pixie-Bob, a breed that originated in the United States, is known for its wild appearance and bobcat-like characteristics. While not all Pixie-Bobs are polydactyl, some individuals within the breed exhibit this trait, adding to their unique appeal.
While they are less common, one can occasionally find polydactyl Ragdolls within the breed. Ragdolls, admired for their large size, gentle temperament, and semi-longhair coats, are a popular choice among cat enthusiasts.
British Shorthair: While not as prevalent as in some other breeds, polydactylism can occasionally occur in British Shorthair cats. Cat enthusiasts admire this breed for its round face, dense coat, and stocky build, and the presence of extra toes adds an interesting twist to their already charming appearance.
How Rare are Polydactyl Cats
People consider polydactyl cats relatively rare compared to cats with the typical number of toes.The prevalence of polydactylism varies depending on the geographical location and specific cat populations. In some areas, such as certain coastal regions or communities with historical ties to polydactyl cats, the occurrence of polydactylism may be more common.
It's challenging to determine the exact prevalence of polydactyl cats since it can occur sporadically in any breed or mixed-breed cats. Estimates suggest that polydactyl cats make up around 2-5% of the general cat population. However, in specific breeds with a higher incidence of polydactylism, such as the Maine Coon or American Polydactyl, the occurrence may be more frequent.
It's important to note that the rarity of polydactyl cats adds to their unique appeal and desirability for those who appreciate their distinctive physical feature. Many cat lovers find the extra toes of polydactyl cats to be endearing and seek them out specifically for their charm and individuality.


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The Briar Toad is a poisonous species of toad with red skin, native to Northern England. It has distinctive blemishes on its skin, and it is "pudgy". It is particularly vulnerable to the Verdimillious Charm, and is resistant to Vermillious.
Behind the Scenes
- This toad bears a striking resemblance in the description of the Wide-mouth toad, due to their similar habitat, and being described as "pudgy" and having "blemishes".
- Harry Potter and the Chamber of Secrets (video game) (GBC version)
Notes and references
- ↑ Harry Potter and the Chamber of Secrets (video game) - GBC version


text: AIM: To examine the effects of treatment with risedronate for 1 year on velocity of sound (SOS) of the calcaneus and bone turnover markers in postmenopausal women with osteoporosis. of the calcaneus in postmenopausal women with osteoporosis. < 0.05 was used in all comparisons. RESULTS Characteristics of the study subjects at the start of treatment Table?Table11 shows the anthropometry, SOS, and biochemical markers of the study subjects at the start of treatment. The mean age of the subjects was 71.1 years (range: 49-88 years). The mean SOS was 1473 m/s, which corresponds to 68.9% of the YAM. The mean serum calcium, phosphorus, and ALP levels were 9.2 mg/dL, 3.5 mg/dL, and 229 IU/L, respectively, which were within the normal ranges (8.4-10.2 mg/dL, 2.5-4.5 mg/dL, and 100-340 IU/L, respectively). However, the mean urinary NTX level was 56.2 nmol bone collagen equivalent (BCE)/mmol Cr, AV-412 which was higher than the normal range for Japanese women (9.3-54.3 nmol BCE/mmol Cr), indicating a high bone turnover in these women, a characteristic of osteoporosis. Table 1 Baseline anthropometry, speed of sound and biochemical markers of the study subjects Changes in the SOS of the calcaneus Physique?Physique11 shows the changes in the SOS of the calcaneus. One-way ANOVA with repeated measurements showed a significant longitudinal increase in the SOS at 1 year (= 0.0001). The mean percent changes in the SOS from the baseline after 6 and 12 mo of treatment were +0.68% and +0.65%, respectively (Table?(Table2),2), which were beyond the coefficient of variation (0.27%). Physique 1 Changes in velocity of sound. Data are expressed as mean SD. One-way analysis of variance with repeated measurements was used to analyze the longitudinal changes in the velocity of sound (SOS). The longitudinal change in SOS was statistically significant... Table 2 Changes in speed of sound and biochemical markers Changes in biochemical markers Physique?Physique22 shows the changes in the biochemical markers. The mean urinary NTX levels decreased to the normal range for Japanese women (9.3-54.3 nmol BCE/mmol Cr) after 3 mo of treatment. The mean serum ALP levels also decreased and remained within the normal range (135-340 IU/L) during the 1-12 months treatment period. One-way ANOVA with repeated measurements showed significant longitudinal decreases in the serum ALP and urinary NTX levels (both, < 0.0001). There were no significant longitudinal changes in the serum calcium or Rabbit polyclonal to IQCC. phosphorus levels. The mean percent change in the urinary NTX level from the baseline after 3 mo of treatment was -34.7% (Table?(Table2),2), while those for serum ALP levels after 6 and 12 mo of treatment were -17.2% and -21.2%, respectively (Table?(Table22). Physique 2 Changes in biochemical markers. Data are expressed as mean SD. One-way analysis of variance (ANOVA) with repeated measurements was used to analyze the longitudinal changes in biochemical markers. The longitudinal changes in serum alkaline phosphatase … Associations between changes in urinary NTX levels and changes in the SOS of the calcaneus Univariate regression analysis showed no significant associations between the percent decrease in urinary NTX at 3 mo and the percent increase in the SOS AV-412 at either 6 or 12 mo. Fractures During the 1-12 months treatment period, one patient experienced a rib fracture and one patient experienced a morphometric vertebral fracture. Adverse events One patient underwent a tooth extraction during the 1-12 months treatment period. There were no AV-412 significant undesirable occasions with this scholarly research, such as for example osteonecrosis from the jaw, femoral diaphysis atypical fractures, or atrial fibrillation, which were reported in additional studies[17-19]. DISCUSSION Today's research verified that treatment with risedronate reduced the urinary NTX and serum ALP amounts (by -34.7% at 3 mo and -21.2% at 12 mo, respectively), and elicited a modest upsurge in the SOS from the calcaneus (by +0.68% at 6 mo and +0.65% at 12 mo) in Japanese postmenopausal women with osteoporosis. The goals of this research had been to determine: (1) whether reduces in bone tissue turnover markers will be just like those reported inside our earlier research; and (2) if the upsurge in the SOS from the calcaneus will be significant and higher than the number of reproducibility. We also compared the consequences of risedronate and alendronate for the noticeable adjustments in these guidelines. Urinary NTX amounts were assessed at 3 mo after beginning treatment, because dimension of urinary NTX amounts at the moment really helps to assess if the antiresorptive ramifications of risedronate (2.5 mg and 17 daily.5 mg weekly) are sufficient or clinically significant[8,11]. Earlier RCTs demonstrated that risedronate as well as calcium mineral supplementation reduced urinary NTX (by about -38% to -40% at 3 mo) and serum ALP (by.


