How to run SQL queries from Python scripts
You may want to access your tables outside of Databricks notebooks. Besides connecting BI tools via JDBC, you can also access tables by using Python scripts. You can connect to a Spark cluster via JDBC using PyHive and then run a script. You should have PyHive installed on the machine where you are running the Python script.
Python 2 is considered end-of-life. You should use Python 3 to run the script provided in this article. If you have both Python 2 and Python 3 running on your system, you should make sure your version of pip is linked to Python 3 before you proceed.
You can check your version of pip by running pip -V at the command prompt. This command returns the version of pip and the version of Python it is using.
Install PyHive and Thrift
Use pip to install PyHive and Thrift.
 pip install pyhive thrift
Run SQL script
This sample Python script sends the SQL query show tables to your cluster and then displays the result of the query.
Do the following before you run the script:
 1. Replace with your Databricks API token.
 2. Replace with the domain name of your Databricks deployment.
 3. Replace with the Workspace ID.
 4. Replace with a cluster ID.
To get the API token, see Generate a token. To determine the other values, see How to get Workspace, Cluster, Notebook, and Job Details.
import os
import sys
from pyhive import hive
from thrift.transport import THttpClient
import base64
TOKEN = ""
WORKSPACE_URL = ""
WORKSPACE_ID = ""
CLUSTER_ID = ""
conn = 'https://%s/sql/protocolv1/o/%s/%s' % (WORKSPACE_URL, WORKSPACE_ID, CLUSTER_ID)
transport = THttpClient.THttpClient(conn)
auth = "token:%s" % TOKEN
PY_MAJOR = sys.version_info[0]
if PY_MAJOR < 3:
 auth = base64.standard_b64encode(auth)
 auth = base64.standard_b64encode(auth.encode()).decode()
transport.setCustomHeaders({"Authorization": "Basic %s" % auth})
cursor = hive.connect(thrift_transport=transport).cursor()
cursor.execute('show tables',async_=True)
pending_states = (
while cursor.poll().operationState in pending_states:
print("Done. Results:")
for table in cursor.fetchall():


We need a spring break
NYU cancelled spring break when students needed it most.
By Sydney Barragan, UTA Deputy Editor
On Oct. 20, President Andrew Hamilton and Provost Katherine Fleming announced that 2021's spring break would be replaced with two three-day weekends.
This academic year has been anything but normal. Sports, arts, in-person classes and even doing homework in the Starbucks on West 4th were taken away from NYU students. They are putting in the same amount of time and effort as before — if not more — without any break to look forward to.
The university cancelled spring break in order to prevent the spread of COVID-19 and a spike in cases that an influx of travel might have caused. Many colleges across the country have also canceled spring break or replaced it with "wellness days." However, students ignoring the university's COVID guidelines would do so regardless of whether a week-long spring break existed. While cancelling spring break may prevent students from traveling to holiday hotspots, this solution is not without problems of its own.
Research shows, time and time again, that breaks provide a myriad of health benefits. A study published in January in science journal PLOS ONE described university students as a vulnerable demographic. They experience "higher levels of anxiety, depression, substance abuse, and disordered eating compared to the general population." During times of heightened stress, this effect is exacerbated.
Given the inherent anxiety from the pandemic, university students are placed under even more stress than usual. That's a serious problem, especially when the amount of time away from class has been reduced — the PLOS ONE study found that inadequate support for student mental health "could have long-term consequences on their health and education."
According to clinical psychologist Shannon Torborg, time away from work or school has real benefits for a person's mental health. Vacation from work or school promotes calmness and stress relief, and allows "the body and mind to heal in ways that it couldn't if it were still under pressure." Research has also shown that the pandemic added more stress to college students. Exposure to stress has lasting effects on students, and has been found to be strongly associated with mental illness diagnoses, self-harm and suicidality. It is crucial for students to have more time away from their work — not less.
A break from the stress of school is also necessary to prevent burnout, which has become more prevalent since the pandemic began. Burnout causes a decrease in creativity and productivity — two qualities that are pivotal for a student to succeed.
The break was cancelled out of concern for students' physical health, but now their mental health is taking a hit instead. Being a college student at this time and navigating online learning is hard enough as it is, but doing so without a light at the end of the tunnel is even more challenging. Research shows that simply looking forward to a break boosts a person's happiness as far as eight weeks before the trip. Not only does the absence of a break harm a student's well-being, but so does the absence of anticipation.
Many schools across the country cancelled or significantly shortened spring break, but some college students were still granted their traditional break. For example, students in the University of California system enjoyed a traditional week-long spring break from March 20 to March 28, though their administration encouraged them not to travel. University of California, Davis went as far as to offer cash incentives for students who didn't travel. Since a simple encouragement is not a guarantee that students will not travel, all students, regardless of their travel history for the week, were required to enter self-isolation on the 28th.
NYU's administration should have followed UCLA's example, maintaining the usual weeklong break while still taking the necessary precautions to prevent the spread of infection. NYU has done this before, isolating students returning for the spring semester or those who traveled outside New York's five neighboring states, and would be able to do so again for students returning from spring break.
Students need a chance to recharge and regroup with a break from school. The administration needs to more adequately compensate for the lack of a traditional break in order to protect students' mental health. Two three-day weekends are a start, but they are not enough.
Many students have reported that the three days off was no break at all, with some professors still giving out assignments in violation of university guidelines. Students who did not have classes on Friday retained the same academic week. Students without Monday classes will retain the same schedule during the next long weekend. With the busyness of midterms barely in the rearview mirror and finals quickly approaching, students need to be given more time off in the month of April.
A consecutive seven-day break may not be feasible given the current situation, but is only fair for students to be given the equivalent amount of vacation, perhaps with seven non-consecutive vacation days including the two already scheduled. A call for spring break is not a call for reckless partying or traveling in the middle of a pandemic, but a call for NYU to protect its students' mental health. While the university's decision is understandable, the impact of cancelling spring break hurts students when they are struggling the most.
Email Sydney Barragan at [email protected]


text:
This is because the text variable has a While scope, so it's being kept from iteration to iteration. That means when it is not set with the file text value, because of the Read Text File exception (e.g. 5.txt), then it keeps the previous value (e.g. the 4.txt text).
So when we change the scope to
Process one file, variable
text is a null value after the
append operation? How does it rid itself of the previous value?
I think this might require a technical answer related to
try catch blocks but unsure.
I tried the debugger and watched the value of text which still retains the current value until
Process one file is closed and the While loop boolean condition executes at which point it is delisted from the table of variables so I think this is something unique to try catch blocks in that this happens.

source: openbmb/Ultra-FineWeb


text: Augustine of Hippo was one of the Fathers of Western Christianity, a Doctor of the Church. No theologian was more widely revered in medieval Europe, and his thought continues to be foundational in both the Roman Catholic and Protestant traditions. But Augustine wasn't European, and only half Roman, and his Christianity was as blended as his ethnic heritage. What difference might that cultural and religious blending have made in the life and thought of Augustine? To answer this question, Justo Gonzalez applies an insight from Latin American theology: the concept of the mestizo, one who combines and inhabits two backgrounds. The result is an insightful and fresh analysis of Augustine that anchors the cerebral patristic writer in the gritty, surprisingly familiar realities of the diverse Roman world. n this episode of Christian Humanist Profiles, David Grubbs interviews Dr. Justo Gonzalez, church historian, historical theologian, and author of The Mestizo Augustine: A Theologian Between Two Cultures (IVP Academic, 2016).


text:
Vibrating plane wings may delay stalling
Making aircraft wings buzz could one day save lives or lead to more efficient aircraft, says an aerospace engineer.
Experiments suggest it would reduce the chance of small aircraft stalling.
For a plane to stay in the sky, lift pushing upwards must counteract the plane's weight pushing downwards.
Pilots control this by changing the angle of the wing according to how fast the plane's going. The slower the plane is, the higher the wing angle needed to lift the plane.
But below a certain speed, the angle required for the lift will cause a condition known as stalling where the lift force disappears and, if the pilot doesn't do something, the aircraft can plunge nose-first towards the ground.
Pilots are taught how to handle stalling by pointing the planes nose slightly downwards until it picks up enough speed to generate the lift it needs to climb higher again.
Stalling is not a problem for an average jumbo but statistics show that smaller planes are more likely to stall.
And they are most likely to stall when they are at their slowest when they are taking off and landing.
Unfortunately this is also the most dangerous time to stall because there is not much space between the plane and the ground.
Salmon says a report by the US Federal Aviation Administration concludes around 25% of all fatalities in small planes are related to stalling.
Singing the wings
Decades ago researchers had shown that blasting an aircraft wing with sound could help delay the conditions that cause stalling, says Salmon.
Stalling occurs when air stops flowing smoothly over the wing surface.
Experiments in wind tunnels have previously shown that air flows smoothly over a wing at higher angles if the wing's surface is bathed in sound from a huge speaker pointed at it.
"Obviously that is not very practical for an aircraft in flight," says Salmon.
So he decided to integrate the sound source into the wing.
He installed a panel of silver-coated plastic film that expands and contracts when an alternating current is applied to it.
"Kind of like the skin of a drum," says Salmon.
This barely audible buzzing sound was able to delay the conditions that cause stalling.
Tests have only been carried out in a wind tunnel at this stage but Salmon calculates that a plane with the panels would be able to tilt its wing by up to 5° more, equating to 22% more lift at the same speed.
He says his invention is better than existing devices used to delay stalling because it is lighter and adds no drag force.
While acoustic excitation, as it is known, could be used to make small aircraft safer, it could also be used to reduce the size of Unmanned Aerial Vehicles (UAVs), says Salmon.
Rather than getting 22% more lift, a plane wing fitted with his panels could be made 22% smaller, he says.
"If you are not too worried about enhancing the safety, you could use it to enhance the efficiency."
Salmon did his research at the University of New South Wales as part of a Qantas-sponsored aerospace engineering degree and presented it at a aerodynamics conference in the US last year.

source: HuggingFaceFW/fineweb-edu


text:
English lesbian, gay and bisexual teens first consider their sexuality at 13 years old, but don't tell anyone else until they are on average two years older.
Four out of five young people tell their friends first and three quarters say that they needed emotional support to come out.
The findings, published today (15 February), are part of an interim report of Metro's Youth Chances project, a five year social study of over 6,000 LGBT youth and their needs.
The study also found that the great majority (80%) of respondents to the Youth Chances survey who identified as lesbian or gay, bisexual or questioning said the first person they told they were gay was a friend.
Nearly three quarters (70%) of respondents to the survey who identified as lesbian or gay, bisexual or questioning said they needed emotional support from someone when they came out.
Commenting on the results, Dan Baker, Metro Youth Chances Project Manager, said: 'These findings reveal some key milestones for young people coming out in the 21st century.
'It is a measure of the progress of LGBT visibility and equality that over half of young people in this generation have come out by the age of 16.
'All the more important is that parents and the wider family, friends, schools, colleges, youth organisations and health services recognise that the majority of young people coming out are saying they need emotional support at this time.'
Metro's Youth Chances will continue collecting responses right up until 21 March when it will begin in depth analysis of what support is most effective for young people.
Anyone aged 16 to 25 years old can complete the survey (including heterosexual young people) by clicking on this link. Everyone submitting their answers will be entered into a prize draw to win £500.


