: FamilyTree/Surname/5th.viscount.html for the sub-tree descending from the 5th Viscount. That is, URLs that I hope fully describe what will be found there, and that I hope will stay working as the tree grows and changes. Whereas with an address like: FamilyTree/41639.html one has a lot less confidence that this will always point to the same thing (what if the database reorganises, and re-numbers its pages?).
I am not sure this is the ideal Web site file structure, however. For instance, what if you are dealing with ancient families, before surnames? There are many other minor implementation issues. For instance, what if I want to include a brief sketch of an in-law's family? Currently I would use the address: FamilyTree/Surname/othersurname.html but other schemes could be imagined. Tompsett [10] discusses naming conventions in URLs.
Automatic numbering 1, (1), 1a, 1b,..
Currently I number the offspring by using the "ordered list" tag in HTML, and then listing each child after a "list item" tag. This automatically numbers the list from "1." to "n." without the author having to keep track of the numbers. Even better, the numbers are automatically recalculated as siblings are added to or removed from the list.
Now it would be nice to be able to replicate the system used in Burke's Peerage, where successive indented generations are numbered 1, 1, (1), 1a, 1b, etc. That is, we automatically change the numbering scheme depending on how many levels we have recursed into. [The non-technical reader may wish to skip at this point to the section "Conclusion" below.]
Currently in HTML the tag supports the numbering schemes 1, I, i, A or a. We can write a style sheet like the following, called hyper.css:
 ol { list-style-type: decimal }
 ol ol { list-style-type: lower-roman }
 ol ol ol { list-style-type: lower-alpha }
 ol ol ol ol { list-style-type: decimal }
put the following line in the section of each web page:

and then all subsequent use of the tag will have the following properties. It will automatically use the numbering 1,2,3,4,... for the first level, i,ii,iii,iv,... for the next level, a,b,c,d,... for the next level, and 1,2,3,4,... for all lower levels. The style sheet can be altered to implement other combinations of the basic schemes 1, I, i, A and a.
We are nearly there, but it is still not quite the same as Burke's. The Burke's format would be 1,2,3,4,... for the first level, 1,2,3,4,... for the next level, (1),(2),(3),(4),... for the next level, 1a,2a,3a,4a,... for the next level, 1b,2b,3b,4b,... for the next level, and so on. It seems to me that Burke's, by keeping the decimal number throughout, is still the more readable format. It is not clear to me how such a scheme may be implemented in HTML at present (apart from just using and numbering them all by hand). We want to use the decimal value calculated by the tag, but append "a" or "b" to it. Perhaps there is some way of doing this.
8. Conclusion
The Burke's Peerage format was the product of well over a century of hard experience, and contains within it all the basic ideas of hypertext, that simply had to wait for recent technology to come along.
Hypertext gives the Burke's IN format a new lease of life, and brings out one of its lost and forgotten strengths - variable resolution. A Hypertext Indented Narrative allows us see at a glance what the major components of the pedigree are. And gives us, for the first time in history, the ability to draw these structures properly by hand - a welcome alternative to having to enter them into some inflexible database.
It may surprise many in this age of databases that you can still draw a multi-thousand member family tree by hand. You can even start with a single page and just start writing, splitting off extra pages if and when the need arises as your tree grows. Unlike a graphical chart, you never have to rewrite or redraw any of it as it grows. Unlike a database, you are free to insert pictures, small histories, hyperlinks and diversions of all sorts at any point whatsoever.
One could not recommend constructing pedigrees in this format, of course, were it not for the fact that hypertext browsers are now so universally available, and also the confidence that, if necessary, the HIN format can still generate a reasonably comprehensible printout - for long-term archives, and for those readers without any computer equipment at all.
[1] Christian, Peter (1996), Genealogical Publishing on the World-Wide Web, Computers in Genealogy 5(9): 381-7. Online at:
[2] Burke's Peerage and Baronetage, 106th edn, 1999.
[3] "Reader's Guide", Burke's Peerage and Baronetage, 1999, pp. il-li.
[4] Review of Burke's Peerage and Baronetage, 1999, The Baronage Press,
[5] Burke's Irish Family Records, 1976.
[6] "Guide to the Reader", Burke's Irish Family Records, 1976, pp. xxvii-xxix.
[7] Genealogy of the British Royal Family, presented by Brian Tompsett on the Web at the University of Hull, at:
[8] William IV, in the Genealogy of the British Royal Family, presented by Brian Tompsett on the Web at:
[9] Discussion of the GEDCOM 2 CGI software used to present the Genealogy of the British Royal Family, Brian Tompsett,
[10] Problems of distributed Genealogical Databases, Brian Tompsett,
[11] Limitations of the GEDCOM to Web Experiment, Brian Tompsett,
[12] Cooper, Chris Shearer (1998), Display Your Family on the Web With JavaGED, Journal of Online Genealogy, Vol. 2, No. 9 (March 1998). Online at:
[13] JavaGED Genealogical Display System,
[14] Genealogy of the British Royal Family, on the Web at Penn State University, at:
[15] William IV, in the Genealogy of the British Royal Family, on the Web at Penn State University, at:
[16] History and Genealogy Web pages of Mark Humphrys,
[17] Descendants of John Blennerhassett, of Ballycarty, Co.Kerry, presented by Mark Humphrys on the Web at:
[18] Descendants of Capt. Robert Blennerhassett, of Castle Conway, Co.Kerry, presented by Mark Humphrys on the Web at:
[19] Descendants of William Gibbon, presented by Mark Humphrys on the Web at:
[20] Descendants of Henry Herbert, 2nd Earl of Pembroke, presented by Mark Humphrys on the Web at:
[21] Discussion of problems with permanent URLs when using the GED2HTML program, Eugene W. Stark,
[22] Humphrys, Mark (1999), Why on earth would I link to you?, The Irish Times, 15th Feb 1999. This is online at:
[23] Howells, Mark (1998), Link Rot in your Family Tree?, Computers in Genealogy 6(8): 365-72. Online at:
[24] Nielsen, Jakob (1997), The Need for Speed, The Alert Box, 1st Mar 1997. Online at:
[25] Nielsen, Jakob (1998), Nielsen's Law of Internet Bandwidth, The Alert Box, 5th Apr 1998. Online at:
[26] Family of Elizabeth Fitz-Hugh, presented by Mark Humphrys on the Web at:
[27] Family of Elizabeth Cheyne, presented by Mark Humphrys on the Web at:
[28] Family of 2nd Baron Vaux, presented by Mark Humphrys on the Web at:
[29] Eagar family tree, presented by Mark Humphrys on the Web at:
[30] Foster, Joseph (1887), The Royal Lineage of Our Noble And Gentle Families, London.
[31] "Descent from Adam" site, Luke Stevens,
[32] Legend of "Descent from Adam" site, Luke Stevens,
[33] Descendants of Charles I, presented by Mark Humphrys on the Web at:
[34] Descendants of Arthur Gibbon, presented by Mark Humphrys on the Web at:
[35] Ballyseedy House, presented by Mark Humphrys on the Web at:
[36] Humphrys family tree,


text:
From Ohio History Central
In November 1989, the Wexner Center for the Arts opened at The Ohio State University in Columbus, Ohio. The Wexner Center for the Arts is an art gallery, which emphasizes contemporary and performing art. The gallery was named in honor of Leslie Wexner, the head of the Limited Brands and a major financial donor to the Wexner Center.
Peter Eisenman was the architect who designed the Wexner Center for the Arts. The building, itself, is an art form. Towers symbolize the Armory, which used to occupy the site, while white metal girders represent the street layout of the OSU campus and the City of Columbus. Unfortunately, the building had some inherent flaws for its original purpose as an art gallery. Skylights allowed too much light into the building, potentially causing damage to artwork in the gallery. The building also contained a poor climate control system. As a result of these and other problems, the Wexner Center for the Arts underwent a major renovation and reopened its doors in 2005.

source: HuggingFaceFW/fineweb-edu


text:
The binational migrant initiative was developed to enable those migrant students from Mexico that arrive in the United States, to have access to the same free, appropriate public school education that is provided to other children.
1560 Broadway, Suite 1450
Denver, CO 80202
- Ensure that all binational migrant students have continued access to Education in the U.S. and in Mexico.
- Advocate for and ensure that all binational migrant students have equitable opportunities to learn and meet the high educational standards expected of all students.
- Provide Educators with training, which will allow them to better serve the educational needs of binational migrant students.
- Provide support to parents and families of binational migrant students.
Components of the Binational Migrant Initiative
- Information and Dissemination
The goal of this component is design, develop, and disseminate information to enable educators to meet the educational needs of the binational migrant child, to help them Identify a pedagogical model that specifically addresses the instructional needs of the binational migrant child.
- Transfer Document: Elementary (1-6) Secondary (7-9)
The major focus of the Binational Initiative is to develop, revise and promote the use of the Transfer Document. The Document provides the student his/her grades so that he/she may enroll in school when he/she returns to Mexico. The students credits are accepted, thus, the student is placed appropriately. Parents need to notify the schools when they are going to leave to Mexico so that the school has ample time to complete the document. The student needs to provide a transfer document when he/she returns to the U.S. The Binational Program can retrieve student's grades through a request for transcripts form that has been developed by the Binational Program and has been accepted by the U.S. and Mexico's Binational Initiative.
This document is to be utilized for those students who are departing the United States and are returning to Mexico to enroll in an elementary school.
Transfer document: Elementary School (Primaria), Middle School, (Secundaria)
- Teacher Exchange:
The goal of the teacher exchange is to learn about both educational systems so that we can implement educational programs to better meet the needs of the migrant binational child. The Binational Teacher Exchange is designed to provide a cultural and educational exchange to benefit binational migrant students in the U.S. as well as expertise to educators serving binational students.
These direct experiences among exchange teachers result in a better understanding of the cultural, educational, and linguistic diversity of Mexico and the U.S.
- Culture and Education Resources
Mexico's Secretary of Public Education and the Secretary of Foreign Relations through the Mexican Cultural Center have provided us with 39 sets of content area texts (1-6 grades) that they use in their national curriculum. These books have been distributed to all the local Migrant Ed. programs in Colorado so that they may be used with migratory students or during summer school. Colorado schools have also received information on how to solicit these free instructional content area textbooks.
As part of the Free Textbook Distribution Program, Mexico's Secretary of Public Education and the Secretary of Foreign Relations (through the Mexican Cultural Center) have provided Colorado with resource books for 1-6 grades, that are used for Mexico's national curriculum, to be a resource for binational students.
Tools for Administrators
- Goals for U.S. BMEI
- Binational Migrant Brochure English, Spanish
- Elementary Level Binational Transfer Document
- Middle (Secundaria) Level Binational Transfer Document
- Form to Request for Binational Transcripts
- Signed Annex IX
- Binational Teacher Exchange Guide
- Toll Free Hotlines for the Enrollment of Migrant Students
- Directory of Mexican State Coordinators
- Binational Teacher Exchange Application
- Request for SEP Books/Resource
Tools for Parents
- Parents Declaration of Rights (English, Spanish)
- Questions Parents Ask About Schools
- A Guide to the Tool Kit for Hispanic Parents (English, Spanish)
- Documents for School Enrollment
- Binational Transfer Documents
- Ensuring the Academic Success of our Children (English, Spanish)
- Si Piensas Regresar a Mexico...Inscribe a tu Hijo en la Escuela
Tools for Educators
- Suggested Guidelines for Grade-Level Placement of Migrant Students
- Grade Levels and Structure of the Mexican Educational System
- Official and Religious Mexican Holidays
- Map of Mexican States
- Educational Strategies for Working with Binational Students
- Parent Involvement (Spanish version)
- SIOP Short Form
- SIOP Lesson Plan
- Free Language Resources
- Engaging Mexican Parents in their Childrens Education
Tools for Recruiters and Clerks
For more information please contact:

source: openbmb/Ultra-FineWeb


text: The present work focuses on the fabrication of environmental friendly ZnO nanocrystals and chitosan/cellulose films hosting ZnO nanoparticles (NPs) as an attempt to produce nanocomposites with enhanced bactericidal capacity. The solution casting method was used to fabricate the chitosan/cellulose blend films. Highly monodisperse ZnO nanoparticles were synthesized using Zinc acetate and Triethylene glycol (TEG) via a modified Polyol route. ZnO crystal size was controlled by the heterogeneous nucleation approach. Optical properties of ZnO nanoparticles were studied by UV–vis spectroscopy and Photoluminescence Spectroscopy (PL) techniques. The nanoparticles' size and morphology were determined by Transmission Electron Microscopy (TEM) and X-ray diffraction (XRD), respectively. Obtained results confirmed the effectiveness of the size-controlled synthesis employed. The chitosan/cellulose/ZnO nanocomposites were characterized by Fourier Transform – Infrared spectroscopy (FTIR) and X-ray diffraction (XRD) methods. The mechanical properties of produced bare and ZnO-bearing composites were determined from stress-strain tests. The Standard Plate Count and the Halo Zone methods were used to evaluate the bactericidal properties of the ZnO nanoparticles, chitosan/cellulose blend films and chitosan/cellulose/ZnO nanocomposites against Escherichia coli (ATCC 35218).


The Common Good
The Power to Dominate and the Power to Love
As Christians, our continual task is to explore and mediate on Jesus' teachings, as well as to emulate his deeds. Central to this two-fold task is comprehending the type of power Jesus wielded, namely the power to love. It often sounds repetitive to state that the poor carpenter loved those who were outcast by the dominant first-century Palestine social powers. But it is certainly worth repeating, for so radical was his power to love that it led to his dehumanizing demise.
Liberation theologian Leonardo Boff states that two powers were operative in the first-century oppressive Palestinian context: 1) exousia (Greek), which is the power to unite through patience and understanding of others; and 2) potestas (Latin), meaning the power to dominate through sheer force
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text:
country classic song lyrics are the property of the respective
artist, authors and labels, they are intended solely for educational
purposes and private study only. The chords provided are my
interpretation and their accuracy is not guaranteed.
The Wind lyrics and chords are provided for your personal use only,
this is a very pretty folk song recorded by Eddy Arnold.
to download Classic CountryMP3sand
Country GospelMP3smost only $.99 or less.
Blowin' In The Wind Recorded by Eddy Arnold Written by Bob Dylan
C F C How many roads must a man walk down F G7 Before you call him a man C F C Yes and how many seas must a white dove sail F G7 Before she sleeps in the sand
C F C How many times must the cannonballs fly F G7 Before they're forever banned F G7 C Am The answer my friend is blowin' in the wind F G7 C The answer is blowin' in the wind
F C How many times must a man look up F G7 Before he can see the sky C F C Yes and how many ears must one man have F G7 Before he can hear people cry
C F C How many deaths will it take till he knows F G7 That too many people have died F G7 C Am The answer my friend is blowin' in the wind F G7 C The answer is blowin' in the wind
F C How many years can a mountain exist F G7 Before it's washed to the sea C F C Yes and how many years can some people exist F G7 Before they're allowed to be free
C F C How many times can a man turn his head F G7 Pretending he just doesn't see F G7 C Am The answer my friend is blowin' in the wind F G7 C The answer is blowin' in the wind
If you want
to change the
"Key" on any song, click
for the easiest way possible. Copy and paste lyrics and chords to the
key changer, select the key you want, then click the button "Click
Here". If the lyrics are in a long line, first paste to Microsoft Word
or a similar word processor, then recopy and paste to key changer.
This software was developed by John Logue.


text:
A guitar string has a linear density of 8.30 x 10^-4 kg/m. The
length of the string is.660 m. The tension in the string is 56.7
N. When the fundamental frequency of the string is sounded with a
tuning fork of frequency 196.0 Hz, what beat frequency is
Is the answer 8Hz?


text:
SubL is a programming language intended to be very similar to a simplified version of Common Lisp where those features that are either complex, rarely-used, or difficult to implement in a prodecural language have been excised.
Unlike Common Lisp, SubL is not a purely functional language. Several SubL constructs can only be used procedurally. In order to emphasize this difference, the following naming convention for SubL constructs is used:
A SubL function will have the same name as the analogous Common Lisp function if it is intended to have the exact same basic functionality. The argument list may be simplified, but the intent and use are likely to be the same.
If there is a substantial behavioral difference between a SubL function and its Common Lisp counterpart, its name will be the Common Lisp name prepended with a single character — either "c", "p" or "f".
"c" indicates a construct that is either only procedural or functional.
"p" indicates the procedural version of a Common Lisp construct.
"f" indicates the functional version of a Common Lisp construct.
A procedural construct in SubL is one which is suitable for evaluation as either one form in an explicit PROGN or as one form in an implicit progn, which occur in the &body sections of many of the procedural forms such as CLET, PWHEN, CDOLIST etc.
Here is a table of all the procedural constructs in SubL and the Common Lisp analog:
SubL Procedural Construct Common Lisp Equivalent
PROGN progn PIF if PWHEN when PUNLESS unless PCOND cond PCASE case CSETQ setq CSETF setf CINC incf CDEC decf CPUSH push CPUSHNEW pushnew CPOP pop CLET let* CMULTIPLE-VALUE-BIND multiple-value-bind CDO do* CDOLIST dolist CSOME CDOTIMES dotimes CDOHASH CCATCH catch CUNWIND-PROTECT unwind-protect RET return-from
A functional construct in SubL is one which returns a value. Here is a table of all the functional constructs in SubL and the Common Lisp analog:
SubL Functional Construct Common Lisp Equvalent
CAND and COR or CNOT not FIF if FWHEN when FUNLESS unless
The body of a function or macro definition is considered an implicit progn, and so all forms in the body should be procedural. A function call can be used as a procedural construct. In this case, the returned value is simply ignored.
|SubL-Specific Features||Home||Data Types|


text:
Con Ed to Get the Lead Out
The project will remove about 2,400 tons of underground lead sheathing through 2009 as part its membership in the U.S. Environmental Protection Agency's National Partnership for Environmental Priorities Program. The voluntary program aims to reduce or eliminate chemicals that can linger for decades when released into the environment. The private-public program has targeted 31 priority chemicals, such as lead and PCBs.
Con Edison plans to replace 2,400 sections of underground lead-clad electric feeder cables this year with solid dielectric cables made of copper conductors encased in synthetic rubber. The new cables are easier to splice and better for electricity distribution.
In 2009, the company will continue replacing an additional 2,400 sections, each of which is estimated to have about 1,000 pounds of encased lead sheathing that will be recycled nearby.
Eventually the company wants to replace all lead-clad cables -- about 20 percent of the company's underground network -- by 2020, which could account for as much as 15,000 tons of reclaimed lead sheathing.
Faced with a tide of post-consumer plastic trash, organizations are thinking up innovative ways to profitably harness this potentially vast revenue stream. Read more
The sixth annual edition of research has been expanded to include data on 1,600 companies worldwide, as well as on the U.S.-based S&P 500. Find out where the world of sustainable business is headed -- and the leading indicators of future progress.
Read the stories and download the report.
Simran Sethi shares how our psychology and geography shape the ways we engage and share with each other. See our entire video collection


text:
JOURNAL OF AERONAUTICS AND SPACE TECHNOLOGIES, cilt.12, sa.2, ss.129-135, 2019 (Diğer Kurumların Hakemli Dergileri)
The Stochastic Multiobjective Acceptability Analysis (SMAA) is a multi-criteria decision-making (MCDM) method that is preferred when there is a lack of information on selection criteria, no definite judgment on information, no credibility of the information on the criterion, or where no preferences are desired. The Step-Wise Weight Assessment Ratio Analysis (SWARA) method has emerged as a method based on the method of evaluating the weight ratios of the criteria, which is simple and rapid processes according to the known and widely known methods of MCDM. In this study SWARA-SMAA-2 method is proposed which integrates SWARA and SMAA methods. The aim of the study is to design an independent decision-making process and to make use of it by reducing the influence of uncertain and inconsistent data by integrating it with the SMAA method through the importance weights of the evaluators of decision-making field experts. The proposed method was first applied to the drug benefit risk analysis problem in the literature, and the results obtained were compared with other studies on this problem. The results of the evaluations showed that the SWARA-SMAA-2 method gave more reliable and consistent results than the other methods.