[dm-devel] [PATCH 1/7] blkio-cgroup: Introduction
Hi all,
This is a new release of blkio-cgroup which provides an IO tracking
mechanism. You can also download this series of patches from
Changes from the previous release
- bio-cgroup renamed to blkio-cgroup.
- Use part of page_cgroup->flags to store the blkio-cgroup ID.
 This code is taken from Andrea's io-throttle.
- Add a new function blkio_cgroup_lookup(ID) which can be called from
 other cgroup subsystems and return the cgroup associated with a
 given blkio-cgroup ID. It makes it easy to use blkio-cgroup from other
 cgroup subsystems.
- Add an extra patch which reduces the overhead of IO tracking.
- Can be applied to 2.6.30-rc3 and 2.6.30-rc3-git3.
What's blkio-cgroup all about?
With this feature, you can determine the owners of any type of
I/Os. This makes dm-ioband_--_I/O_bandwidth_controller_-- be able to
control the Block I/O bandwidths even when it accepts delayed write
requests. Dm-ioband can find the owner cgroup of each request. It is
also possible that the other people who work on the I/O bandwidth
throttling use this functionality to control asynchronous I/Os with a
little enhancement.
Setting up blkio-cgroup
You have to apply the patch dm-ioband before applying this series of
blkio-cgroup patches.
And you have to select the following config options when compiling
And I recommend you should also select the options for cgroup memory
subsystem, because it makes it possible to give some I/O bandwidth and
some memory to a certain cgroup to control delayed write requests and
the processes in the cgroup will be able to make pages dirty only
inside the cgroup even when the given bandwidth is narrow.
Using blkio-cgroup
The following shows how to use dm-ioband with cgroups. Please assume
that you want make two cgroups, which we call "bio cgroup" here, to
track down block I/Os and assign them to ioband device "ioband1".
First, mount the bio cgroup filesystem.
 # mount -t cgroup -o blkio none /cgroup
Then, make new bio cgroups and put some processes in them.
 # mkdir /cgroup/grp1
 # mkdir /cgroup/grp2
 # echo 1234 > /cgroup/grp1/tasks
 # echo 5678 > /cgroup/grp2/tasks
Now, check the ID of each blkio cgroup which is just created.
 # cat /cgroup/grp1/blkio.id
 # cat /cgroup/grp2/blkio.id
Finally, attach the cgroups to "ioband1" and assign them weights.
 # dmsetup message ioband1 0 type cgroup
 # dmsetup message ioband1 0 attach 2
 # dmsetup message ioband1 0 attach 3
 # dmsetup message ioband1 0 weight 2:30
 # dmsetup message ioband1 0 weight 3:60