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When TCP/IP is enabled for SQL Server, the Database Engine will listen for incoming connections on a connection point consisting of an IP address and TCP port number. The following procedures create a tabular data stream (TDS) endpoint, so that SQL Server will listen on an additional TCP port.
Possible reasons to create a second TDS endpoint include:
 - Increase security by configuring the firewall to restrict access to the default endpoint to local client computers on a specific subnet. Maintain Internet access to SQL Server for your support team by creating a new endpoint that the firewall exposes to the Internet, and restricting connection rights to this endpoint to your server support team.
 - Affinitizing connections to specific processors when using Non-Uniform Memory Access (NUMA). For more information about how to configure a TCP/IP port to a NUMA node, see How SQL Server Supports NUMA.
Configuring a TDS endpoint consists of the following steps, which can be done in any order:
 - Create the TDS endpoint for the TCP port, and restore access to the default endpoint if appropriate.
 - Grant access to the endpoint to the desired server principals.
 - Specify the TCP port number for the selected IP address.
To create a TDS endpoint
 - Issue the following statement to create an endpoint named CustomConnection for port 1500 for all available TCP addresses on the server.
 USE master
 CREATE ENDPOINT [CustomConnection]
 AS TCP
 FOR TSQL() ;
To grant access to the endpoint
 - Issue the following statement to grant access to the CustomConnection endpoint to the SQLSupport group in the corp domain.
 GRANT CONNECT ON ENDPOINT::[CustomConnection] to [corp\SQLSupport] ;
To configure the SQL Server Database Engine to listen on an additional TCP port
 1. In SQL Server Configuration Manager, expand SQL Server Network Configuration, and then click Protocols for .
 2. Expand Protocols for , and then click TCP/IP.
 3. In the right pane, right-click each disabled IP address that you want to enable, and then click Enable.
 4. Right-click IPAll, and then click Properties.
 5. In the TCP Port box, type the ports that you want the Database Engine to listen on, separated by commas. In our example, if the default port 1433 is listed, type,1500 so the box reads 1433,1500, and then click OK.
 If you are not enabling the port on all IP addresses, configure the additional port in the property box for only for the desired address. Then, in the console pane, right-click TCP/IP, click Properties, and in the Listen All box, select No.
 6. In the left pane, click SQL Server Services.
 7. In the right pane, right-click SQL Server , and then click Restart.
 When the Database Engine restarts, the Error log will list the ports on which SQL Server is listening.
To connect to the new endpoint
 - Issue the following statement to connect to the CustomConnection endpoint of the default instance of SQL Server on the server named ACCT, using a trusted connection, and assuming the user is a member of the [corp\SQLSupport] group.
 sqlcmd -SACCT,1500
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Science Skills Sorted!: Human and Animal Bodies
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Bodies are brilliant things to study scientifically. In Bodies you'll delve into the science behind these marvels of the natural world by conducting ten investigations or experiments using the ATOM method - Ask, Test, Observe and Measure - to ensure you're working just like a professional scientist. Work out how strong bird bones are, why being blind means bats rely on other senses and how the shape of a body determines the environment it thrives in! At the end of the book, scientific guidelines explain why scientists do things a certain way and the things they look out for or try to avoid. Science Skills Sorted are six topic books for children aged 8+ studying KS2 science. The ATOM method is designed to help readers work scientifically as they are taught to in the classroom, and each of the investigations is accompanied by explanatory text to uncover facts about the topic. A range of experiments in each book means that while some may need a little more equipment than others, there are plenty experiments that are cheap and accessible, using objects easily found in the classroom or at home. Hardback Book 32 pages Published: 2017 by Hachette Children's Group ISBN: 9781445151533 Dimensions: 232 x 272 x 10mm Author(s): Angela Royston Illustrator(s): Science Skills Sorted! : Human and Animal Bodies Hardback Book Edition by Angela Royston Part of The Popular Series: Science Skills Sorted! Suggested Age Group(s):.
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text:
The turbine tower itself is 69 metres high. Each blade is 40 metres long. At its highest, the tip of the blade reaches a height of 110 metres.
Due to aviation safety considerations, six of the outer turbines are fitted with white, synchronous flashing lights on top of the nacelle, while the remaining turbines have a weaker, constant, red light. The intensity of the aviation indicators can be raised or lowered, depending on visibility.
Every turbine can generate an output of 2.3 MW. The combined effect therefore reaches 165.6 MW, making Nysted Wind Farm one of the largest in the world


text:
Polluted legacy: Repairing Britain's damaged landscapes
The Industrial Revolution, which made Britain the powerhouse of the world in the 19th Century, may have been consigned to the history books but it has left a legacy of environmental problems.
Experts warn it continues to pollute drinking water, poison rivers and threaten flooding and in the process it fuels climate change and affects huge swathes of the modern landscape.
The mining of lead, tin and other metals is thought to have contaminated nearly 2,000 miles of waterways. Estimated repair costs run into the hundreds of millions.
Dr Hugh Potter, a mine pollution specialist for the Environment Agency, said: "The metals are going to continue to come out of these mines and spoil heaps for hundreds of years without any significant lowering of the impact.
"So unless we do something about it, it will have an impact for a very long time."
But recent attempts to undo some of this, and other examples of historical damage, have made notable headway.
Fresh research into mine pollution is being carried out, and last year a major project to clean up more than a century of colliery waste in County Durham won international recognition.
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text: The purpose was to determine if waist placement of the pedometer affected accuracy in normal, overweight, and obese children, when attaching the pedometer to the waistband or a belt. Methods: Seventy-seven children (ages 10-12 years) wore 5 pedometers on the waistband of their pants and a belt at the following placements: navel (NV), anterior midline of the right thigh (AMT), right side (RS), posterior midline of the right thigh (PMT), and middle of the back (MB). Participants walked 100 steps on a treadmill at 80 m · min–1. Results: The RS, PMT, and MB sites on the waistband and the AMT and RS sites on the belt produced the least error. Conclusions: Of these sites, the RS placement is recommended because of the ease of reading the pedometer during activity. Using a belt did not significantly improve accuracy except for normal weight groups at the NV placement site.