text:
The Minister of Education, Mrs Betty Mould –Iddrisu, on Sunday said the Government considered early childhood education a priority as a long term solution to Ghana' s economic and social problems.
She said Government through the Municipal, Metropolitan and District Assemblies demonstrated its commitment to the wellbeing of the Ghanaian child and ratification of various global policy framework such as the UN Convention on the Rights of the child, framework for Action and the Millennium Development Goals.
Mrs Mould-Iddrisu said these at the opening of the first Annual Conference on International Research and Early Childhood Education at the University of Cape Coast( UCC) in the Central Region.
The two-day conference, jointly organised by the Faculty of Education of UCC and Monash University, Australia, is being attended by more than 150 participants from Ghana, Nigeria, South Africa, Burkina Faso, Zambia, Uganda, Mozambique, Senegal Cameroon. Bangladesh, UK, USA, Australia, and China, who would deliberate on issues concernnig early childhood education.
Mrs Mould-Iddrisu said Ghana has realised that early childhood education could lay a good foundation for children and the Government has incorporated early childhood education into national public education system in 2007, to improve access to quality, affordable and sustainable early childhood education to all Ghanaian children.
She said: "our goal is that every Ghanaian and African child must be valued equally and our early childhood education and development service must meet their needs whether they live in slums remote communities or cities" she added.
Professor Ingrid Pramling-Samuelson, Coordinator for Early Childhood Education at the Department of Education University of Goteborg, Sweden, said quality teacher education was a key to early childhood education, and called for the effective training of teachers to handle early childhood education programmes.
Prof Nana Jane Opoku-Agyeman, Vice-Chancellor of UCC, commended the two universities for organising the conference and requested that the conference be used to provide new perspectives on issues affecting children, deliver practical and innovative research ideas to enhance the educational, economic and social lives of children throughout the world.
She asked Government to endeavour to meet the deadline of the MillenniumDevelopment Goals on education.
He appealed to African Governments to provide infrastructural needs of the schools, and improve the feeding and general welfare of school children at the basic level since malnutrition was a barrier to teaching and learning in most schools.
The participant would discuss issues on family and community development, early childhood education, curriculum and pedagogy, early childhood development psychology, inclusive education, achievement of UN Global Millennium goals, maternal and infant/child health, contemporary theoretical research on children's learning, and the global migration, military conflict and the education of refugee children. GNA


text:
Bottle uses a powerful routing engine to find the right callback for each request. The tutorial shows you the basics. This document covers advanced techniques and rule mechanics in detail.
Router distinguishes between two basic types of routes: static routes (e.g.
/contact) and dynamic routes (e.g.
/hello/). A route that contains one or more wildcards it is considered dynamic. All other routes are static.
Changed in version 0.10.
The simplest form of a wildcard consists of a name enclosed in angle brackets (e.g.
). The name should be unique for a given route and form a valid python identifier (alphanumeric, starting with a letter). This is because wildcards are used as keyword arguments for the request callback later.
Each wildcard matches one or more characters, but stops at the first slash (
/). This equals a regular expression of
[^/]+ and ensures that only one path segment is matched and routes with more than one wildcard stay unambiguous.
// matches as follows:
You can change the exact behaviour in many ways using filters. This is described in the next section.
New in version 0.10.
Filters are used to define more specific wildcards, and/or transform the matched part of the URL before it is passed to the callback. A filtered wildcard is declared as
. The syntax for the optional config part depends on the filter used.
The following standard filters are implemented:
- :int matches (signed) digits and converts the value to integer.
- :float similar to :int but for decimal numbers.
- :path matches all characters including the slash character in a non-greedy way and may be used to match more than one path segment.
- :re[:exp] allows you to specify a custom regular expression in the config field. The matched value is not modified.
You can add your own filters to the router. All you need is a function that returns three elements: A regular expression string, a callable to convert the URL fragment to a python value, and a callable that does the opposite. The filter function is called with the configuration string as the only parameter and may parse it as needed:
app = Bottle() def list_filter(config): ''' Matches a comma separated list of numbers. ''' delimiter = config or ',' regexp = r'\d+(%s\d)*' % re.escape(delimiter) def to_python(match): return map(int, match.split(delimiter)) def to_url(numbers): return delimiter.join(map(str, numbers)) return regexp, to_python, to_url app.router.add_filter('list', list_filter) _USER_.route('/follow/') def follow_users(ids): for id in ids:...
Changed in version 0.10.
The new rule syntax was introduce in Bottle 0.10 to simplify some common use cases, but the old syntax still works and you can find lot code examples still using it. The differences are best described by example:
|Old Syntax||New Syntax|
Try to avoid the old syntax in future projects if you can. It is not currently deprecated, but will be eventually.
Explicit routing configuration¶
Route decorator can also be directly called as method. This way provides flexibility in complex setups, allowing you to directly control, when and how routing configuration done.
Here is a basic example of explicit routing configuration for default bottle application:
def setup_routing(): bottle.route('/', 'GET', index) bottle.route('/edit', ['GET', 'POST'], edit)
In fact, any
Bottle instance routing can be configured same way:
def setup_routing(app): app.route('/new', ['GET', 'POST'], form_new) app.route('/edit', ['GET', 'POST'], form_edit) app = Bottle() setup_routing(app)


Dzegvi church
In the village of Dzegvi in Mtskheta district, along the river Mtkvari, are a number of architectural monuments dating back to the middle ages. One of them is a single nave church with a hall paved with finely cut stones. In the center of the village there is a round stone tower used in its time for defense and as a residence. In the vicinity of the village a couple of small hall type churches are found. The Bodzi church (10th century) contains some painting fragments of the 11th -12th centuries. In the 12th century Dzegvi represented Catholicos' village and was required to pay taxes to Svetitskhoveli Cathedral.


Response at a Virginia Farm Building Fire with Trapped Animals
On February 6, 2019, Suffolk (VA) Fire & Rescue (SFR) was presented with a challenging fire involving a large building with multiple animals reported trapped. Agriculture buildings store and house products and materials that are combustible and hazardous such as straw, grain, and fertilizers. These buildings also house large vehicles such as trucks, combines, and tractors that support planting and harvesting crops. Most importantly, these buildings house living animals such as cattle, horses, chickens, and dogs. Because of the animals' size and the equipment used in farming and agriculture, these buildings are large. Responses to these buildings are often complicated by their design; the construction materials used; the distance off the road that leads to access problems for fire apparatus; a lack of municipal water supplies; and the lack of alarm, detection, and suppression systems in the building (photo 1).
Barn Fire Tactics and Strategies, Part 1: Agricultural Barns
Barn Fire Tactics and Strategies, Part 2: Cross Barns
Large Animal Rescue: Are You Prepared?
(1) Fires involving agricultural buildings are challenging because of location, the types of materials stored, construction techniques, and lack of suppression systems. (Photos by author.)
Because of hazard classification, these structures are rarely preplanned. National Fire Protection Association (NFPA) 1300, Standard on Community Risk Assessment and Community Risk Reduction Plan Development, was released in 2019 and provides guidance and expectations with regard to the hazard classification and prefire planning expectations, yet these buildings are not routinely identified or prioritized as a risk. In addition, many agriculture-style buildings were built prior to the establishment of minimum requirements for the design; construction; fire protection; and classification outlined in NFPA 150, Standard on Fire and Life Safety in Animal Housing Facilities. NFPA 150 establishes life and safety requirements for humans and animals in all types of animal housing facilities where animals are kept for any purpose.1 Structures covered include barns, stables, kennels, shelters, zoos, and veterinary facilities. The NFPA 150 initial draft and technical committee report date back to 1979, when the focus was placed on racetrack stables.2
The Incident
At 0723 hours, emergency communications dispatched Engines 5, 10, and 25; Ladder 5; EMS 1; Medic 10; Rescue 1; and Safety 1 to a reported commercial structural fire. A passing motorist had called 911 with a report of heavy smoke in the area of Nansemond Parkway and Shoulders Hill Road (photo 2).
A motorist notified 911 when he saw a large smoke column in the area. Because of the distance off the road, first-arriving units were unsure of what was on fire until they made their way down a long dirt road.
Three minutes after the dispatch, Car 5 arrived and updated the address to 5150 Nansemond Parkway and reported a working fire. Engines 5 and 10 arrived shortly after Car 5 and confirmed a 170- × 52-foot barn was well involved off the main road. Battalion 2 arrived and established command. Battalion 2 then requested Tankers 1 and 9 when Car 5 advised heavy fire conditions with an unknown water supply because of the distance off the road. Engine 10's officer directed the operator to progress down a long dirt road to get as close to the structure as possible to allow handlines to reach the structure. As Engine 10 positioned to gain access to the structure, Battalion 2 established command and conducted a face-to-face with Car 5 (photo 3).
Engine 5 and Engine 10 positioned on the narrow dirt roadway.
(3) Engine 5 and Engine 10 positioned on the narrow dirt roadway.
The fire conditions were well advanced, so the initial action plan was for defensive operations. Engine 10 reported heavy fire involvement in most of the barn that was also spreading into the dog pens. Engine 5's officer directed the operator to follow Engine 10 down the dirt path to send Engine 5's tank water to Engine 10 as the water supply was being assessed.
Command directed the first line in operation from Engine 10 to protect the dogs trapped in the pens. Engines 5 and 10 placed two 1¾-inch handlines in service and initiated an exterior attack at the Alpha and Bravo sides of the agricultural building. Engine 25 backed down the long dirt driveway where Engines 5 and 10 were located, and the operator performed a reverse lay to a hydrant that was 800 feet away from Engine 10 and established the water supply (photo 4).
Initial hoselines were placed to protect 24 hunting dogs that were unable to exit their pens. Ladder 5's crew worked to free the dogs as Engine 10's crew protected them with a hoseline.
Because of the barn's size (9,000 square feet) and its remote location off the gravel path, the two initial handlines were unable to reach more than halfway down the Bravo side of the building. The handlines were placed to protect the many hunting dogs trapped in their pens and biting the perimeter fencing trying to escape the heat and fire. Engine 10's crew directed its streams to protect the dogs while Command ordered Ladder 5's crew to cut the perimeter fencing and allow the dogs to escape the fire (photo 5).
Rescue 1 and Ladder 5 worked saws for access points.
(5) Rescue 1 and Ladder 5 worked saws for access points.
Ladder 5 immediately reported to the Bravo side, where Engine 10 was performing forcible entry through the fencing to allow the dogs to escape the burning barn and pens. Because of the heat, Engine 10's crew protected Ladder 5's crew as they worked saws to gain access to the dogs. Once the dogs were extricated from the burning barn and pens, the handlines were directed to extinguish the fire.
Once Rescue 1 arrived, command assigned the crew to gain access to all the gates and fencing that surrounded the building so crews could better access the building for fire attack with handlines. After the animals were rescued, Command ordered the continuation of defensive operations because of structural collapse concerns. In addition to the initial 1¾-inch handlines placed into service by Engine 10, a garden line was pulled to the Bravo/Charlie corner, and two additional handlines were placed in service by Engine 25 and Ladder 5 to control the fire.
After the fire was under control, Command requested Ladder 6 to fly the department's drone to provide the fire investigators and Command with an overhead view of the fire scene. While fire investigators determined the origin and cause, the property owner brought an excavator to the scene to allow firefighters and fire investigators to safely gain access to areas of the building for overhaul and cause and origin determination.
Sixteen adult hunting dogs and eight puppies were determined to be on site in the fenced kennels adjacent to the barn. Because of the coordinated actions of well-trained and well-equipped firefighters and officers, many dogs were saved from the rapidly progressing fire. Twelve dogs were found deceased in various locations of the building after searches were completed. The fire was caused by heating lights and lamps in the dog pen area that kept the animals warm in the winter.
Lessons Learned
Following were some lessons the SFR learned postincident:
Community risk reduction. Over the past several years, the fire service has adopted the philosophy of "community risk reduction." This movement is centered on the desire of suppression crews and fire prevention bureaus to understand where hazards and risks are in the community. Understanding risk is unique to each individual department and first-due area. Each area or community is unique and, as such, each department must develop "priorities" to meet the needs of its community.
With regard to this fire, the building was well off the road, with limited access. The building housed many dogs and, because of cold temperatures, heat lamps were used as heat sources to keep the dogs warm. The building also stored many large farming vehicles; once a fire occurred, with no fire or smoke detection devices that were monitored remotely, the fire went undetected until passing motorists were able to see the smoke column.
Based on the new philosophy of community risk reduction, learn what structures are located off main roads, walk dirt roads to determine access points, and plan for long supply line lays or tanker operations before the event. Also determine if any livestock or working animals are housed in structures so you can forecast rescue plans.
Forcible entry techniques are not limited to doors and locks. With regard to outbuildings and agricultural structures, forcible entry will be necessary on nontraditional materials. In this case, crews needed to defeat chain-link fencing and wire that contained dogs in a pen to allow the dogs to exit the burning structure.
The dogs were gnawing at the wire and chain-link fencing to get away from the intense heat and smoke. During training, emphasize working saws and other hand tools that allow an exit point for animals.
Have a water supply in transitional areas. The use of water mains and municipal water supplies is desired, but they are not always available when fires occur off paved roads. It is essential to have a tanker task force readily available for fires that occur even in hydranted areas of a city or county.
For this fire, the tanker task force was called for early, but because of the distance, the tankers were positioned away from the fire scene. If tankers were required, the incident action plan would have been different to optimize the booster tanks on all the first-arriving engines.
Require your department to train on and understand how to conserve water when