Subscribe English
look up any word, like tittybong:
The Japanese term for "is it good?". This work is used 100's of times a day by ALL Japanese people - even when the term does not fit the sentence or situation.
Let's start the assignment. IIDESUKA?
by Flashindustries September 17, 2007
24 7
Words related to iidesuka:
good is it japan japanese


text:
Form design intern at Fathom, James Grady, maps population density in Dencity:
Dencity maps population density using circles of various size and hue. Larger, darker circles show areas with fewer people, while smaller, brighter circles highlight crowded cities. Representing denser areas with smaller circles results in additional geographic detail where there are more people, while sparsely populated areas are more vaguely defined.
While we've seen population density mapped, both directly and indirectly, the circle approach adds a different aesthetic that seems to add something about what it's like to live somewhere. Compare to a broader country-level map or one that uses only color. Doesn't this version feel like more?


text:
In observance of Passover and Easter, millions of Jews and Christians are retelling ancient stories of faith from the Holy Land. But when it comes to day-to-day life in that ancient world — what people ate, how they flirted, how they stayed clean — how much do we really know? Religion scholar Scott Korb takes on that question, and the real nitty-gritty of that existence, in his latest book, Life In Year One: What the World Was Like in First-Century Palestine.
A historical travelogue of sorts, Life In Year One details the tumultuous era in which Jesus lived. Korb, a professor at New York University and The New School, draws from ancient texts, archaeology, and ancient and modern historians' often contradictory accounts, to paint a picture of that ancient world — when the Jewish people chafed under Roman rule, when bandits and assassins roamed the countryside, and when entire economies and belief systems were being transformed.
A Catholic himself, Korb makes clear in his very first chapter: this is a book about who Jesus' neighbors and contemporaries might have been, not a book about Jesus. "Today we still can't seem to agree about who he was," Korb writes. "It's worthy of a lively debate, to be sure — just not here."


An Exact Formula For Balancing Work and Happiness
Two recent studies say that people who work a lot of overtime hours are at a higher risk of developing depression than people who work regular hours. This calls for a simple mathematical formula.
LET X= The number of hours that you need to work in order to earn an amount of money that you need to pay all of your bills and meet your needs and allow you live a generally comfortable but not luxurious life.
So the satisfaction and happiness formula is:
(Hourly salary x _TAG_ hours)= X= Happiness.
The (# of hours) must not exceed 40, lest you slip into overtime, and depression. Far too easy, right? What if you are like the majority of people, whose X would work out to an obscenely large number of hours, thereby leading to depression? In the sense of:
X= (Meager hourly salary x VERY LARGE # of hours)= Depression
LET Y= a depression-mitigating activity. For some people, this might be playing with your kids. For other, more numerous people, it might be drinking. For convenience's sake, let's say one hour of Y mitigates one hour of work. Therefore, the key to finding happiness even with a strenuous work schedule is to mitigate every hour of overtime that you work with an equal, opposite, more pleasurable activity. So we calculate:
X= (Meager hourly salary x VERY LARGE # of hours)- (Y x (# of hours worked greater than 40))= Happiness.
Print this out and keep it in your empty wallet. Go in peace.
[Image via Augie Scwher/ Flickr]