text:
The (K, T-stress) methodology developed by Gao and Dodds is being utilized to introduce crack front plasticity with constraint effects when plastic deformation occurs in structures, for example, when the Reactor Pressure Vessels (RPVs) are subjected to thermal-hydraulic loadings. One crucial step in this procedure is to quantify combinations of flaw geometries and loading conditions (transient sequences) that illustrate the limits of applicability of the two-parameter (K, T-stress) advanced fracture methodology relevant to integrity analyses of RPVs subjected to normal and emergency operating conditions. Numerical analyses were conducted to determine the limits of applicability of (K, T-stress) advanced fracture technology for RPV under thermal-hydraulic loadings. The numerical results indicate that the (K, T-stress) methodology captures the constraint condition of the RPV with typical embedded flaws under a postulated dominant thermal-hydraulic transient.
Applicability of (
K, T-Stress) Methodology to Analyze RPV Under Thermal-Hydraulic Transients
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Yin, S, Williams, PT, Dickson, TL, & Bass, BR. "Applicability of (K, T-Stress) Methodology to Analyze RPV Under Thermal-Hydraulic Transients." Proceedings of the ASME 2007 Pressure Vessels and Piping Conference. Volume 6: Materials and Fabrication. San Antonio, Texas, USA. July 22–26, 2007. pp. 167-176. ASME. _URL_
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text:
RF filter design basics
- basics of RF filter design indicating basic calculations and methodologies required..
RF filter tutorial includes:
RF filter design involves a number of different stages and decisions
The exact filter design parameters are dependent upon the type of filter used. However the basic methodology and parameters used within RF filter design have a common approach whatever form of filter used.
RF filter design basics
In general terms, filters modify the amplitudes and phases of sinusoidal waveforms that pass through them. This change varies according to the frequency of the individual sinusoids within the overall waveform.
Most filters are what is termed linear filters. As such they have no non-linear actions in which the response is proportional to the input. Instead the signals pass through and their amplitude and phase is altered in a linear fashion according to their frequency.
From this it is possible to determine some of the key RF filter design parameters which are the factors by which the signal is changed, namely the gain, G and the phase shift θ. As both the gain G and the phase shift θ are dependent upon the frequency, i.e. they are functions of frequency, they can be expressed as follows:
These two functions represent the magnitude response (often referred to as the frequency response) and the phase response of the filter respectively.
These two functions govern the major features that need to be known about the filter. In being able to determine the functions it is possible to design the RF filter.
Normally the example of the low pass RF filter design is used in the first instance and then this is expanded to include other forms of filter. Accordingly we will look at low pass filter design first.
Real and ideal filters
When designing an RF filter it would be ideal if the filter would allow signals within the pass-band through without any change in amplitude or phase. Filters like this could have a rectangular response, falling straight to their stop-band and giving the required level of stop-band attenuation.
Unfortunately it is not possible to design RF filters like this, and real RF filter designs can only approximate to the ideal response curves and parameters. These approximations can then be used as the different types of filter that exist. These include the Butterworth, Bessel, Chebyshev, Elliptical, Gaussian and many more.
Using a mathematical approach for RF filter design, it is possible to use a mathematical relationship. It can be proved that the square of the response for all realisable filters can be expressed as the ratio of two even, i.e. rational polynomials. This means that a generic mathematical expression for all RF filter designs is:
Key filter RF design parameters
There are a number of key parameters that are of great importance for RF filter design. These are some of the highlight requirements for any RF filter design.
- Pass-band: This is the region in which the signal passes through relatively un-attenuated. It is the band in a low pass filter, extends up to the cut-off frequency. For high pass filters it is designated as the band above which signal pass through, or for a band pass filter, it is the band between the two cut-off frequencies.
- Cut-off frequency: This is normally taken to be the point at which the response of the filter has fallen by 3 dB. With certain filters, typically equi-ripple types such as the Chebyshev or inverse Chebyshev, the cut-off point has to be defined differently. It is often designated fc.
- Ripple band: Within the pass-band, the filter response may show variations in its response - ripples. The variation is known as the ripple band
- Transition band: Once the RF filter response has gone beyond the cut-off point, the response falls away in a region known as the transition band. It is the region between the pass-band and the stop-band. This region is also sometimes referred to as the "skirt."
- Stop-band: This is the band where the filter has reached its required out of band rejection. The stop-band rejection may be defined as a required number of decibels.
- Number of poles : A pole is a mathematical term. There is one pole for each capacitor or inductor in a filter.
- Roll-off : Each filter has an ultimate roll-off rate. It is governed by the number of poles in the filter. The ultimate roll-off is 6⋅n dB where n is the number of poles. Different types of filter may reach their ultimate roll off rate at different rates, but they all reach the same ultimate roll-off.
- Phase shift: The phase shift is another important factor for any RF filter design. It is accommodated into the overall response of the filter by considering the calculations for H(s) where s = jω. The phase response can be of importance to a waveform because the waveform shape will be distorted if the phase changes within the pass-band. A constant time delay corresponds to the phase shift increasing linearly with frequency. This gives rise to the term linear phase shift referred to in many RF filter designs.
- Impedance: Filters have a characteristic impedance in the same way that as an antenna feeder. For them to operate correctly the input and output must be properly matched.
RF filter design & normalisation
While relatively straightforward equations are available for Butterworth filters, other forms of filter require more complicated calculations. The approach to RF filter design that has been used for many years uses what are termed normalised filters. A normalised filter would have a cut-off frequency of 1 radian per second, i.e. 0.159Hz and an impedance of 1Ω. It was then possible to tables of pre-calculated values which could then be scaled for use at the required frequency and impedance. In this way the tedious and involved mathematics required for RF filter design was reduced to little more than determining the requirements and then finding the relevant table of values.
The requirements that first need to be chosen include parameters such as the filter type (Butterworth, Chebyshev, etc.), level of ripple, etc, filter order (i.e. the number of inductors and capacitors), etc.
Once these are chosen the relevant table can be found and the values for the elements in the filter determined.
RF filter design & scaling
Once the filter design has been realised in its normalised form, it is then necessary to transform the values to the required frequency and impedance. In the normalised format the filter design has a cut-off of 0.159 Hz, i.e. 1 radian per second and it is designed to work into a load resistance of 1 Ω.
C = real capacitor value
L = real inductor value
Cn = normalised capacitor value
Ln= normalised inductor value
R = required load resistor value
fc = required cut-off frequency
RF filter design process
There are a number of steps or stages in the RF filter design process. Following these in order helps the RF filter to be designed in a logical fashion. These steps are for the low pass filter design - further stages for transferring this to a high pass or band pass filter are given on the following pages.
While some computer programmes may allow direct design, often design using tables, etc. is still widely used. If a computer programme is used, the filter design process can be modified accordingly.
- Define response needed: the first stage in the process is to actually define the response required. Elements such as cut-off point, attenuation at a given point, etc..
- Normalise frequencies: In order to be able to use the various tables and diagrams of filter curves, it is necessary to convert all frequencies so that the cut-off point is at 1 radio per second and any other points are relative to this.
- Determine maximum pass-band ripple: One of the major steps in the RF filter design is to understand how much in-band ripple can be tolerated. The more ripple, the greater the level of selectivity that can be obtained. The greater the selectivity the faster the transition from pass-band to ultimate roll off will be.
- Match required attenuation curves with those from filter: With a knowledge of the characteristics, both in terms of ripple and rejection required at particular points, it is possible to determine the filter type and also the order or number of elements required within the filter design.
- Determine element values: Using the relevant look up tables the normalised filter component values can be determined
- Scale normalised values: Finally the values need to be scaled for the required cut-off frequency and resistance.
Filter values and curves can be found in a number of filter design books including "handbook of Filter Synthesis" by Zvrev, pub Wiley. Later we hope to develop some curves and tables ourselves.
Read more popular RF filter tutorials.....
|• Filter basics||• Filter design||• HPF design|
|• Simple LPF||• Simple HPF||• Simple BPF|
|• Butterworth||• Chebyshev||• Bessel||• Elliptic / Cauer|


Do Squirrels Have Good Eyesight? Can Squirrels See In The Dark?
We all know about the squirrels. They are the small and cute creatures that chase each other on the treetop. They perform different tasks on daily basis such as they wander in the search of food. Their steady calculated and speedy motion in snatching and stashing nuts must have made you think about their eyesight. You must have thought that how much they can see. Whether they can see colors or not?
Do Squirrels Have Good Eyesight
Are they color blind or not? So in this article, we will discuss how squirrels see.
Do Squirrels Have Good Eyesight?
Squirrels rely on their senses for their daily tasks especially on hearing, smell, and eyesight.
They are blessed with good vision, hearing, and smell sense because they have to respond when they feel danger.
They have to find food even when it is buried underground.
The answer to the question that whether squirrels have eyesight is, Yes they have very good eyesight. They have better eyesight than other rodents. They have good daylight vision. They have sharp peripheral vision it means that they can see things next to them and in peripheries without moving their head. This sharp peripheral vision helps them to stay alert from environmental changes and also to detect danger and predators. Squirrels have poor night vision as compared to day vision.
So here is another question why is the need for having good sight. Let us find the answer.
Why Do Squirrels Have A Good Vision?
Vision plays important role in their survival. Other rodents like mice and rats spend their time running in the dark. Since they have poor vision so they use whiskers as a navigation tool. Squirrels are not nocturnal so they keep running around the day to search for food. They rely on their vision to detect to spot predators. The visual brain area for squirrels is larger and well developed than any other rodent.
A pale yellow pigment is founded on their lenses which protect. and enhance their vision This yellow pigment helps to see in sunlight. The yellow pigment reduces glare and acts like sunglasses. It also blocks UV rays and protects the retina from damage. Morphological examination of squirrels' eyes shows that it has wide angle vision with exceptional focusing power across the retina.
Humans have a single point on the retina which is known as fovea centralis where the cone cells are densely packed hence we humans have sharp vision. The result is that we can focus on the single central point and the peripheries remain blurred. But the squirrel can see in their peripherals without moving their head.
The squirrels also have a blind spot caused by the optic nerve passing through the retina. Squirrel vision totally bases upon the movement. They can catch an observer from a couple of feet if he or she stands still. The two types of photoreceptors, rod and cones are present in squirrels' eyes. The ability to see in dark or low light is enabled by rods. The concentration of rods varies in different types of
squirrels. The ground squirrel has a rod density of10 % and the ground squirrel has a rod density of 40%.and the nocturnal flying squirrel has a density of 100 percent rod density. The ability to see at night varies differently in different squirrels. There is an exception in albino animals. Albino animals lack melanin pigment. Melanin is also important in the development of the retina and also needed for color in the eye. Animals with this trait have poor vision and underdeveloped eyes. However, it comes to know from some sources that squirrel with albino trait has maintained good vision.
Are Squirrels Color Blind?
As compared to other animals squirrels are not color blind, they can see color. Early retinal studies show that squirrels can see color but recent studies have shown that squirrels have dichromatic vision it means they can see yellow and blue color tone and cannot distinguish between red and green hues. It means that they are color blind. The red object will appear yellow-green to a squirrel. Most of the squirrels have cone-dominated media and have the dichromatic vision that is mediated by green and blue cones. Some interesting studies have shown that they are capable of distinguishing red and green biscuits.It was totally different from the information about squirrel eyesight however it was suggested that they can smell or respond to the rightness of the biscuit, not the color.
Can Squirrel See In Darkness:
Squirrels have been always classified for their strong vision from their peripheries to a focal point. They have the ability to see above and beside their head without turning their head. So it is impossible for a predator to creep on them. Their color vision is though not excellent; the yellow tint in their eyes acts as sunglasses in the sunlight. While thinking about whether these creatures see in darkness or come out at night, you must know that they are made for day and love to be in bed at night. They have good day vision and poor night vision squirrels leave their nest in the morning to search for food and scampering trees. At night time they are silent and asleep just like human beings. Night time is for a catch-up sleep and you will find them in their nest or underground.
They are not nocturnal like other critters. This also does not mean that they are always inactive, they may leave the nest at night to search for food or water but mostly they are inactive. Squirrels that tend to be active at night are mostly flying squirrels. Flying squirrels do not make many noises at night and do not talk a lot. You can hardly listen to their noises at night at your home or attic. The answer to the question that can squirrel see in the dark is, yes most of the squirrel species can see in the dark but they are mostly inactive at night and tend to sleep the whole night.
Squirrel vs Human Vision :
You may think who has the better vision, squirrel or humans? There are many similarities in both visual perceptions. Color blindness is the same for squirrels and humans. The people suffering from color blindness confuse the color spot as the
squirrel does. Humans only focus on one object at one time but squirrels have the ability to see in peripheries without nodding their head. The human retina has a very small area where vision is sharp but in squirrels, this area is spread on the whole retina.
To Sum Up :
Despite being color blind, they have excellent eyesight. The vision is also aided by yellow pigment that helps to see in sunlight and peripheral vision. These factors help them to survive in wild. However, they are more active in the daytime and have good day vision, and inactive at night time. Studies show that they can see in the dark but tend to rest in thor drey at night.
Frequently Asked Questions:
Q1: Do squirrels have eyesight?
Yes, squirrels have very good day vision. they also have yellow pigment in their eyes which reduces glare in sunlight and act like sunglasses.
Q2: Can squirrels see humans?
Yes, squirrels can see humans. They have a lot of visual similarities with humans. they have sharp focus than a human being and can see in the peripheries as well without raising their head. Whereas a human can focus on an object at one time.
Q3:Are squirrels color blind?
Squirrels do have color vision but they cannot differentiate between red and green. They have a dichromatic vision that means they can only see two colors blue and green. This shows that they are color blind.
Q4:Can squirrels see in the dark?
Squirrels have excellent daytime vision and poor night vision. If they tend to active at night they have exposed to all types of dangers.


text:
Tabular Data Digitizing
Digitizing all your tables
Spreadsheets weren't always made on computers and there are millions of these documents in non-digital files everywhere. We process thousands of these documents a day with our state-of-the-art OCR. It can extract the text from any tabular document using our proprietary algorithms and make that data relevant again.
Digitizing your tabular data in record time.
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Upload your directory to our secure cloud. Our crawler can handle any file type you throw at it. Including PDF, PNG,.DOC, etc.
Using a custom neural net, our crawler is trained to move through all folders and files in your directory looking for specific documents. Gamma ray curves and tabular data are usually the most valuable core data, so these are moved into separate folders.
Using Nspect, our powerful Machine Learning based OCR, text is extracted from the document. The data is extracted and relationships are formed.
The data is then generated and transmitted to the customer in their preferred database format. (.JSON,.csv, etc.)