The Fresh Loaf
News & Information for Amateur Bakers and Artisan Bread Enthusiasts
flour fineness
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heyitsmebobbyd's picture
flour fineness
I recently produced a stone flour mill. can someone tell me, does finer flour produce lighter loafs, how fine is too fine?
Dan001's picture
What flour mill did you buy?
What grain are you milling?
Generally Yes a finer flour will produce a lighter loaf but their is also the possibilty to use technique such as a poolish with wheat or rye and get a light loaf.
Steve Unifine Flour's picture
Steve Unifine Flour
Flour particle size is just one of the elements that impacts "lighter" when it comes to baking.
The whole reason the "roller mill" system was invented in the late 1800's was to extract all the bran and the germ elements. These were considered objectionable because the bran particles punctured the bubbles in the rising dough. It wasn't long before it was discovered that there was a very significant impact on the health of consumers and the rest, as they say, is history. I mention this issue because home stone milling is likely going to give you a large flour particles and you'll have that :"puncture" problem with the dough bubbles.
I was visiting with Keith Giusto just yesterday on this general topic. He has a fabulous baking supply outlet in Northern California and operates Central Milling. We were visiting about an extraction flour that Europeans call "T-85" that he mills and offers. It extracts about half the bran in the milling process. You not only don't have to deal with the larger bran particles, but you're dealing with a reduced percentage of those heavier elements, while retaining the superior sensory experience that comes with retaining the bran and the germ elements. On the latter issue, a scientific study done at Washington State University for the white flour industry that was interested in adding fiber back into white flour discovered that, irrespective of the particle size, adding back half the bran was the "sweet spot" and simply adding more fiber beyond that caused internal functionality challenges while baking.'s not all about particle size either and it doesn't mean you can't overcome these issues, that's what makes artisan baking so rewarding...and challenging!
Another issue that impacts lightness is the natural occurring element glutathione. There is research that supports that this element does break down the gluten strands in the rising dough, but it doesn't do it's mischief when the bran and germ elements have been extracted. So if you are baking with these elements still in the flour, there are those who recommend adding 250 mg of vitamin C per loaf. The suggestion is that this neutralizes the glutathione. In addition to your rising times and other variables, there is another one for you to play with.
So if you are home stone milling, you'll be wise to strive to get that flour as fine as possible.
Hope this helps. Enjoy the journey!
Steve Unifine Flour
BBQinMaineiac's picture
I can't directly answer your question, but I use a burr mill and grind my whole grain 3x. I have no problems with the bran destroying the gluten network (I did have problems with a 1x grind). I also add ascorbic acid (Vit' C). Once I did both of those things, the fine grinding and the addition of Vit' C, all of my gluten problems disappeared. I also add lecithin, but for other reasons.
Can your stone mill grind flour to an ultra fine consistency? I have heard of some that can only grind once to a certain consistency and that's it. Running the first grind through again does something negative to the stone. I don't need an answer, it's just something for you to find out about your mill.
cjjjdeck's picture
Lighter crumb loaves from whole grain flour is an adventure in experimentation. One I've been on for a few of years now. The information that really changed the outcome of many of my whole grain loaves was in the book "Whole Grain Breads" by Peter Reinhart (I highly recommend this book if baking with whole grains are important to you). He uses a pre-fermentation process that softens the bran. to keep the full nutritional value of whole grain flour and have less negative effect on gluten development, and starts valuable chemical processes that aid in achieving the lighter crumb and deeper flavor profile outcome of the loaves. The result for me has been phenomenal flavor profiles and much better crumb.
Other ingredients can also aid in the lighter crumb quest. Besides the important benefit of the ascorbic acid addition that Steve mentions, I've had great luck also using diastatic malt powder/Barley malt powder which improves yeast/enzyme action and adds to the flavor profile (4 g per loaf). Vital wheat gluten helps whole grains that have lower gluten content (I use it in my rye breads). Lecithin, as BBQ, mentions aids in preserving the shelf life in your bread by slowing down the drying out of baked goods over time. I've also read some people feel using lecithin improves the crumb and gives the bread a moister feel as well. I'm trying this ingredient next in my whole grain quest.
So finer milled flour is the first important step, but technique and the addition of other ingredients are also important contributors in trying to achieve a lighter crumb without sacrificing the full nutritional value of baking with whole grains.
Welcome to the milling whole grains club!
barryvabeach's picture
Steve, I have been grinding at home for a year or two. Your post was the most reasoned explanation of why to add vitamin C, so I did it today for the first time using Hamelman's baguette with 33 % poolish. I made two identical loaves, with vitamin C added to the final loaf of one of the two. Over the 3 hour bulk fermentation, I did not see much difference, and didn't see a difference in the final proof. However there was a better oven spring with the vitamin C loaf and it came out taller. Thanks for the post.


of each sub-chapter can also create awards for specific actions or talents that aren't included in the standard selection. The inclusion of a standardized awards system that has encouraged and advanced the Arts and Sciences in Amtgard.
The most sought after title in Amtgard is that of Knight. Knighthood in Amtgard is broken into four orders: Sword, Serpent, Crown and Rose, each with different criteria with some minor variations from Kingdom to Kingdom. A player that is a Knight may also play the class of Paladin or Anti-Paladin.
A Knight is allowed to choose members to become their pupils. Should a mutual agreement be reached, the member becomes a Squire to the Knight. Squires follow their Knights and assist them to the fullest of their abilities, on the field and off, in exchange for their tutelage. Often a Squire will assist in making garb for their Knight, as well as weapons or armor, and is usually seen assisting their Knight in combat, when they are together. These relationships tend to transcend the game, as much of the mentorship present in the knight/squire relationship is applicable to the outside world. In most kingdoms, when a player becomes qualified for knighthood the knights in that kingdom vote to decide if the player is ready to join the peerage. Knighthood is not guaranteed upon qualifying, as the award is intended to recognize character as well as achievement. A player is not required to be a squire before being knighted, though squiring for a knight in good standing with the kingdoms circle of knights insures that the hopeful player will be well represented.
The kingdoms, along with their primary locations, are:[9]
See also[edit]
Copyright References for Amtgard
External links[edit]


text:
These instructions apply to you if the IT Admin at your school has created teams for you based on your school roster. They also apply to you whether you're using a desktop or mobile device.
Questions about setting up Early Access for the first time? Ask your IT Admin for help and refer them to this set of steps.
Your IT Admin creates your new class teams at the beginning of each term and takes care of adding the student roster. However, you have access to the class team before your students can view it and begin participating. This means you have time to set up, add files, and get organized before granting access to your students. Once you're ready for students to access a team, follow these steps to activate it:
You'll notice a banner at the top of all your new class teams that shows you how many students are waiting to join the class.
Navigate to a team and select Activate.
Select Activate again to confirm that you'd like your students to access the team.
View students waiting to join
To review the list of students who have been added to your class but don't have access to it yet, navigate to a class team and select More options >Manage team.
You'll see a list of students waiting to join underneath the Members tab.