ConnectWise SLA Implementation
## How to use Connectwise SLA Statuses
ConnectWise SLA questions are one of the most frequently asked questions by our customer base. In order to help address the questions we have put together this slide deck and video to walk you through how the SLA statuses are set up and impact your SLA reporting. The video will walk you through topics like
- Where SLAs are set up within ConnectWise
- SLA Status Definitions
- Sample Ticket & SLA Flow Process
- How A Two Step Ticket Close Impacts SLA
- BrightGauge Sample Visuals
Instruction video below!
## **Deeper Dive into how ConnectWise implements the SLA numbers in the actual database.**
In April of 2014 we had some issues calculating the SLA time statuses for ConnectWise customers. After some troubleshooting and playing some ping pong between our support staff and that of ConnectWise, we finally got to an understanding of how things worked, implemented an update on our end, and then pushed it out to everyone. We then took a look at what was happening and then decided we should relay it to our customers so that anyone designing their own SQL datasets off this data is not as confused as we once were. Below you will find a summary of some information which you can find at ConnectWise university here:
When you create SLA statuses in ConnectWise you have the following options:
1. Response
2. Plan
3. Resolve
4. Waiting
You can set various ticket statuses to correspond to each SLA status, but they boil down to these four. Unfortunately when looking in the SQL database, ConnectWise stores numbers in the following ways:
1. Responded\_Minutes
2. Resplan\_Minutes
3. Resolved\_Minutes
4. Waiting\_Minutes
5. Minutes\_Before\_Waiting
6. Responded\_Skipped\_Minutes
7. Resplan\_Skipped\_Minutes
The first four fields seem reasonable enough, but in reality they're not so straight forward.
When a technician works on a ticket, ConnectWise expects a ticket to go from Response -> Plan -> Resolve. You cannot go backwards and more importantly, skipping a status has implications. When you skip the response and/or planning phase, the time value for the phase you start with then gets applied to the skipped statuses as skipped minutes and the actual minutes get a value of 0. This of course is only in the database, on the front end ConnectWise just shows you the values summed up. Take a look at the following animation to help get a grasp on what is happening:
As a result, you would need to do some math to match the values from the database with the views in ConnectWise. Here's an animation to explain the math:
For our default datasets, we have already implemented the mathematical changes required to match what our customer see in their ConnectWise views. For those that wish to see the old values, they're still there, it would just require an easy SQL query. The old values could be really helpful, for example looking to get values for the average time to get from plan to resolve.
Minutes Waiting and Minutes Before Waiting
These two values are something else entirely. Minutes Waiting is a value you will only see if you have it set up in the SLA statuses and Minute Before Waiting is a value you should never see when looking at a completed ticket. This is because Minutes Before Waiting is a temporary status that exists when you set one status, spend some time in limbo and then set the ticket to Waiting. Those minutes between the first status and the Waiting status are then assigned to Minutes Before Waiting, however whenever you apply the next non-waiting status, then that status takes the Minutes Before Waiting value and Minutes Before Waiting is set to 0. Confused? So were we, so here's an animation to hopefully help:
Got a grasp on it all? Great! Amazing! Still lost? You're normal. It took us some time to understand it and we'll be more than willing to help you at BrightGauge Support.
Code Summary:
Responded Minutes = Responded\_Minutes + Responded\_Skipped\_Minutes
Plan Minutes = Resplan\_minutes+ Resplan\_Skipped\_Minutes + Responded\_Minutes
Resolved Minutes = Resolved\_Minutes + Resplan\_Minutes + Responded\_Minutes
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text:
New study shows healthy diet and exercise can help prevent liver cancer
September 11, 2012
Regular exercise and eating a nutritious, balanced diet is extremely important to your health (We sincerely hope that this isn't ground breaking news to you).
The journal Applied Physiology, Nutrition, and Metabolism reaffirms these findings as they relate to the liver.
"Hepatocellular carcinoma (HCC) is the fifth most frequent cancer worldwide, ranking third among all cancer‐related deaths. Clinical and experimental studies have shown that physical exercise helps to prevent cancer and improving quality of life," says Dr. Luís Fernando Barbisan, a coauthor of this study and a researcher in the Department of Morphology at the Institute of Biosciences of São Paulo State University in Brazil.
To read the full article, click here.
To learn more about liver cancer, click here.


text:
Antônio de Castro AlvesArticle Free Pass
Antônio de Castro Alves, (born March 14, 1847, Muritiba, Braz.—died July 6, 1871, Salvador), Romantic poet whose sympathy for the Brazilian abolitionist cause won him the name "poet of the slaves."
While still a student Castro Alves produced a play that brought him to the attention of José de Alencar and Joaquim Maria Machado de Assis, Brazilian literary leaders. Having studied for the law, he soon became a dominant figure among the Condoreira (Condor) school of poets, likened, for their dedication to lofty causes and for their preference for elevated style, to the highest flying birds in the Americas. His romantic image was heightened by his sense of being foredoomed by a wound incurred in a hunting accident. He lived and wrote at fever pitch while the wound worsened and eventually led to amputation of his foot. Tuberculosis set in, and he died at 24. Espumas flutuantes (1870; "Floating Foam") contains some of his finest love lyrics. A cachoeira de Paulo Afonso (1876; "The Paulo Afonso Falls"), a fragment of Os escravos, tells the story of a slave girl who is raped by her master's son. This and Castro Alves' other abolitionist poems were collected in a posthumous book, Os escravos (1883; "The Slaves").
What made you want to look up "Antonio de Castro Alves"? Please share what surprised you most...