CHomP Text Data Formats
All the files used by the programs in the homology package (except for the BMP files) are text files which contain human-readable definitions of the data structures they represent. Binary data formats, however, are going to be implemented in the future for more efficient data storage. A suggestion of a format for storing cubical sets as bitmaps is currently under construction (any comments or suggestions are welcome).
In each input text file, the user can place his or her own comments. Every semicolon ';' marks the beginning of a comment - the remaining part of the line, including the semicolon, is ignored by the programs. Note that the programs themselves add some comments to the data they write to files. The user must be aware of this fact and ignore these comments or use them for their own purpose.
The so-called white characters (spaces, tabulators and end-of-lines) are treated as separators of words and are ignored wherever appropriate to allow for aesthetic formatting of the data with nice indents and superfluous empty lines.
In this page, a few specific examples are shown to illustrate the data file structures better than the abstract descriptions. For more complicated examples, the reader is kindly referred to the examples provided with the package.
Sets of cubes
Each n-dimensional (hyper)cube is assumed to have the edges of length 1 and vertices in the points whose all coordinates are integer. Each cube is represented by the vertex with minimal coordinates. In the text files, the coordinates must be enclosed in parentheses and separated with spaces or commas.
For backwards compatibility, in the output data all the programs from the Homology package precede the list of cubes with the word "dimension" followed by an integer number indicating the space dimension. However, in the input files every line beginning with the word "dimension" is ignored by the programs, because the space dimension is now determined directly from the number of coordinates appearing in the definition of each (hyper)cube.
For example, the set consisting of the five squares shown in the picture to the right can be encoded in the text form as follows:
 ; definition of the cubes
 ; illustrated in the picture
 dimension 2
Some of the programs in the package (currently probably only homcubes) are able to read the full cubical sets in which cubes are defined just by space-separated sequences of numbers, one cube per line. This feature was requested by some people using Matlab. The above-mentioned set of cubes would then be defined as the following text file:
 2 1
 1 2
 2 3
 3 3
 3 2
Numeric encoding of cubes is also possible, as illustrated in the example num. To save the space, one can use integer numbers in the input files to refer to (hyper)cubes defined earlier. These numbers begin with 1 and refer to the cubes in the order they were read by the program from the input files or created during the computations. Be careful not to use numbers which are out of range. In the example above, the cube defined by "(2,1)" is assigned the number 1, the cube "(1,2)" receives the number 2, and so on, as indicated in the picture. In order to distinguish from the format in which the cubes may be written without parentheses, in some situations one must either precede each number with the '#' character, or place each number in a separate line. See the example num for details.
The feature of numeric encoding is especially useful for the program homcubes and allows to decrease the size of the input text files, especially the file with the definition of a combinatorial multivalued map. Since the order in which the program reads input files is not 100% obvious and may change in the future, it is recommended to use the option -c filename to read through the given file in order to fix the order of cubes in a deterministic way.
Cubical sets
Cubical sets are sets that contain (hyper)cubes of dimension that is not necessarily maximal, embedded in the common space Rn. Such cubes are referred to in the Homology Package as cubical cells. Each of these cells can be defined in two ways, either by their opposite vertices, one with the minimal coordinates, and the other with the maximal ones, or as a carthesian product of intervals.
In the example illustration to the right, there are four elementary cubes: a 2-dimensional square, two 1-dimensional segments and one 0-dimensional point. Using the first discussed convention, they can be defined in the text file in the following way:
 [(1,1) (2,2)] ; the square
 [(3,2) (4,2)] ; the horizontal line segment
 [(2,3) (2,4)] ; the vertical line segment
 [(3,3) (3,3)] ; the point
Using the second convention, the same objects can be defined as follows:
 [1,2] x [1,2]
 [3,4] x [2]
 [2] x [3,4]
 [3] x [3]
Note that the intervals are closed and can be written also using parentheses (), braces {} or angular brackets <>. Each closed interval of length zero can be written either in the form of an interval, or by specifying only that point, e.g. "[3]" is equivalent "[3,3]", as shown above.
Combinatorial cubical multivalued maps
A combinatorial multivalued map is a multivalued map which assignes to each (hyper)cube in its domain a set of (hyper)cubes, possibly empty. Such a map can be defined in the Homology package in two ways. The first way, a more general one, defines each assignment in the form of a line containing the argument, then an immitation of an arrow consisting of a dash and the "greater than" sign, and finally the set assigned to the argument in braces {}. The elements in this set are separated by spaces or commas. Note that the braces must appear even if the set is empty.
For example, consider the combinatorial multivalued map depicted in the illustration to the right. Cube no. 1 is mapped to the pair of cubes, no. 1 and 2. Cube no. 2 is mapped to cube no. 2, cube no. 3 is mapped to the empty set, and cube no. 4 is mapped to the pair of cubes no. 3 and 4. This map can be defined in the text format as follows:
 (2,1) -> {(2,1) (1,2)}
 (1,2) -> {(1,2)}
 (2,3) -> {}
 (3,3) -> {(2,3),(3,3)}
Another way of defining a combinatorial multivalued map was introduced by M. Mazur and J. Szybowski in their program chmap which is now part of the Homology package. This way is more restrictive, contains an obligatory text header and allows to define only maps which assign a rectangular set (a convex set) to each cube in the domain. The file should begin with the line containing the phrase "Space Dimension:" followed by an integer indicating the space dimension. The next line should contain the phrase "Number Of Primitive Arguments:" followed by the number of elements in the domain of the map. The third line should contain the phrase "Map: AlmostPerfect". The next line should contain the phrase "Primitive Argument" followed by the word "Value". Then the map is defined by providing the domain cube written in the form of a cubical cell followed by its image (set of cubes) written in the same form as a cubical cell, that is, by providing the two opposite vertices of the rectangular set: the first vertex should contain the minimal coordinates of the set, and the other one---maximal. Finally, at the end of the file there should be the word "END". Note: All the programs except for chmap actually ignore the numeric information contained in the header, but this header must exist in order to distinguish the two data formats.
Unfortunately, the example map defined above cannot be written in the form discussed here, so let's consider another map, illustrated in the picture to the right. Here cube no. 1 on the left is mapped to the cubes no. 1, 2 and 3 on the right, cube no. 2 is mapped to the cubes 1, 4 and 6, and cube no. 3 is mapped to all the cubes except for 3. The actual text definition of this map would be as follows:
 Space Dimension: 2
 Number Of Primitive Arguments: 3
 Map: AlmostPerfect
 Primitive Argument Value
 [(1,2) (2,3)] [(1,1) (4,2)]
 [(2,2) (3,3)] [(1,1) (2,4)]
 [(3,3) (4,4)] [(1,1) (3,4)]
Note that this format can save some space if the images of single cubes are very large. Just for comparison, the definition of the same map in the former format is as follows:
 (1,2) -> {(1,1) (2,1) (3,1)}
 (2,2) -> {(1,1) (1,2) (1,3)}
 (3,3) -> {(1,1) (2,1) (1,2)


text:
Categories: Chris Shing, [Lessons]
Tags: activity, chris shing, field trip, North Albany Academy, rpi
Twenty-four eighth grade students from North Albany Academy, a K-8 school in the Albany school district, visited Rensselaer Polytechnic Institute. They participated in four major themes, "What is college?", "Smart Lighting", "Turning Ideas into Reality," and "Tour of campus." 3Helix fellow, Chris Shing with help from teacher pair Kerry Welcome organized the outing. The goal of the day was to enhance student's awareness about higher education opportunities through demonstrating examples of cutting-edge research impact and by identifying associated career paths. A student life panel consisting of four current RPI students spoke about their college experience and answered questions.
At the end of the visit students were asked to fill out an exit survey (included in Appendix A). Of the 24 students who came, 15 students responded to the survey. Survey Responses from NAA visit.


Basis of the bargain test
Under section 2-313 of the Uniform Commercial Code, when determining whether an express warranty exists or is valid in a sale of goods between two parties, the court asks if any promise or affirmation, any description of the goods or any sample or model of the goods displayed by a seller "became a basis of the bargain" between a buyer and a seller thereby creating an express warranty on the goods.
Though this test is used by the courts to determine if an express warranty exists, it is unclear in the case law how precisely basis of the bargain is defined, if actual buyer reliance on the promise or description is required, or if the information is something that a reasonable buyer can rely on will suffice to meet the requirment.