text:
Before you start your furnace, consider having a licensed heating and air contractor perform a maintenance check to make sure everything is in working order. They will inspect and clean components such as the heat exchanger, blower, vent, ducting, and wiring.
The first time you turn on your furnace, you may smell an odor like burned dust. That's normal. If you smell a rotten egg odor, that's natural gas. If you smell gas, call KUB.
Furnace Check -Up - A licensed heating and air contractor should conduct the following:
- Inspect and clean blower assembly (includes blower housing, blower wheel and motor).
- Lubricate motors on older models. Newer furnaces do not require lubrication.
- Check all venting and vent components.
- Inspect ignition system and safety controls.
- Inspect heat exchanger and clean if necessary.
- Inspect controls, thermostat, wiring and connections.
- Check and clean or replace air filters if necessary.
- Inspect conditioned airflow system (ductwork).
- Operate system and verify proper operation of the unit.
- General check of all components.
Licensing for a heating and air contractor - KUB recommends you consider the following when choosing a licensed contractor to perform this maintenance:
- Contractors should be licensed by local government agencies in your area or the State of TN.
- You can contact your local Inspections Office to verify their license.
- State licenses can be verified on the Tennessee Board of Licensing Contractors website.


text:
BOSTON, September 20, 2022—An "Art of Medicine" perspective published in The Lancet outlines the need for physician-educators, faculty, and medical education systems to support transgender and gender diverse (TGD) medical students, and offers actionable and meaningful ways to do so. The essay adds to the growing body of literature on how to improve the quality of care for TGD people and their families.
"There is great need among transgender and gender diverse children, adolescents and adults for high-quality care, and all clinicians should be trained in how to provide it," said senior author Dr. Alex S. Keuroghlian, who directs the National LGBTQIA+ Health Education Center at The Fenway Institute and the Massachusetts General Hospital Psychiatry Gender Identity Program. "A key factor for improving and expanding the field of transgender health is the presence of transgender and gender diverse physicians in the medical workforce. Everyone who plays a role in medical education has a responsibility to support transgender and gender diverse medical students."
The "Art of Medicine" perspective titled, "Supporting Transgender and Gender Diverse Medical Students," suggests that cisgender physician-educators and teaching faculty can support TGD students by:
· Learning the basics of gender identity and expression, which begins with understanding that the two are different. Gender identity refers to a person's inner experience of gender. Gender expression refers to the ways in which a person expresses their gender with their name, pronouns, clothing, voice, and hairstyle.
· Understanding that implicit and explicit bias against TGD people adversely impacts communication, rapport, and decision-making in clinical and education settings.
· Introducing themselves with their name and pronouns and using students' stated names and pronouns, thus modeling the practice for everyone, including cisgender patients.
· Rehearsing how they will respond if they misgender a student.
· Managing their own anti-TGD implicit bias by proactively dealing with it through anti-bias training and self-reflection.
The essay also suggests that medical education systems can support TGD students by:
· Creating and implementing non-discrimination policies that specifically protect TGD students.
· Implementing organizational systems, processes, and protocols to officially share all students' correct names and pronouns with course teaching, clinical clerkship, school administration, and hospital systems staff.
· Ensuring the availability of gender-inclusive restrooms and scrub changing areas.
"Although medical education systems were not designed with transgender and gender diverse medical students in mind, these students have shown great resilience," said lead author Nicolas Freeman (they/them), a fourth-year medical student at Harvard Medical School. "All stakeholders in medical education have an obligation to think critically and implement strategies that will foster inclusive learning environments that will support transgender and gender diverse students in the classroom and on the wards. In this way, we can move towards a future where high-quality transgender health is more readily accessible, and transgender and gender diverse patients will see themselves reflected in the medical workforce."
"Supporting Transgender and Gender Diverse Medical Students," was published online by The Lancet on September 10, 2022. It is available here.


text:
Materials and Techniques - Types of Inks
Anatomical Study of a Seated Male Nude, Henry Fuseli, about 1770-8. Museum no. E._PHONE_
Anatomical Study of a Seated Male Nude
Henry Fuseli (_PHONE_)
Ink on laid tracing paper
Width 13 cm x height 30 cm
Museum no. E._PHONE_
The fact that the ink is brown and is eating into the paper suggests that it was iron-gall ink.
Design for a Stained Glass Window, Hans Baldung, first half of 16th century. Museum no. D._PHONE_
Design for a Stained Glass Window
Hans Baldung (called Grien) (about _PHONE_)
First half of 16th century
Black and brown inks and red chalk on laid paper
Width 31.5 cm x height 42.9 cm
Museum no. D._PHONE_
Most of this drawing is executed in iron-gall ink which has turned brown. The figure in the front has remained black and is therefore likely to be drawn with carbon ink.
The Banquet of Anthony and Cleopatra, Giovanni Battista Tiepolo, 18th century. Museum no. D._PHONE_
The Banquet of Anthony and Cleopatra
Giovanni Battista Tiepolo (_PHONE_)
Bistre wash over black chalk on laid paper
Width 33.5 cm x height 23.5 cm
Museum no. D._PHONE_
The undissolved brown particles characteristic of bistre ink are clearly visible.
Cupid Dipped in Wine, Illustration to the Sixth Ode of Anacreon, Henry Pierce Bone, 1821. Museum no. E._PHONE_
Cupid Dipped in Wine, Illustration to the Sixth Ode of Anacreon
Henry Pierce Bone (_PHONE_)
Sepia wash over pencil on wove paper
Width 42.4 cm x height 32 cm
Museum no. E._PHONE_
This sketch was drawn at a meeting of the Sketching Society, the rules of which were that the subject should be executed in the medium of sepia. It is testimony to sepia's extensive tonal range. Were the washes in different colours rather than in shades of brown we would be inclined to call them water-colour.
Self-portrait, Charles Ginner, about 1920. Museum no. E.3308 -1980
Charles Ginner (_PHONE_)
Indian ink on laid paper
Width 10.2 cm x height 10.2 cm
Museum no. E.3308 -1980
The ink's slight shine is typical of Indian ink.


text:
Eureka Tower Radiation Instruments
NOAA Physical Science Division Arctic Observations and Processes group and Environment Canada erected a 10.5 m flux tower in Eureka, Nunavat, Canada in 2007. At the top, we installed upwelling/downwelling shortwave and longwave radiation instruments. Downwelling instruments are facing up, measuring solar radiation from the Sun, while upwelling instruments are looking down, measuring radiation from the ground. Kipp and Zonen CM22 radiometers measure shortwave radiation, while Eppley PIR radiometers measure infrared radiation.
The six-panel plot on the right shows the tower shortwave (SW) and longwave (LW) radiation data (61 minute running average) in 2009. Units are in W/m^2. The bottom right plot shows albedo, calculated by dividing SW upwelling by SW downwelling. melting snow during the Arctic spring/summer lowers the albedo from near 1 in the spring to close to 0 in June when the ice is mostly melted. Large noise seen from October-April shows the evidence of long winter in arctic. During this period, longwave radiation dominates. Instruments are detecting very small upwelling and downwelling SW signals. When you divide a very small number by a very small number, it fluctuates very wildly!
Did you know...
- Radiation instruments (radiometer, pyrgeometer, and pyranometer) have a device inside, which converts thermal energy to electrical energy. These instruments receive both shortwave and longwave radiation.


text:
Galley or Scratch Method of Division
Date: 12/08/2002 at 14:59:04 From: Julie Subject: Division in the 1400s In the 1400's what was the method for performing division?
Date: 12/08/2002 at 23:00:04 From: Doctor Peterson Subject: Re: Division in the 1400s Hi, Julie. According to D. E. Smith's History of Mathematics, By far the most common plan in use before 1600 is known as the galley, batello, or scratch, method and seems to be of Hindu origin. After showing just part of an example (which shows a pile of crossedout digits), he says The method is by no means as difficult as it seems at first sight, and in general it uses fewer figures than our common plan. Maximus Planudes (c. 1340) throws some light upon its early history, saying that it is "very difficult to perform on paper, with ink, but it naturally lends itself to the sand abacus. The necessity for erasing certain numbers and writing others in their places gives rise to much confusion where ink is used, but on the sand table it is easy to erase numbers with the fingers and to write others in their places." If you need to see the details, I can try figure out how it is done, and to work out a way to explain it. - Doctor Peterson, The Math Forum _URL_
Date: 12/09/2002 at 13:33:08 From: Julie Subject: Division in the 1400s Hi, I really appreciate your answer. I would like to see how it is done in practice. This is for a school project and I would like to understand it.
Date: 12/09/2002 at 16:59:51 From: Doctor Peterson Subject: Re: Division in the 1400s Hi, Julie. I was hoping you'd ask - I spent some time last night studying the explanation in my book so I could be sure I understood it. The tricky part is that there are several examples that seem to be variants on the method; all that Smith shows for those is the end result, and I can't see how the same method could give the numbers they used. But the rest of the examples do agree, so I can tell you the method pretty cleanly. I can actually give you three variants: one using cross-outs (the standard form used on paper), one using erasure (apparently the original form, used on a sand board) and one without either (the form a printer would have preferred). I'll do it in that order, for the problem 3945 / 27. First, we write the dividend, followed by a bar, after which we will write the quotient. Then below the left side of the dividend, we write the divisor: 3945 | 27 Now, as in the modern algorithm, we divide 39 by 27. The quotient is 1, so we write that in the answer at the right. Now here's what's different: we multiply each digit of the divisor by the quotient digit, 1, ONE AT A TIME, and subtract it from the dividend, crossing out digits and replacing them with the result of our subtraction. First, we subtract 2 from 3: 1 /945 | 1 /7 Note that I crossed out the 3 and the 2, which have been used up, and wrote the difference, 1, at the top of that column. (When you do this on paper, of course, you will still see the numbers you've crossed off. You may want to write this out and cross digits off on your own copy, so you can see what's happening.) Essentially, what I have done is to subtract 2000 from 3945, and I have 1945 left. So the digits on top, taken together, represent what is left of the dividend, and we are going to be subtracting from that at each step. So now we do the same with the 7, subtracting 7*1=7 from 19; we don't have to touch the 1 (though we might have), but can cross off the 9 and write the difference, 2, above it: 12 //45 | 1 // So far we've subtracted 2000 and 700 from 3945, leaving 3945-2700 = 1245. That takes care of the hundreds digit in the quotient. Now we write the divisor on the bottom again, shifted one place to the right, always putting each digit on the bottom of the appropriate column: 12 //45 | 1 //7 2 Now, how many times does 27 go into 124, the number on the top above these digits? Let's try 4; we'll subtract 2*4=8 from 12, and then 7*4 = 28 from the 44 we have left after that: 4 // //45 | 14 //7 / 1 / //6 ///5 | 14 /// / So now we've subtracted 400 times 27 from the 1945 we had left, and we know that 3945 - 140*27 = 165. One more step; we'll guess a 6, then subtract 6*2 and 6*7 from the respective columns: 1 / //6 ///5 | 146 ///7 /2 / /4 /// ///5 | 146 ///7 // / // ///3 //// | 146 //// // So the quotient is 146, with a remainder of 3. One thing I am not sure of is what they would do if they guessed a digit wrong - with all the crossing out, it would seem hard to back up and try again. If they guessed too small, they would subtract and have too large a remainder; it would be no trouble to subtract the divisor an extra time, cross off the wrong digit in the quotient and increase it by one, repeating again as needed. If they guessed too small, they would probably have to add the divisor back to the dividend pile (however many digits they had changed before discovering the problem) and try again. But none of the examples I've seen show this being done. Here's what I would have done if I had guessed 3 for the second digit: 6 // //45 | 13 //7 / 4 / //3 ///5 | 13 /// / Since the 43 on the top is still greater than 27, I would subtract 27 again without shifting it to the next place: 4 / //3 4 ///5 | 1/ /// /7 2 2 / / //3 4 ///5 | 1/ /// /7 / 1 / / /6 /// 4 ///5 | 1/ /// // / Now we're where we would have been if we had guessed right. Now, the erasure method, used on a sand table (or blackor whiteboard today) would work the same, but we would entirely erase each digit as it is used, so they don't pile up: 3945 | 27 1945 | 1 <--- I erased the 3 and 2, and replaced with 3-2 7 1245 | 1 <--- I erased the 9 and 7, and replaced with 9-7 1245 | 14 <--- I wrote the next digit in the quotient 27 445 | 14 <--- I subtracted 2*4 from 12 7 165 | 14 <--- I subtracted 7*4 from 44 165 | 146 <-- I wrote in the next digit 27 45 | 146 <-- I subtracted 2*6 from 16 7 3 | 146 <-- I subtracted 7*6 from 45 The book gives no examples of this (since it wasn't printed) but this seems to be what they must have done. The hard part is that it could be easy to lose track of where you are, since there is no evidence as to what digit you last worked on. Finally, you can do the same thing without erasing or crossing out, just remembering that only the top digit on each column is current. You have to write a zero to remove the top digit entirely: 0 10 _PHONE_ 3945 | _PHONE_ 22 This method was used in some books. Incidentally, the name "galley method" comes from seeing the final picture as looking like a ship, with tall sails and a low keel. If you are less concerned than they were about wasting paper, you can line up the work at each step, rather than draping each number over the existing pile, so it makes more sense: 03 04 16 04 12 3945 | 146 27 27 27 Having done all that, I searched the Web and found this explanation of the method: Things Could be Worse! - Carey Eskridge-Lybarger _URL_ Let me know if you need any more help. It's fun learning these old methods. - Doctor Peterson, The Math Forum _URL_
Date: 12/10/2002 at 12:51:24 From: Julie Subject: Thank you (1400's division) Hmmm, now I know why they came up with the "current" long division method