text:
Want to beat your Scrabble friends no matter where you are?WordSolver Android App!
1 Definition of Toupee
The definition of toupee, the meaning of the word Toupee:
Is toupee a scrabble word? Yes!
- n. - A small hairpiece to cover partial baldness
Toupee is worth 8 points in Scrabble, and 10 points in Words with Friends
There are 6 letters in toupee: E E O P T U
Words that can be created with an extra letter added to toupee:
24 words found using the letters in "Toupee"
5 Letter Words
4 Letter Words
3 Letter Words
2 Letter Words


text:
Title: Los Angeles Ethnicity
Map Extent: Southern Los Angeles, California
Map Scale: 1:275,000
Media: PowerPoint slide
Page Size (w x h): 908 x 740 pixels
Map Category: Analysis
Key to Icons Opens in new window
This map shows the results of an ethnicity study for southern Los Angeles, California. The purpose of the map is to show where the various ethnic populations are located within the city and where these populations overlap. In the past, such information was either displayed aspatially in tables or geographically on maps showing the density of one ethnic group at a time within the reporting units, such as census block groups. This map offers the advantage of showing where different ethnic groups overlap geographically and where they do not.
The audience for this map is population experts, decision makers, and people who are familiar to some degree with population distributions within Los Angeles. However, the general public should also learn something from this map.
This map was designed for use in a PowerPoint presentation so the speaker could illustrate the important aspects of two spatial statistics tools. First, a hot spot analysis was performed to determine where the ethnic concentrations were located. (Note: This introduced a spatial bias that restricted areas near the perimeter of the study area from being included within the ellipses.) Then, the Directional Distribution tool was used to produce standard deviational ellipses at a 90 percent confidence level.
To map ethnicity, it is necessary to show where the different ethnic groups overlap. In this case, the ellipses were symbolized using transparency to allow overlapping regions to be easily seen.
The labels give additional information about the meaning of each ellipse—in particular, the ethnic group it represents, how many people are in it, and over how large an area they are spread. Color was graded within the ellipses so that the center is lighter and the labels can be read more easily.


text:
Question-Answer Method of Teaching
Question answer teaching strategy is an old strategy also known as "Socratic Method of teaching". It was developed by the famous philosopher Socrates. According to Parke, "the question is the key to all educative activity above the habit-skill level. It strategy is focused on to achieve the cognitive objectives and bringing knowledge to the conscious level. It has the following principle:
- Theory of unfoldment, all knowledge is within the child, teacher cannot teach any ting from outside
- The knowledge can be emitted by linking the questions with his answers
Steps of Question-Answer Method
- To prepare questions and arrange them in a logical sequence
- To present the questions in such a way that curiosity arises among the learners
- To ask new questions by linking with the learners response
Advantages & Disadvantages of Question-Answer Method of Teaching
- While asking questions, the teacher keeps in mind the abilities, needs and interest of the learner.
- It involves the learners' participation towards the subject matter and in teaching acts.
- It helps in achieving cognitive objectives and bringing knowledge at conscious level.
- Classroom verbal interaction is encouraged
- It is a useful strategy at all the levels of education
- It is difficult to prepare good questions, and arrange them logically.
- The whole content-matter cannot be taught by this strategy
- The teacher wants the structured answers from the learners. There is no freedom for imaginative answers.
- Instead of using it independently, this teaching strategy should be supplemented by lecture and demonstration method of teaching.
- The teacher should be skilled in framing proper questions and language of the questions should be clear and unambiguous.
- The teacher should distribute the questions to the whole class evenly.


text:
History of the Hudson 8/9 Slide Rule - MIT Museum
Full interview with Frank Adorney about the conception, development and fabrication of the Hudson 8 and Hudson 9 slide rule. This rule, invented by James R. "Pop" Bland, a mathematics professor at the U.S. Naval Academy, was the prototype for the famous Keuffel & Esser Deci-Lon slide rule. Bland asked his former student Frank Adorney for help fabricating the initial mock-ups and working prototypes of his new rule.
This interview was conducted by Deborah Douglas, curator of science and technology at the MIT Museum on January 25, 2012 at the U.S. Naval Academy in Annapolis, Maryland. It provides extensive background about the rules which are now part of the MIT Museum's collection.
MIT Museum SciTech Films