cans of food dangling in your backpack can make a lot of noise. When rushing out, all the items you carry with you can make some noise, so you need to pack light.
Suggested article: Scavenging and Salvaging Supplies Post Collapse
You have to consider light clothing and proper footwear if you travel when SHTF. In the city, you need to move quickly and you have to be as quiet as possible. Clothing that prevents movement or shoes that make noise should be avoided.
Noise, shadowing and silhouetting are your most common enemies in the city. If you travel when SHTF, you must pay attention to these three factors. It is essential as they will give away your position in no time. In the city, there are a lot of corners. Your shadow may extend around the edge of a building and draw attention.
There can be a lot of light sources from fires or other improvised means (lanterns, flashlight, etc.). This means that others will be able to see your silhouette against the light if you don't pay attention to your surroundings. Not to mention that there will be a lot of trash and you have to watch your step if you travel when SHTF. You can injure yourself, or you can make noise that will alert others.
Travel when SHTF – Reminder List:
 1. You should always know your route, regardless if it's an in or out route. Even more, you should have alternative ways if you travel when SHTF.
 2. Nighttime is more indicated if you have to travel when SHTF.
 3. If you travel when SHTF you should avoid as much population as possible. You should stay away from highways and exits.
 4. You need to have different means of travel when SHTF.
 5. If you travel when SHTF you should avoid using fire. You shouldn't make noise and you should always be on guard.
 6. Having the ability to stay hidden and to see in the dark will give you the upper hand if you travel when SHTF.
 7. Proper clothing and footwear are a must if you have to travel when SHTF. You will need movement liberty while at the same time you shouldn't make any noise.
 8. Plan your supplies to last. You should know in advance what you need to leave behind if you travel when SHTF.
Popular Survival and Preparedness resources:
Bullet Proof Home (Learn how to Safeguard your Home)
Blackout USA (Video about EMP survival and preparedness guide)
US Water Revolution (A DIY Project to Generate Clean Water Anywhere)Save
2 thoughts on "Suggestions On How To Travel When SHTF"
 1. Nice article. Many good points.
 Our plan involves taking both our trucks at a minimum, along with a travel trailer. Losing one allows us to continue with the other, with reduced capacity, of course.
 What a lot of preppers fail to consider is that some scenarios are un-survivable. Loss of transportation in an area of unrest is a huge blow. Motorized cycles are certainly better than foot for speed, but they rely on the same roads as regular BOVs, and have absolutely no sheet metal cover to potentially deflect projectiles.
 Transit through troubled areas might best be viewed as a military problem. How best to move in an escape and evade mode. Because, that's pretty much what it is.
 Leave early. If you're caught in the muck, you're just about dead.
 2. It's good to think about and to have a plan, but it depends on where you live and other factors including unfortunately..Luck..Even the best laid plans can blow up in your face..
Leave a Comment
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text:
Researchers at the Georgia Tech Research Institute (GTRI) are developing cost-effective techniques for separating and converting poultry processing residuals into higher-value products such as high-grade fuels. The techniques would provide a beneficial use for these byproducts, which are typically blended back into lower-value products.
"Our ultimate goal is to extract usable, quality feedstocks from poultry processing byproducts such as brown grease extracted from wastewater pretreatment processes. If successful, we will help reduce costs by providing a cheap and simple way for the industry to better utilize their low-quality waste oil and grease byproducts," says John Pierson, a GTRI principal research engineer.
To achieve this goal, Pierson and GTRI research coordinator Robert Wallace teamed with the Cumming, Ga.-based company American Proteins to obtain samples of poultry-processing waste materials. They first focused their efforts on developing better ways to separate usable portions of the waste – such as free fatty acids, neutral oil and waxes – from unusable portions, such as solids and other insoluble materials.
Using improved refining and degumming techniques, the researchers were able to effectively reduce the volume of waste material by 75 percent.
"We are currently working on increasing the efficiency of these separation techniques, and on scaling up our separation techniques for use in a plant rather than the laboratory," notes Wallace.
In addition to developing improved separation processes, the researchers are working to convert the various fractions into biofuels at a higher yield than currently possible with typical processes. For this project, Pierson and Wallace teamed with Christopher Jones, a professor in Georgia Tech's School of Chemical & Biomolecular Engineering; Tom Fuller, a GTRI principal research engineer and a professor in the School of Chemical & Biomolecular Engineering; and graduate student Eric Ping.
The team is currently conducting solid-catalyst research to convert recovered usable fractions into alkane hydrocarbons or kerosene fuel, a primary ingredient for jet fuel. Initial efforts have identified promising solid-catalyst materials capable of converting selected fractions of polished brown grease more efficiently than traditional processes.
"Recovering these value-added products from waste oils is very important because it gives the industry greater flexibility in revenue generation as the recovered, value-added products can be used for traditional products or biofuels, whatever the market will bear," added Pierson.
This project is supported by GTRI's Agricultural Technology Research Program, GTRI's independent research and development program, and Georgia's Traditional Industries Program for Food Processing.
Research News & Publications Office
Georgia Institute of Technology
75 Fifth Street, N.W., Suite 314
Atlanta, Georgia 30308 USA
Writer: Abby Vogel


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Let $C$ be a non-reduced locally complete intersection curve on a smooth degree $d$ surface in $\mathbb{P}^3$ (for example a non-reduced Cartier divisor). For simplicity we can assume that $d>deg(C)$. Denote by $C_r$ the reduced scheme associated to $C$. It is clear the normal sheaves, $N_{C|\mathbb{P}^3}$ and $N_{C_r|\mathbb{P}^3}$ are locally free. Also, recall under the closed immersion, $i:C_r \hookrightarrow C$ we have the canonical maps, $i^*:H^0(N_{C|\mathbb{P}^3}) \to H^0(i^*N_{C|\mathbb{P}^3})$ and $H^0(N_{C_r|\mathbb{P}^3}) \to H^0(i^*N_{C|\mathbb{P}^3})$.
The question is whether it is true that the image of the latter map is contained in the image of $i^*$.
share|improve this question
What is the second map? – Sasha Nov 27 '12 at 18:38
I don't understand why $N_{C/{\bf P}^3}$ is locally free in general, unless you always assume that $C$ is a Cartier divisor. – Damian Rössler Nov 27 '12 at 23:31
_USER_: Sorry, I meant to write a local complete intersection curve. Will update the question. – Naga Venkata Nov 28 '12 at 14:20
_USER_: The second map arises from the natural morphism: $N_{C_r|\mathbb{P}^3} \to i^*N_{C|\mathbb{P}^3}$ – Naga Venkata Nov 28 '12 at 14:35
That is my question. How do you construct such a morphism? – Sasha Nov 28 '12 at 18:26
Your Answer
Browse other questions tagged or ask your own question.


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...and consequently are referred to as such or as leucocratic. The mafic minerals include olivine, pyroxenes, amphiboles, and biotites, all of which are dark in colour. Mafic minerals are said to be melanocratic. These terms can be applied to the rocks, depending on the relative proportion of each type of mineral present. In this regard, the term colour index, which refers to the total...
What made you want to look up "melanocratic rock"? Please share what surprised you most...


Ask The Experts: Diabetes and Affects on Muscle - MedicineNet
Diabetes Q&A by Dr. Mathur
How does diabetes mellitus affect the muscle?
Diabetes mellitus can affect the muscle in several ways.
Diabetes mellitus promotes atherosclerosis which impairs the circulation to many tissues of the body. When the muscles of the limbs are affected, the decreased blood flow can lead to cramping and to painful walking (peripheral vascular disease resulting in claudication). In the worse case scenario - this can lead to death (infarction) of the localized areas of muscle. This is characterized by local pain in the involved area. Blood testing can demonstrate elevated muscle enzymes (CPK, aldolase). When the heart muscle is affected by such atherosclerosis, it can lead to heart attack.
Diabetes mellitus can also damage the nerves that supply the hands and feet. This can lead to inadequate nerve supply and further muscle wasting. Persons with longstanding diabetes mellitus can develop pain, and muscle twitching, in addition to muscle wasting of the muscles around the shoulders and hips (limb girdle wasting). This condition is referred to as diabetic amyotrophy.
In the majority of people with diabetes, muscle strength is preserved well enough to allow for modest physical activity under a doctor's supervision, This is not an excuse for someone with diabetes to refrain from physical activity!
Thank you for your question.
Last Editorial Review: 8/30/2012


[1Ed] Chapter 05: The Dynamic Layer
Once players start actually playing a game, it moves from the inscribed layer into the dynamic layer of the Layered Tetrad. Play, strategy, and meaningful player choices all emerge in this layer.
This chapter explores the dynamic layer, various qualities of emergence, and how designers can anticipate the dynamic play that emerges from their inscribed design decisions.
Lecture Notes
Tutorial Files


Take the 2-minute tour ×
I want to print a row in Excel. One row contains data for one project.
I want to print one row on one page nicely formatted. Meaning the value of one cell is the header and should be printed fat and centred, the other values should also be placed at fixed positions on the page.
Is this with VBA possible? When I was searching for this problem I only found results for printing a worksheet or a table or parts of it, but no results to use the values of the cells and formatting them.
Thanks in advance
share|improve this question
If you only need to print some value to a cell and give the cell some formatting, you can simply record a Macro, do it manually, then use the recorded VBA code. – KMC May 11 '12 at 10:08
does it have to be in VBA? you can create a sheet as a template for printing with formulas like =INDIRECT("sheet1!A"&row_number), create a named range called "row_number" and enter here the row number you want to print... – deathApril May 11 '12 at 10:17
add comment
3 Answers
up vote 0 down vote accepted
As the other answers indicate, it is certainly possible in Excel VBA, but it is not really Excel's strong point.
What would typically be done to obtain the result you seem to be after is use a fully formatted Word document with fields that are then filled in with values from an Excel worksheet. You can even cheat a bit and use the Mail Merge \ Letter wizard to set everything up.
If you do want to do it all in Excel, you can find instructions and an example VBA macro here: _URL_
share|improve this answer
add comment
Template is a good way to do. With a macro there's better performance where it avoids the usage of volatile functions such as INDIRECT() However again it depends on how many volatile functions your worksheet carries.
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add comment
Yes, it is possible when you use the Styles in excel. I know you can do Font formatting quite easily. Not sure about indenting it, but worth a try.
If style doesnt support it (it might in Excel 2010), you can always indent it via VBA (record a macro when you indent the values, it should look like this):
Selection.InsertIndent 1
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Your Answer


text: Water Snowflake is a pretty, fast-growing, perennial water plant. A blooming colony indeed looks like snow-flakes on water. It has flat, rounded, floating leaves, and delicate white and yellow flowers appearing in summer. Water snowflake has white flowers with yellow centres. The petals have unusual, feathery edges. The flowers are formed above the floating leaves with 2-4 cm long stalks. Although they bear some resemblance to water lilies, they are not related. New plants are formed all the time where the floating stolons (above-ground, modified stems) form tufted plantlets along their lengths. The mother plant has a short, thick stem which is rooted in the mud at the bottom of the pond. In its natural habitat the plant may be subject to periods where the water may dry up, in this case it forms roots at the nodes to help it survive.