text:
The Weakest Failure Detector for Non-Blocking Atomic Commit
This paper addresses the question of the weakest failure detector for solving the Non-Blocking Atomic Commit problem (NBAC) in a message passing system where processes can fail by crashing. We define a failure detector, denoted by X, which we show to be sufficient to solve NBAC with a majority of correct processes. Then we give an algorithm which, no matter how many processes may crash, uses any failure detector that solves NBAC to emulate X, i.e., we prove that \X is also necessary for solving NBAC. The result was obtained concurrently and independently by Hadzilacos and Toueg.
Record created on 2005-07-13, modified on 2016-08-08


How to Find Expired User Accounts with or without PowerShell
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Native Auditing Netwrix Auditor for Active Directory
 1. Open the PowerShell ISE → Run the following cmdlet, paying close attention to the properties used:
Search-ADAccount -Server $ThisDomain -Credential $Creds -AccountExpired -UsersOnly -ResultPageSize 2000 -resultSetSize $null| Select-Object Name, SamAccountName, DistinguishedName, AccountExpirationDate
 1. Review the accounts listed in the PowerShell output:
how to find expired accounts: PowerShell report
 1. Run Netwrix Auditor → Navigate to "Reports" → Expand the "Active Directory" section → Go to "Active Directory – State-in-Time" → Select "User Accounts - Expired" → Click "View".
 2. To get this report by email regularly, simply choose the "Subscribe" option and define the schedule and recipients.
how to find expired accounts: Netwrix Auditor User Accounts Expired report
Quickly Find Expired User Accounts Instead of Scripting in PowerShell
As a part of security management best practices, Active Directory administrators have to find expired user accounts so they can remove or disable them before an attacker has time to take them over. User accounts for vendors or contractors are often needed only temporally, but even if the IT team sets an expiration date, a malicious actor can reset the date by running a simple ADAccount cmdlet and then use the account as a backdoor to gain access to IT systems like Windows Server and Microsoft Active Directory. Therefore, it's critical to ensure that you know about all expired user accounts in your Active Directory and delete any of them that are no longer needed to minimize risk and make your IT environment more secure.
Of course, you can get AD user expired accounts using PowerShell. However, it does requires skill, time and effort to write a Windows PowerShell script, pull the required data from your domain and compile a report.
Unlike PowerShell commands and legacy software solutions, Netwrix Auditor for Active Directory makes it easy to quickly get expired users. In a few clicks, you can find any user accounts that expired, so you can determine whether they are still needed or can be deleted as part of IT housekeeping procedures. You can easily filter the results and export the list of expired user accounts to any of multiple file formats, including CSV. And you can subscribe to the report to stay current on any changes to the list of expired user accounts to improve the security of your IT environment.


text:
The aim of this study was to examine the conscious processing hypothesis as an explanation of the anxiety/performance relationship. The study was designed to identify conscious processing performance effects while controlling for an alternative attentional threshold explanation identified in previous research. Participants completed 60 golf putts. They completed 3 blocks of 10 putts in single task, task-relevant shadowing, and task-irrelevant tone-counting conditions. Each set of 3 × 10 putts was completed in low and high anxiety conditions. Anxiety was elevated using an instructional set. Self-reported effort and spectral analysis of heart rate variability were used to examine the patterning of effort across the different putting conditions. Findings indicated that performance was impaired in the high anxiety shadowing and tone-counting conditions, supporting an attentional threshold interpretation. Spectral analysis of heart rate variability indicated that potential compensatory increases in spectral power in the high frequency band associated with dual-task putting in the low anxiety condition were absent in the high anxiety tone-counting and shadowing putting conditions, partially reflecting the performance findings. No effects were found for self-reported effort. Taken together, the performance and heart rate variability results support an attentional interpretation of the anxiety/motor performance relationship.
|Journal||Journal of sport and exercise psychology|
|Publication status||Published - 2005|
- competitive state anxiety
- golf putting
- spectral analysis


OCamlTail recursion
Functional languages such as OCaml rely heavily on recursive functions. However, such functions can lead to memory over consumption or, when handling large datasets, to stack overflows.
Tail recursion is an important source of optimization in such cases. It allows a program to drop the caller context when the recursive call is the last of the function.


Leeds, United Kingdom
Education in the Media
when 19 July 2020 - 1 August 2020
language English
duration 2 weeks
credits 5 EC
fee GBP 1820
How are live debates within the English education system portrayed in the media? What is distinctive about the English education system? How do English schools and universities compare to those in other countries? This module looks at current issues within the field of education, through the prism of accounts in the media. You will look at the facts behind the newspaper stories which have captured the public's attention. What is the real difference between private schools and the state sector? How does England compare on the world stage in international tests such as PISA and TIMMS and why does it matter? You will consider these questions and also explore topics such as the mental health crisis amongst English school pupils. You will learn about accountability measures, such as Progress 8 and SATS. You will examine how accountability affects the curriculum offered in schools. The module also looks at why there is still a divide between vocational and academic education. You will have the opportunity to analyse the legacy of the tripartite system introduced after the Second World War. Finally you will explore the funding crisis which has led to some schools closing their doors on a Friday. This has also led to thousands of head teachers taking part in protest marches at the office of the British Prime Minister.
Please note, the Leeds International Summer School runs for four weeks (4 July - 1 August 2020). You can choose to study with us for two weeks or for the full four-week programme. Each module lasts two weeks so you study one module if you choose to attend for two weeks and two modules if you choose to attend for four weeks.
Target group
Undergraduate/Bachelor students
Credits info
5 EC
The module is worth 10 Leeds credits = 5 ECTS. You can transfer the credits earned back to your home degree subject to approval.
Fee info
GBP 1820: Includes tuition, accommodation, breakfast and lunch, Monday - Friday, academic field trip, weekend cultural excursions, social programme and premium gym membership.
Scholarships worth £500 are available for students with good academic standing to help pay your fees. You can apply as part of your application to LISS.


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For any number "a" (except zero), a0 = 1.
Now I have a homework problem:
Simplify the expression: mn0
So, I put in for my answer 1, but when it was graded the teacher said that that was the wrong answer. How could it be wrong if any number the the power if zero is 1? Did I misread my book, or did the teacher's answer key make a mistake?


How much did that set you back? (Money phrasal verbs)
by Kate Woodford
Persley Photographics (c)/Moment/Getty
Persley Photographics (c)/Moment/Getty
This week we're looking at the wealth of phrasal verbs in English that relate to money, including those used for having and not having money, those for saving money and those for spending it. Starting with a very common phrasal verb, if you pay off a sum that you owe to a bank or person, you give them all of it: I'm hoping to pay off the debt within two years.
As regards spending money, if you pay a lot for something, especially when you don't want to, you may use the informal phrasal verb fork out: I'm not forking out fifty dollars for a ticket!
If you spend part of an amount of money that you have saved, you might say you dip into that amount: Unfortunately, I had to dip into my savings to pay for the repairs.
If you say that something sets you back a particular sum, you mean that it costs that amount:
It's a nice car, but it'll set you back thirty thousand pounds.
How much did that set you back?
Meanwhile, in UK English, someone who buys something expensive may be said to splash out: She splashed out on a fancy new camera.
Still with spending money, if you settle up with someone, you pay them the money that you owe them: You get the tickets, Evan, and I'll settle up with you later.
If several people who are buying one thing together chip in (UK, informal), they all give some money towards it: We all chipped in and bought James a really smart coffee machine.
As for saving money, if you put away a sum of money, you save it, usually in a bank: He puts away a little every month.
Other 'away' phrasal verbs are used with this meaning, though they often have the extra meaning of 'to hide' or 'to save secretly'. Salt away and squirrel away are two such phrasal verbs:
He'd salted away several thousand pounds over the years and no one knew.
She had a fortune squirrelled away.
Some phrasal verbs relate to having not enough money. Someone who scrapes by, only has enough money to pay for the basic things they need: Even with both of us working full-time, we only just scrape by.
With too little money, someone might decide to cut back on what they spend, by intentionally spending less: I'm trying to cut back on my expenses.
They might also borrow a sum of money from a friend to tide them over for a short period. To tide someone over is to supply someone for a short time with money: I gave her a hundred pounds to tide her over till she gets paid.
Finally, someone who comes into money, receives it after a relation dies: She came into a bit of money when her grandfather died.
13 thoughts on "How much did that set you back? (Money phrasal verbs)
 1. Pingback: How much did that set you back? (Money phrasal verbs) – Cambridge Dictionary About words blog (July 27, 2016) | Editorial Words
 2. Hello Kate, let me express my gratefulness for this useful post, these phrasal are usually used in everyday conversation and I've improve a bit more my vocabulary, thank you so much.
 However, I would like to ask you for help because I have not understood "sets you back" phrasal at all. Could you explain me that? With another example maybe!
 1. Kate Woodford
 Hi Javier! Thanks for your lovely feedback – it's so nice to hear! Regarding 'set you back' perhaps it might help if you think of a sentence with the verb 'cost' in it, for example, 'The trip will cost (you) a thousand Euros.' Now replace 'cost (you)' with 'set you back', so 'The trip will set you back a thousand Euros.' It really just means 'cost' and is usually used about large sums of money. I hope that helps! All the best to you.
 3. Ivan
 Hi, Kate. You write really interesting and useful articles. I've enriched my vocabulary because of you. I only wanted to ask if you could place all phrasal verbs' list in the end of the article in order to memorize without looking through the text every time?
 1. Kate Woodford
 Ivan, thanks for the lovely feedback! That's a really interesting suggestion regarding the vocabulary. I'm going to discuss it with the team next week. All the best!
 4. Khairil
 Hi Kate thanks for your articles. I'm from Malaysia. Most of these words really useful and makes my daily usage vocab more richness. I'm agree with Ivan if you could listed the word at the end of the articles so easier for us to memorize it.
 5. vasudevan ragunathan
 Hi Kate. Thanks for this article and the various usage of various terms concerning money matters. Gee i never realized that there were so many. I have been using some myself and now i have a coulpe more that i can use in my daily conversations. Cheers. Devan from Malaysia
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- Study at Deakin
- Campus life
- Industry and community
- About Deakin
1 June 2009
With one of the world's largest populations of consumers, mainland China is a potentially lucrative market for many advertisers, but to successfully communicate their message to Chinese consumers advertisers need a visual strategy that does more than simply 'stick a dragon on the box' according to Deakin University lecturer in graphic design Dr Lisa Scharoun.
"Chinese consumers are open to western products and ideas, but if the wrong approach is used it can lead the audience to misinterpret the visual message and be highly offended as a result," she said.
From 2003 to 2005, Dr Scharoun was a lecturer at the Raffles Design Institute in Shanghai and she said it was during this time she became particularly interested in the advertising western companies used in China.
"Living there I realised how completely at odds western style advertising was with Chinese culture."
In her recent paper Made for China: Global Collaboration and Understanding in Advertising Design, Dr Scharoun refers to a number of examples where the misuse of culturally significant symbols in advertising offended Chinese consumers – for instance dragons portrayed as sinister, frightening creatures.
"The western interpretation of a dragon as an 'evil demon' doesn't work in China because, while dragons are highly significant to the Chinese and are seen as possessing great power, they are considered to be good-natured. It's a bit like presenting a kangaroo as an evil protagonist to an Australian audience," Dr Scharoun said. Even the appropriateness of the research methods themselves need to be evaluated.
"Often an advertising agency or a company will take a strategy that works well in the west and try and use it in China without researching whether it is suitable for that market.
"Generally in the west, we have an individual mindset whereas in mainland China there is more of a collective mindset. For instance, if you were to run a focus group in mainland China, participants are less likely to express their own feelings and more likely to look to the group's leader for their response," Dr Scharoun said.
Understanding the Chinese market not only has implications for advertisers and their agencies, Dr Scharoun says, but also for the teachers of design.
"It's very important that design students are given the opportunity to gain an understanding of the complexities surrounding advertising in China." Dr Scharoun believes cross-cultural collaboration at the undergraduate level could be one of the ways to overcome this type of cultural misunderstanding.
"Global Design Strategies: China is a proposed 12-week course for Deakin University graphic design students providing an in-depth exploration of Chinese culture, history and design," Dr Scharoun said.
As part of the course, it is planned for Deakin students to be paired with 'design mentors' from DongHua University in Shanghai, collaborations Dr Scharoun says she hopes will be ongoing.
"Hopefully through these collaborations students will form relationships they can take forward into their careers. Then when they are presented with a brief for developing advertising for China they can draw on the contacts they made through the course and on the knowledge they gained to develop work that is culturally sensitive and not just stick a dragon on the box."
Deakin Media Relations
03 5227 71301 or 0488 292 644


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Platinum Rummy Nose Tetra
The Platinum colour variation have a much more intense silverish/blue shine to the scales compared to normal rummy nose. The normal rummy nose tetras have their usual whitish/silver body color, but are much less shiny than the platinum ones.
The rummy-nose tetra is a schooling fish, which exhibits tight schooling behaviour both in the wild and in the aquarium. Consequently, these fishes should be maintained in groups of no fewer than six individuals, with larger numbers being preferable where space permits-these tetras preferring about a 25 gallon/80 litre aquarium. All three species are lovers of warm aquarium water, the temperature range for maintenance being 24 °C to 31 °C, with the fishes sometimes requiring temperatures as high as 33 °C for breeding


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This modules contains the interface to the heart process. heart sends periodic heartbeats to an external port program, which is also named heart. The purpose of the heart port program is to check that the Erlang runtime system it is supervising is still running. If the port program has not received any heartbeats within HEART_BEAT_TIMEOUT seconds (default is 60 seconds), the system can be rebooted. Also, if the system is equipped with a hardware watchdog timer and is running Solaris, the watchdog can be used to supervise the entire system.
An Erlang runtime system to be monitored by a heart program, should be started with the command line flag -heart (see also erl(1). The heart process is then started automatically:
% erl -heart...
If the system should be rebooted because of missing heart-beats, or a terminated Erlang runtime system, the environment variable HEART_COMMAND has to be set before the system is started. If this variable is not set, a warning text will be printed but the system will not reboot. However, if the hardware watchdog is used, it will trigger a reboot HEART_BEAT_BOOT_DELAY seconds later nevertheless (default is 60).
To reboot on the WINDOWS platform HEART_COMMAND can be set to heart -shutdown (included in the Erlang delivery) or of course to any other suitable program which can activate a reboot.
The hardware watchdog will not be started under Solaris if the environment variable HW_WD_DISABLE is set.
The HEART_BEAT_TIMEOUT and HEART_BEAT_BOOT_DELAY environment variables can be used to configure the heart timeouts, they can be set in the operating system shell before Erlang is started or be specified at the command line:
% erl -heart -env HEART_BEAT_TIMEOUT 30...
The value (in seconds) must be in the range 10 < X <= 65535.
It should be noted that if the system clock is adjusted with more than HEART_BEAT_TIMEOUT seconds, heart will timeout and try to reboot the system. This can happen, for example, if the system clock is adjusted automatically by use of NTP (Network Time Protocol).
In the following descriptions, all function fails with reason badarg if heart is not started.
Sets a temporary reboot command. This command is used if a HEART_COMMAND other than the one specified with the environment variable should be used in order to reboot the system. The new Erlang runtime system will (if it misbehaves) use the environment variable HEART_COMMAND to reboot.
Limitations: The length of the Cmd command string must be less than 2047 characters.
Clears the temporary boot command. If the system terminates, the normal HEART_COMMAND is used to reboot.
Get the temporary reboot command. If the command is cleared, the empty string will be returned.


text:
Definitions of textile
a. - Pertaining to weaving or to woven fabrics; as, textile arts; woven, capable of being woven; formed by weaving; as, textile fabrics. 2
n. - That which is, or may be, woven; a fabric made by weaving. 2
The word "textile" uses 7 letters: E E I L T T X.
No direct anagrams for textile found in this word list.
Words formed by adding one letter before or after textile (in bold), or to eeilttx in any order:
s - textiles
List shorter words within textile, sorted by length
All words formed from textile by changing one letter
Browse words starting with textile by next letter