text:
Policy Title: Post Verifier Training Survey Policy
Number: VPM - 007
Issue Date: December 12, 2018
Authorization: SAC Vice President - Higg Index
Distribution: Internal – All
External – All potential and current Higg Index FEM Verifiers
Table of Contents
1. General Information
The SAC application and training program for Verifiers, and potential Verifiers, is intended to be effective and efficient in finding and preparing Verifier candidates to professionally conduct Higg FEM Verifications that produce credible and comparable results. To ensure that the application and training meets these goals, after each person completes their training and exam, a survey is sent to the Training participant to gather feedback about their training and exam process experience. This information is used by both SAC and Sumerra to continually drive improvements in the training program.
1. The purpose of the survey is to:
1.1. Provide an opportunity for Training Participants to report on their experience with the application, training and exam
1.2. Provide a mechanism for Training Participants to easily report inaccuracies or areas for improvement
1.3. Provide SAC and the VPM with necessary feedback to improve the Higg FEM Verifier application, training and exam programs
1.4. NOTE: The intent of the survey is not to:
1.4.1.Provide an opportunity to challenge application and/or exam results
1.4.2.Provide training, consulting or additional information on a circumstance or situation in an attempt to change results
1. After the exam questions are completed, and prior to the Applicant finalizing the exam, the Applicant is required to complete the survey
2. The VPM reviews each survey received
2.1. If there are any Ethics-related concerns or allegations, the Ethics program and investigations begin
2.2. If there are issues noted in the survey that may impact the applicant, the VPM acts accordingly:
2.2.1.If there are inaccuracies in the training content that are incorrect or misleading, the VPM will adjust the training content as quickly as possible
2.2.2.If there are inaccuracies in the Exam content, the VPM will adjust the exam as quickly as possible. If the adjustment impacts the score for applicants that have previously completed the exam, the VPM will adjust the score as well as the eligibility status (if needed)
2.2.3. NOTE: If there are issues that indicate the Training Participant should be granted an additional opportunity for an exam, the VPM may choose to provide this (costs may apply)
3. On a periodic basis, the VPM analyzes the survey information, attempting to determine:
3.1. If there are gaps in the Application, Training and/or Exam processes that should/could be addressed through improvements to any or all parts of the process
3.2. If there are groups of applicants that have issues or concerns that can be mitigated through process changes and/or improvements
3.2.1.These groups may encompass certain languages, geographies, company background, or other commonalities
3.3. If there are technical challenges such as level of Verifier technical knowledge, IT/Internet related issues, etc. that require training or additional support
4. Survey Questions
1. Survey Questions:
1.1.1. Approximately how many hours did it take for you to complete the Application?
126.96.36.199. Answer: must be a number
1.1.2.Please answer using the choices below whether you agree or disagree with the statements regarding the application (Available answers are Strongly Agree, Agree, Neither Agree or Disagree, Disagree, Strongly Disagree)
188.8.131.52. The application was easy to complete.
184.108.40.206. The application process was fair.
220.127.116.11. The application has the correct criteria to select highly qualified individuals to become FEM Higg Verifiers.
1.1.3.Please note any specific recommended improvements to the application process (optional)
1.2.1.Approximately how many hours did it take for you to complete the Training?
18.104.22.168. Answer: must be a number
1.2.2.Please answer using the choices below whether you agree or disagree with the statements regarding the training (Available answers are Strongly Agree, Agree, Neither Agree or Disagree, Disagree, Strongly Disagree)
22.214.171.124. It was easy was it to use the technology for the training (the platform, or Learning Management System).
126.96.36.199. The training was effective in teaching me what I needed to know to conduct Verifications.
188.8.131.52. The training covers the correct subjects.
184.108.40.206. The training spends the appropriate time on each subject.
220.127.116.11. Interactions with instructors were effective.
18.104.22.168. The activities were effective in helping you learn the subject matter.
22.214.171.124. Enough information was provided to help you conduct effective Higg FEM Verifications.
1.2.3. Please note any specific recommended improvements to the training process. (optional)
1.3.1. Approximately how many hours did it take for you to complete the Exam?
126.96.36.199. Answer: must be a number
1.3.2. Please answer using the choices below whether you agree or disagree with the statements regarding the exam (Available answers are Strongly Agree, Agree, Neither Agree or Disagree, Disagree, Strongly Disagree)
188.8.131.52. It was easy to use the technology of the Exam (proctoring system, etc.).
184.108.40.206. The exam was effective in ensuring you know the subject matter.
220.127.116.11. The length of the exam is appropriate.
1.3.3. Please note any specific recommended improvements to the training process. (optional)
1.4. Overall Process
1.4.1. Please answer using the choices below whether you agree or disagree with the statements regarding the overall process (Available answers are Strongly Agree, Agree, Neither Agree or Disagree, Disagree, Strongly Disagree)
18.104.22.168. The Application, Training and Exam effectively select and train Verifiers for the SAC Higg Index FEM verification program.
22.214.171.124. After going through the Application, Training and Exam process, you feel prepared and ready to conduct Higg FEM Verifications.
1.5. Please provide any other comments about the Higg Index FEM Verifier Application, Training and Exam process that you would like to share with the SAC and/or VPM.


Garrion Bridge
From Wikipedia, the free encyclopedia
Jump to: navigation, search
Garrion Bridge
Garrion Bridge is located in North Lanarkshire
Garrion Bridge
Garrion Bridge
 Garrion Bridge shown within North Lanarkshire
OS grid reference NS792510
Council area North Lanarkshire
Lieutenancy area Lanarkshire
Country Scotland
Sovereign state United Kingdom
Post town WISHAW
Postcode district ML2
Dialling code 01698
Police Scottish
Fire Scottish
Ambulance Scottish
EU Parliament Scotland
UK Parliament Motherwell and Wishaw
Scottish Parliament Motherwell and Wishaw
List of places
Coordinates: 55°44′15″N 3°55′22″W / 55.737402°N 3.922871°W / 55.737402; -3.922871
Garrion Bridge is a small hamlet spanning the border between North Lanarkshire and South Lanarkshire, Scotland. It is located on the banks of the Clyde Valley, 18 miles (29 km) south-east of Glasgow. The hamlet is most commonly associated with the nearby town of Wishaw.
The hamlet has grown around a main river crossing of the River Clyde in Lanarkshire. The area spans both sides of the river, with some of the houses actually located in South Lanarkshire. There are more than a dozen houses located around the bridge. There is an independent garden and antique centre, operating in the premises of the recently closed Banana ripery operated by Fyffes.
Transport links[edit]
The area is still dominated by the river crossing, which remains the most important bridge over the Clyde for several miles in either direction. The original bridge, constructed in 1817 and still in use, was supplemented in 2002 by a new bridge slightly upstream, creating for the first time a bi-directional flow of traffic over the river in the form of a roundabout.[1] Prior to this, Garrion Bridge was a notorious traffic bottleneck, with an acute crossroads formed by the junctions of the A71 and A72. As the original (1817) bridge was single lane, the traffic was signal-controlled with only one direction able to cross the bridge at any one time. This led to huge delays, also in part due to the meeting of the A71 from the west and the A72 from the north having a very acute angle with no turning restrictions, which often led to large vehicles becoming stuck. This was rectified by moving the intersection of the northern A72 and western A71 almost 0.5 miles (0.80 km) up the valley side to a new roundabout, and removing the original alignment of the A72. This work was carried out at the same time of the construction of the new bridge in 2001.
There is some public transport in the area, with a regular bus service provided by First Glasgow operating between Larkhall and Glasgow and a more sporadic local authority supported service between Hamilton and Carluke.
 1. ^ [1]
External links[edit]


text:
A study was conducted for two consecutive years (2016–17 and 2017–18) to understand the relative role of weather parameters and humid thermal ratio (HTR) on population dynamics of thrips, T. tabaci, in bulb onion. Counts were made at five randomly selected spots, consisting of five plants in each spot. Results revealed that the highest peak of 65 thrips per plant was observed during fourth standard meteorological week (SMW). Further, irrespective of the years, higher numbers of thrips were observed during third to sixth SMW. Correlation analysis showed a significant positive correlation (r = 0.587*) with HTR and a significant negative correlation with maximum temperature (r = –0.628*) and minimum temperature (r = –0.566*). The linear and logarithmic regression analysis between HTR and thrips population had explained 50 % of variation. Thus, the present study suggests that apart from temperature, prevailing humid thermal ratio during the growth period could have an impact on occurrence of thrips in bulb onion.
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Vol. 27 • No. 2