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Promoting Fruit and Vegetable Consumption: Are Coupons More Effective than Pure Price Discounts?
by Diansheng Dong
and Ephraim Leibtag
Economic Research Report No. (ERR-96) 31 pp, June 2010
The U.S. Department of Agriculture administers food and nutrition assistance programs that promote fruit and vegetable consumption. But consumption remains relatively low, with price cited as the main deterrent.
What Is the Issue?
A price-discount strategy in conjunction with existing programs might encourage participants in food and nutrition assistance programs to consume more fruits and vegetables. This study looks at coupons and price discounts, two methods of lowering the cost of fruits and vegetables, and uses household purchase data and a consumer demand model to determine which method may be more successful in encouraging produce consumption.
What Did the Study Find?
Coupons influence consumer behavior through a dual effect-a price-discount effect and an informational advertising effect. Because of this dual effect, the use of a coupon to increase fruit and vegetable purchases may be more effective than a pure price-discount policy or other noncoupon promotion.
- For a 10-percent coupon usage rate, lowering prices by 10 percent with a coupon would increase average weekly quantity purchases by 2 percent for fruits and 2.1 percent for vegetables. (A"coupon usage" rate is defined as the percentage of purchases in which households use the coupon when buying fruits and vegetables in a given time period.) A 30-percent usage rate simulation shows a larger effect-over 6 percent for fruits and over 6.5 percent for vegetables-while a 50-percent usage rate shows just over a 10-percent effect for both fruits and vegetables.
- By comparison, a pure price discount of 10 percent would likely have about a 6-percent effect for both fruits and vegetables.
- If coupon usage turned out to be less than 30 percent, then the overall effect of coupons would be lower than a pure price discount policy because the price discount applies to everybody (it has a 100-percent usage rate).
- The informational effect of coupons might decline as coupon use became more common or if coupons were distributed electronically instead of in paper form.
- Even a 10-percent increase in purchases of fruits and vegetables-the result assuming the highest coupon usage rate-would still leave consumption at about 65 percent of the recommended level of 5 or more servings a day.
The success of attempts to use coupons to increase consumption of fruits and vegetable by low-income households would depend on the distribution method (paper or electronic), on the number of households that actually use the coupons, on the size of the discount offered by the coupon, and on the coupon's ease of use.
How Was the Study Conducted?
This analysis relies on data from the 2004 Nielsen Homescan panel. The data include household purchase information for fruits and vegetables, coupon usage information, and households' demographic characteristics. The 2004 panel was made up of 8,482 households that reported purchases of products marked with bar codes as well as other purchases.
To estimate the dual effect of coupons on fruit and vegetable demand, the marked purchase renewal model was used, including three variables that may affect purchase quantity and/or frequency: (1) the gross price paid, (2) an indicator variable that tracks whether a coupon was used, and (3) the value of a redeemed coupon used during a given shopping trip. Elasticity estimates from the analysis then were used to conduct a simulation to compare the effect of coupons as compared with a pure price discount on fruit and vegetable purchase behavior.


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In Greek mythology, the Oneiroi were the sons of Hypnos, the god of sleep. They were personifications of dreams—black-winged daemon—and were said to live on the shores of the Ocean in the far West, in a cavern near the border of Hades. The gods sent dreams to mortals from one of two gates located there: true dreams emerged from a gate made of horn, whereas false dreams threaded their way from a gate fashioned of ivory. They are described in the Odyssey, Hesiod's Theogony, and Ovid's Metamorphoses. According to Euripides, their mother was Gaea.The most powerful of the Oneiroi was Morpheus. His brothers Phobetor (also known as Icelus) and Phantasos crafted parts of dreams, while he formed the dream in general. Morpheus shaped human figures, Phobetor animal, while Phantasos shaped inanimate objects.
Oneiroi in Pop Culture
Fates Warning, a progressive metal band, has a side long epic on their 1988 release No Exit titled The Ivory Gate of Dreams which touches on this myth.


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Just how big is the world's biggest ball of twine? Well stop in at Cawker City, KS to see. Look at these figures:
40 foot circumference
Over 6,000,000 feet of sisal twine
Frank Stoeber started this ball of twine on his farm in 1953. By 1957 it weighed 5,000 pounds, stood 8 feet high, and had 1,175,180 feet of twine on it. Stoeber gave the ball to Cawker City in 1961 before his death in 1974.
Canis Major is the brightest star in the sky, alpha C ma
The state of Delaware accepted the Constitution on December 7, 1787. Delaware is the second smallest state in the Union, but can claim that it is the "First State."
Sir Francis Galton,, began his observations of fingerprints as a means of identification in the 1880's. In 1892, he published his book, "Fingerprints", establishing the individuality and permanence of fingerprints.
Why do you yawn?
You yawn because oxygen levels in our lungs are low. The brain prompts the body to yawn to get more air into the lungs.
Samuel Morse designed the first telegraph. On May 24, 1844, the first telegraph message, "What hath God wrought," was successfully sent and received along the first telegraph wire system.


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One of art of music originated from Java Indonesia culture is gamelan. Gamelan instruments is a music ensemble (a group of people which plays music instrument or sings) which emphasize on kendang (drum with skin membrane), gong (a large metal disk that makes a resounding sound when struck), metalofon, and gambang (one of javanese gamelan instruments made from 18 slice of woods, played by hit the slices with certain stick).
Based on java mythology, there was a god conquered the whole java island and his palace is in lawu mountain in central java. To call the gods, he invented gong, and finally it form a set of a complete one.
At the beginning, Indonesian gamelan instruments are made based on relief on Borobudur temple in the 8th century. In the relief, there are some musical instrument consist of kendang, suling (flute made from bamboo), kecapi, and bell. Since, the said music instruments became the music instruments in Javanese gamelan music.
The javanese gamelan term refers to equipment or intruments and it's a one unity which played together. Gamelan comes from Javanese words, gamel, means to hit/to play. This verb is added with suffix –an and changed into noun, gamelan. Gamelan mainly made from wood and gangsa (a kind of metal mixed with copper or tin). A set of gamelan usually consist of kendang, bonang, gender, gambang, suling, siter, clempung, slenthem, demung, saron, kenong, kethuk, japan, kempyang, kempul, peking and gong.
In Indonesia gamelan orchestra can be found in java island, Madura, bali and Lombok island, with various size and ensemble. The term gong is synonymous with gamelan word for Bali and Lombok Island.
Gamelan in java not only played to escort art of voice (singing), dancing, or in puppet performance (wayang) only, but it also played in formal royal ceremony in javanese culture. Especially if there is royal family member who hold a Javanese traditional wedding. Javanese will play gamelan when the wedding occurs.
Gamelan music in java area itself is called karawitan. Karawitan is a term to title a soft gamelan music song. Karawitan arts which uses gamelan in the art of dancing and singing such as singing art consist of sinden, gerong, sendon and celuk. Art of puppetries (wayang) consists of leather puppet (wayang kulit), klithik puppets (wayang klithik), beber puppets (wayang beber) and so on. And the last one is dancing, such as srimpi dance, bedaya, golek, wireng and pethilan dance.
The way to adjust tones and the producing of gamelan can be concluded to be complex. There are four ways of adjusting tones, first is slendro. Slendro is one between two scaled of tones. This scale is more understandable than in pelog.
Secondly is pelog. Pelog is one of two scales, uses in original Bali and Javanese gamelan. Musical chord of pelog can be made by combining the 4th perfect interval with other wider intervals. Musical chord of pelog consists of seven different tones. The all seven are, 'barang, dada, nem, gulu, lima, nem and pelog'.
The third is degung, and the fourth is madenda. It is the same with original minor music scale.
Though gamelan music widely developed in Java Island, but in some area Indonesian gamelan instruments also exists. In Banjar, Kalimantan island, there are two types of gamelan, Banjar gamelan palace version, and common people version. Bali also has gamelan, which the metal used are thicker metal so the sound produced is more shrill. Bali gamelan characteristic is kind of cymbal called ceng-ceng. This ceng-ceng that creats shrill and fast voice.


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The Conservation Learning Centre's School Program offers students in grades 3 through 11 practical, hands-on activities that reinforce the foundational and learning objectives set out in the Saskatchewan Education curriculum.
This new curriculum is great for groups with mixed grades, science clubs or groups that want something a little different. We also have a new grade nine curriculum called Risks and Limits that focuses on critical thinking and decision-making skills.
Worksheets and take-home materials are available in French upon request.
About School Tours
The CLC is a research and demonstration farm located 18 km south of Prince Albert on Highway #2. The agricultural practices at the CLC focus on the conservation of soil, water and wildlife habitat. Since 1994, over 30,000 students have participated in activities based at the Centre.
|May to June, and September to October|
|1-2 hours on-farm depending on the teacher's preference (plus one-hour in-class presentation, where applicable)|
|Morning session 9:30 AM / Afternoon session 12:30 PM
Alternate time arrangements can be made for schools travelling further distances.
|40 groups per season|
* We recommend that each class have a student-to-chaperone ratio of approximately 7 to 1.
The continued support of many organizations and programs enables the CLC to continue offering a quality learning experience to your students. We are grateful for their commitment and encourage you to express your appreciation by sending a letter to any of the sponsors listed in your farm visit packages. Your acknowledgement of their support will in turn ensure future participation by these groups in all education programs.
Grade three students will investigate the growth and development of plants, including the conditions necessary for germination. They will also analyze the interdependence among plants, individuals, society and the environment.
This class will investigate the interdependence of plants and animals, including humans, within habitats and communities. They will also analyze plants and animals' structures and behaviours that enable them to exist in various habitats and assess the effects of natural and human activities on habitats and communities and propose actions to maintain or restore habitats.
With a new state-of-the-art climate reference station at the Conservation Learning Centre, the students will learn how local weather, including temperature, wind speed and direction, amount of sunlight, precipitation, relative humidity and cloud cover, are measured. They will also investigate local, national and global weather conditions, including the role of air movement and solar energy transfer. Analyzing the impact of weather on society and the environment, including technologies that help humans address weather conditions, will also be investigated.
Students will learn to recognize, describe and appreciate the diversity of living things in local and other ecosystems and explore related careers.
Grade 7 students will observe, illustrate and analyze living organisms within local ecosystems as part of interconnected food webs, populations and communities. They will evaluate biogeochemical cycles (water, carbon and nitrogen) as representations of energy flow and the cycling of matter through ecosystems, and analyze how ecosystems change in response to natural and human influences and propose actions to reduce the impact of human behaviour on a specific ecosystem.
Students will analyze the impact of natural and human-induced changes to the characteristics and distribution of water in local, regional and national ecosystems. They will also examine how wind, water and ice have shaped and continue to shape the Canadian landscape. Students will also analyze natural factors and human practices that affect productivity and species distribution in marine and freshwater environments.
Students will learn to describe the processes and implications of sexual and asexual reproduction in plants and animals.
Students will study ecosystems.
Students will learn about sustainable agriculture, habitat destruction and pesticide use.
Book a Tour!
To book a tour through the School Program, please contact Dorothy Stewart using one of the following methods:
- Phone: _PHONE_
- Fax: _PHONE_
- Email: _EMAIL_
Please have the following information ready when you phone:
- Grade of students
- The approximate number of students
- School name, phone number and teacher's email address
- Possible dates (check calendar below for availability)
- Which curriculum you would like (for split grades)
- When the students in your class last visited the Conservation Learning Centre
- If you are planning to stay for lunch
If more than one class from your school is planning to visit the Conservation Learning Centre, please try to coordinate and work together to save on transportation costs.
Directions to the CLC
The Conservation Learning Centre is located 18 kilometres south of Prince Albert on highway #2.