Comments on RDFa Core 1.1 (CURIE only)
From: Gavin Carothers
Date: Tue, 17 Jan 2012 10:50:35 -0800
Message-ID:
I'm not sure if this should go to the RDFa WG as a personal comment,
or as part of the RDF WG's feed back.
Alignment with SPARQL and Turtle
Both Turtle and SPARQL provide a mechanism for writing shortened IRIs.
The stated design goals of CURIEs are:
 CURIEs are designed from the ground up to be used in attribute
values. QNames are designed for unambiguously naming elements and
 CURIEs expand to IRIs, and any IRI can be represented by such an
expansion. QNames are treated as value pairs, but even if those pairs
are combined into a string, only a subset of IRIs can be represented.
 CURIEs can be used in non-XML grammars, and can even be used in
XML languages that do not support XML Namespaces. QNames are limited
to XML Namespace-aware XML Applications.
These exact same goals are met in Turtle and SPARQL using the concept
of Prefixed Names. Exactly how Prefixed Names and CURIEs are different
to end users is not very clear. Both use simple concatenation, both
work outside of XML, both are not value pairs. The given example
isbn:_PHONE_ is a perfectly valid prefixed name in both Turtle and
SPARQL. In fact all the example CURIEs in RDFa Core 1.1 and the RDFa
Primer are valid Prefixed Names (Some would require language specific
escaping in SPARQL or Turtle). However there are some differences.
CURIE grammar
The grammar for CURIEs provided in RDFa Core 1.1
prefix ::= NCName
reference ::= irelative-ref (as defined in [RFC3987])
curie ::= [ [ prefix ] ':' ] reference
safe_curie ::= '[' [ [ prefix ] ':' ] reference ']'
The grammars for prefixed names are well tested and have many
implementations. The CURIE grammar does not seem to have ANY
implementations. In fact even implementing the seemingly simple
grammar from RDFa Core 1.1 is very complicated. The grammar references
two other grammars. First the XML Namespaces grammar for NCName, which
allows a wider range of tokens then prefixed names do. Exactly what
uses cases those additional tokens are needed for is not clear. Some
_1: is a valid CURIE prefix but NOT a valid Prefixed Named prefix.
______: is a valid CURIE prefix but NOT a valid Prefixed Named prefix.
In fact, the only clearly allowed set of tokens allowed by CURIE and
not Prefixed Names is prefixes containing _ as the first character.
Given that _ in the first character is used in RDFa, Turtle, and
SPARQL to reference blank nodes it seems unlikely that anyone uses _
as the first character in their prefix names.
Moving on to the right hand side of the CURIE the grammar gets much
more amusing. First off the referenced grammar is not in the same form
as CURIE or XML which use W3C EBNF. The iri RFC use ABNF. This leads
to complicated reading for humans, and no clear way to use any
automated tool to build a CURIE a grammar. While the name
"irelative-ref" sounds like a relative IRI reference, the rule in
question is NOT limited to relative references. Host parts, IPv4 and
IPv6 segments are allowed as part of irelative-refs. This is not
exactly expected. Again what use case is served in allowing CURIEs
{'prefix' : '_URL_
These are very easy to confuse with normal IRIs. In general it seems
that the intent of CURIEs was to limit the right hand side to relative
references but that is not accomplished by using the "irelative-ref"
production from the IRI RFC.
Align RDFa with SPARQL and Turtle prefix names. It should be possible
to create a simpler grammar for "CURIEs"/Prefixed Names based on the
SPARQL and Turtle productions bellow:
[s157] PN_CHARS ::= PN_CHARS_U | '-' | [0-9] | _TAG_ |
[s158] PN_PREFIX ::= PN_CHARS_BASE ((PN_CHARS|'.')* PN_CHARS)?
[s159] PN_LOCAL ::= (PN_CHARS_U | [0-9] | PLX ) ( ( PN_CHARS |
'.' | PLX )* ( PN_CHARS | PLX ) )? >
[s160] PLX ::= PERCENT | PN_LOCAL_ESC
[s161] PERCENT ::= '%' HEX HEX
[s163] PN_LOCAL_ESC ::= '\' ( '_' | '~' | '.' | '-' | '!' | '$'
| '&' | "'" | '(' | ')' | '*' | '+' | ',' | ';' | '=' | ':' | '/' |
'?' | '#' | '@' | '%' )
Main differences are likely to be that most of the PN_LOCAL_ESC
characters should be allowed in RDFa grammar directly, as the host
languages (XML and HTML) provide for escaping mechanisms already.
While this would be a backwards incompatible change the real effect on
deployed data and software is likely to be low. I am unaware of any
RDFa implementation that uses the CURIE grammar as specified, and have
not ever encountered RDFa data in the wild that uses the odder values
the current grammar productions allow.
Received on Tuesday, 17 January 2012 18:51:14 GMT


text:
Core Temperature of Sun
How do scientist know the sun's core temperature?
This is a good question, after all, we have no direct access to the sun's
core, but if we apply some knowledge of physics, we can get to a reasonable
approximation quite readily.
First, we have to understand that the sun is mostly gas-like particles. If
the sun did not have gravity the gases would spread away since nothing would
hold them in place. However, if all the sun had was gravity, then that would
compress the gas into a smaller volume. Since the sun is giving off energy,
then the gases spread out and the sun is bigger than it would be if it was
not giving off energy. So there are two opposing forces: (1) the gravity of
the sun which pulls the gas-like particles inward, and (2) the energy output
of the sun which pushes the gas-like particles outward. The sun's size is
the result of the balancing of these two forces.
Next, we need to find the mass of the sun. We can measure the gravity of the
sun, by observing how the planets are moving around the sun. Since we know
that mass is related to gravity, we now have a value for the mass of the
BUT we know how much gravity this amount of mass should have. We also know
the effect this gravity would have on the size of the sun - IF it were not
giving off energy. Therefore, we can know just how much energy the sun is
giving off in order to maintain its bigger size.
So, we measure the volume of the sun. That's also easy to do. We simply look
at the sun (under a filter so that we do not burn out our measuring
instruments) and measure its diameter.
So, knowing the mass of the sun, and the size of the sun, can tell us how
much energy the sun is giving off. But we can relate energy to temperature.
And this is how we know the temperature of the core of the sun.
Greg (Roberto Gregorius)
Click here to return to the Astronomy Archives
Update: June 2012


Signs of the Times? 60,000 Antelopes Mysteriously Die in Four Days
09/08/2015 10:18
Half the saiga population mysteriously died within a few weeks.
At first, the saiga deaths didn't seem that strange. After all, there were a few limited die-offs in previous years.
The problem escalated when it didn't stop at just a few saigas; according to news reports, an entire herd of 60,000 died off within four days. It wasn't just one herd either—multiple herds were afflicted. 148,000 were dead within a few weeks.
When the month of June came, the saiga die-off stopped just as quickly as it began. The remaining population behaved normally. And scientists were left with a complicated situation to figure out.
Geoecologist Steffen Zuther told LiveScience, "The extent of this die-off, and the speed it had, by spreading throughout the whole calving herd and killing all the animals, this has not been observed for any other species. It's really unheard of."
Some scientists have speculated that bacterial overgrowth, caused by eating too much greenery, might be the culprit, but recent analysis has not supported this theory.
Another theory is that mothers' milk may have become toxic; that would explain high levels of female and young calf deaths.
Recent research have identified the toxin Pasteurella multocida in the animals. At first glance, this toxin appears to have caused massive internal bleeding, which led to the herd's death. There's only one problem: Pasteurella is typically harmless and even common among saigas.
Furthermore, none of the available theories explain why any infection would have spread so quickly and been so abnormally fatal.
Richard Kock, a wildlife veterinarian who accompanied the research team, was mystified. He told Nature, "'I have worked in veterinary diseases all my career and I have never seen 100 per cent mortality." Charisma
Share |


A Step-by-Step Guide to Hanging Your Frame
A topsy-turvy frame can be an eyesore, even in an otherwise exquisitely decorated room. Whether you have a masterpiece, a keepsake, or a favorite photo or print just begging to be framed and commemorated as a focal point on your wall, make sure you hang it properly in order to draw the right kind of attention toward the piece. Once you find the perfect frame, start with this step-by-step guide to hone your frame-hanging technique.
1. Find the right tools
Depending on how large or heavy the frame is and where you want to hang it, you need to choose the right materials to safely secure it to the wall. For smaller, lightweight prints, a single nail or picture hook would most likely suffice. For heavier pieces, reach for a wall plug or toggle anchor to keep it sturdy and centered.
2. Select the perfect spot
Do you want to feature the framed piece by itself or incorporate it into a gallery wall? Whatever location you prefer, try to keep it at eye-level of the average person. Find the center point of the wall space with a measuring tape and lightly mark it with a pencil or a small piece of painter's tape. Enlist a helper hold the frame while you mark the top edge.
3. Know the dimensions
On the backside of the frame, measure from the top of the frame's edge to its hanging hook (or hooks). If there is a hanging wire, hold the wire taut extending toward the top of the frame and find the distance between the two. From the painter's tape or pencil mark you made to indicate the top of the frame, use those measurements to indicate how far below the top of the frame to mark for the nail. Align the distance with the center mark to make sure your piece is aligned in the middle.
4. Place your nail
Be sure to hammer your nail in the wall at a bit of an incline to give it a hook formation. Another expert tip: If you're worried about hitting your thumb, use a clothespin to hold the nail in place while you hammer.
5. Keep it even
Use a level to make sure your frame isn't lopsided. The eyes can be deceiving, but a leveling tool won't lie to you. When all's said and done, your frame should hang straight and add personalized style to any wall!


} \ln(t) dR(t) $$ $$ = \int_x^{2x} \frac{dt}{t} + [R(t)\ln t]_x^{2x} - \int_x^{2x} \frac{R(t)}{t} dt = \ln 2 + O( \ln x \sup_{x < t \leq 2x} R(t) ). $$ If $\hat F(s)$ denotes the Mellin transform of $dF(x)$, then with the notation $$ S(x):=\sum_{p \leq x} \frac{\ln p}{p} $$ we have $$ \hat F(s) = \int_{1-}^\infty x^{-s}dS(2x) - \int_{2-}^\infty x^{-s}dS(x) = (2^s-1)\sum_p \frac{\ln p}{p^{s+1}}, \quad \Re s>0. $$ In particular, if $\zeta(s)$ has a zero on $\Re s=\sigma\geq\frac{1}{2}$, then $\hat F(s)$ has a pole on $\Re s=\sigma -1$. Note that on the real segment $s\geq-\frac{1}{2}$, the only singularity of $\hat F(s)$ is $s=-\frac{1}{2}$, coming from the difference between $\sum (\ln p)p^{-s}$ and $\sum\Lambda(n)n^{-s}$. Hence by a well-known principle (see Theorem 11.8 in Bateman-Diamond: Analytic number theory), for a certain $c\in\mathbb{R}$ we infer the two-sided estimates $$ F(x)-\ln 2-c x^{-1/2} = \Omega_\pm(x^{\sigma-1}). $$ This implies, by our initial calculation, $$ R(x) = \Omega(x^{\sigma-1}/\ln x). $$ Here we can take $\sigma=\frac{1}{2}$. In the unlikely case that RH fails, we can choose a larger $\sigma$ and replace $\Omega$ by $\Omega_\pm$. Probably, with more work, we could replace $\Omega$ by $\Omega_\pm$ for $\sigma=\frac{1}{2}$ as well.
EDIT 1. I inserted the term $c x^{-1/2}$ to account for the pole at $s=-\frac{1}{2}$.
EDIT 2. I deleted the comment regarding a possible multiple zero of $\zeta(s)$, since the corresponding zero of $-\zeta'(s)/\zeta(s)=\sum\Lambda(n)n^{-s}$ is always simple.
EDIT 3. Here is a very recent and closely related arXiv preprint.
share|cite|improve this answer
Thanks to David very interesting remark and GH for the calculation of R(x). I like to present my reasoning why I thought on the Merten's theorem could imply PNT. I would have put it as a comment but due to the length, I am writing as a reply. In all likely hood, I must have committed an error somewhere hence I am reaching the ridiculous conclusion that Merten's theorem implies PNT. I would appreciate if someone tell me where I went wrong.
Let $s(n)$ be a strictly increasing sequence, $s(1) \ge 2$, such that $$ S_s(x) = \sum_{s(r) \le x}\frac{1}{s(r)} = \ln\ln x + C_s + R_s(x). $$ where $C_s$ is a constant that depends only on $s$ and $R_s(x) = o(1)$ is the error term which depends on $s$ and $x$. Let $A=\{[s(1)],[s(2)], [s(3)], \ldots \}$ where [.] denotes the greatest integer function. Let $a(r) = 1$ if $r \in A$ and $a(r) = 0$ if $r \notin A$. Then $N_s(x) = \sum_{r \le x} a(r)$ is the number of elements of $A$ in the interval $(0,x)$. Using Abel's summation formula we obtain $$ \sum_{s(r) \le x}\frac{1}{s(r)} = \frac{N_s(x)}{x} + \int_{s(1)}^{x} \frac{N_s(t)}{t^2}dt = \ln\ln x + C_s + R_s(x) $$ Differentiating under the integral sign with respect to $x$, we obtain $$ \frac{N_s'(x)}{x} - \frac{N_s(x)}{x^2} + \frac{N_s(x)}{x^2} = \frac{1}{x\ln x} + R_s'(x) $$ Simplifying the above equation and integrating both sides, we obtain $$ N_s(x) = \int_{s(1)}^{x}\frac{dt}{\ln t} + \int_{s(1)}^{x} tR_s'(t)dt $$ Without loss of generality, we can define $s(1) =2$ as this will only effect the constant term $C_s$ and not $R_s(x)$. Hence we have $$ N_s(x) = \int_{2}^{x}\frac{dt}{\ln t} + E(x) = Li(x) + E(x). $$ Thus any sequence $s(n)$ satisfying $S_s(x) = \ln\ln x + C_s + R_s(x)$ must have a density function which is asymptotic to the logarithmic integral. We can verify this with the sequences $n\ln n, n\ln n + n\ln\ln n, nH_n$ etc; where $H_n$ is the harmonic number. Also we have found the explicit relationship between the error term in $S_s(x)$ and that of $N_s(x)$ which is $$ E(x) = \int_{2}^{x} tR_s'(t)dt $$
In case of prime numbers, $N_s(x) = \pi (x)$ and Merten's theorem shows that primes satisfy the condition on $S_s(x)$. This gives $$ \pi(x) = \int_{2}^{x}\frac{dt}{\ln t} + E(x). $$
This shows that the fact that $\pi(x) \sim Li(x)$ is a consequence of $S_p(x) \sim \ln\ln x$ and it is not a unique property of primes. In fact it is a common attribute of a general family of sequences which grow at the same asymptotic rate in their dominant term. Primes happen to be just one sequence in this family. What differentiates primes and other members of this family of sequences form each other is difference in their respective error terms $E(x)$ or in terms of $S_s(x)$ the difference in their respective constant terms $C_s$ and their error terms $R_s(x)$. Therefore the correct way to interpret Merten's theorem is that for prime numbers, the constant term in $S_p(x)$ is $$ C_p = M = \gamma + \sum_{k=2}^{\infty} \frac{\mu (k)\ln \zeta(k)}{k} \simeq 0._PHONE_ $$ because if it were any other constant, then we know that we are dealing with some other sequence and not the sequence of primes even though the dominant term in asymptotic expansion of the sum of the reciprocal of the sequence would still be $\ln\ln x$ and its density would still be asymptotic to $Li(x)$.
share|cite|improve this answer
First a minor note: $R$ and $N$ aren't actually differentiable functions; they have jump discontinuities at integers. But you can fix that by replacing $R'(x)$ by $(R(x+h)-R(x))/h$ where $h$ is much smaller than $x$ but much larger than $1$. I'll refer to $R'$ below, but what I really mean is "the size of $(R(x+h)-R(x))/h$" for $h$ in the right range. – David Speyer May 4 '12 at 16:50
The problem is that $R$ small does not force $R'$ small. In the scenario of my answer, $R(x) = O(1/\log x)$. Between $9 \times 10^k$ and $10 \times 10^k$, the function $R$ changes by $\log \log (10 \times 10^k) - \log \log (9 \times 10^k) \approx c/\log 10^{k+1}$, where $c$ is a constant I don't care to work out. So $R' \approx c/(10^k \log 10^{k+1})$ or $R'(x) \approx c/(x \log x)$. For $10^k < x < 9 \times 10^k$, you get $R'(x) \approx d/(x \log x)$, for a different constant $d$. (continued) – David Speyer May 4 '12 at 16:57
So, $


Ideas in Geometry/Instructive examples/Section 1.2 problem
From Wikiversity
Jump to navigation Jump to search
y=x^20-23x+4 at point x=0 f(x)=x^20-23x+4 f(x) is the slope of tangent line of this equation f(x)=20x^19-23 through calculus we that f(x)=x^a+....... (f^/)(x)=(a(x)^a-1)+...... f^/(x)is the slope of f(x) that is proven
f(x)=20x^19-23 at x=0 f(x)=(20(0)^19)-23 f(x)=-23 means the slope is -23 at x=0 y=0^20-23(0)+4 y=4
y=mx+b tangent line equation y=4 m=-23 x=0 4=-23(0)+b 4=b
so the equation is...... y=-23x+4 of the tangent line


text:
Our work and play are dedicated to conserving community
and quiet habitat for fish, wildlife and people.
Established in 1984, we work to:
- Conserve the Peace and Quiet essential to public health and the health of our native ecosystems.
- Ensure timber sale programs on public lands truly sustain water quality, fish and wildlife.
- Pursue these goals through public education and public involvement whenever possible, and through administrative appeals and litigation when necessary.
Logging road landslide into Sullivan Creek bull trout habitat!
Keith Hammer photo.


text: Apprentice to William Caslon I in London, Jackson became one of England's most skilled and famous punchcutters, rivalling William Caslon II. However, Jackson was not apprenticed as a punchcutter; the Caslons, father and son, carried out this activity in secret. He learned his craft by watching the them at work through a spyhole, and started his own foundry in 1763. From his final premises at Salisbury Square, he became known for his peculiar' fonts, such as an Anglo-Saxon type for an edition of the Domesday Book. Vincent Figgins apprenticed for Jackson from 1782. On his death in 1792 the business was puchased by William Caslon III, grandson of Jackson's one-time master.


Digitaly extended fine art prints
The photographs from the NewBorn series are digitally extended. To experience them, install the Artivive app on your phone or tablet. Open the app and point your phone or tablet at the photographs to make them come to life. Enjoy!
The Story
NewBorn is a story about a life change. It's a story about apathy and unwillingness to change or start something new. It's a story about a sudden change that can occur in one's mindset or is necessitated by circumstances. It's a story about a journey to discovering a better self and making peace with oneself on both physical and psychological level. It might sound familiar to many. But the story can be read in multiple ways, as a story of overcoming addiction, a story about changing ones opinion or attitude, or a story about understanding the meaning of life and accepting oneself as a natural part of the universe.
Gallery of fine art prints
The Book
NewBorn is a very special book. I've put my heart in creating it and I hope you will like it as much as I do. It is a small limited edition of 100 hand-crafted pieces and the photographs inside are digitally extended.
The photography I create always reflects a contradiction between order and disorder both in the physical world and the state of mind.


text:
What is SoapUI?
SoapUI is an open-source web service testing application for service-oriented architectures (SOA) and representational state transfers (REST). Its functionality covers web service inspection, invoking, development, simulation and mocking, functional testing, load and compliance testing.
Basic kick off with SoapUI:
Once you get SoapUI installed, it will have the dashboard as shown below:
To add sample test, we need to select between SOAP or REST:
We will select URL as we want to test REST API. Once URL is selected, we need to provide the URL we need to test. For example I am using StackOverflow public API to get the users:
Once we click on Next, it will create one new project and in that project it will create a TestSuite where all your test will reside:
Once we run the test, it will show green or Red color whether the test is passed or failed:
If the test is passed, it will show the response in JSON which we have got with REST GET request:
Now as it is mentioned in very first image, if we perform some security tests then it will ask about the things we need to add in security test as shown below:
Once we click on Finish, it will show the result as below:
We can get detailed report as well:
I created one sample Web API on my machine which returns 2 values and I published the API project. When I gave localhost URL in ReadyAPI, It created one new project in ReadyApi and it gave the result as shown below:
So if the API would be installed on IIS then also APIs can be tested using Ready Api.
As it works with GET, it can work with POST\PUT\DELETE as well:
SoapUI provides a feature called Virt in which we can create a virtual service, so if testers want to mock the service without calling the actual REST API, it is possible with SoapUI. We need to create a new Virt as below:
This Virt can behave as GET\POST etc as per your need and Once the Virt is created, we can even host that Virt on localhost by applying some settings.
To conclude this, if we want to test the scenario of a user account creation, we will create one project and in that there would be a test suite named "Test account creation" and in that suite we can add different test cases as shown below:
Try it out.


text:
|Connect with Nature
Saskatoon (Amelanchier species)
Also known as: serviceberry, june-berry
General: Saskatoon plants vary from shrub to small tree size. A single stem may be less than 30 cm high, whereas a clump of small trees may be over 6 metres tall.
Leaves & Twigs: Leaves are oval-shaped, and slightly longer (about 2–6 cm) than they are wide. In the West, leaves are usually rounded at the tip and straight across at the base, with coarse "teeth" on the upper half. In the East, leaves are pointed with teeth all around the edges.
Flowers & Fruit: The flowers appear in clusters of five to 11 white flowers, often before the leaves are fully opened. Small clusters of reddish-purple to black berries develop in early summer.
Habitat: Especially common in the West, saskatoon plants prefer well-drained, coarse-textured soils. In the East, these shrubs often are found in wetter soils.
Sampling: Tag a typical shrub for observation.


text:
Image: Devil's Coach-horse Beetle
Devil's Coach-horse Beetle Creophilus erythrocephalus.
- Richard Major
- © Australian Museum
Rove beetles - Family Staphylinidae
Staphylinids are usually elongate beetles with small elytra (wing covers) and large jaws. Like other beetles inhabiting carrion, they have fast larval development with only three larval stages.
Devil's Coach-horse Beetle, Creophilus erythrocephalus, is a common predator of carrion, and with its bright red head, is a very visible component of the fauna of corpses in Australia.
Adults are early visitors to a corpse and they feed on larvae of all species of fly, including predatory fly larvae. They lay their eggs in the corpse, and the emerging larvae are also predators. Creophilus erythrocephalus has a long development time in the egg, so it is common during the later stages of decomposition. As well as consuming maggots, they can also tear open the pupal cases of flies, so there is sufficient food to sustain them at a corpse for long periods.
Another rove beetle, Aleochara haemorrhoidalis feeds on eggs as well as young blowfly larvae.