Pfc -- a package for
forward chaining in Prolog
Tim Finin
Prolog, like most logic programming languages, offers backward chaining as the only reasoning scheme. It is well known that sound and complete reasoning systems can be built using either exclusive backward chaining or exclusive forward chaining. Thus, this is not a theoretical problem. It is also well understood how to ''implement'' forward reasoning using an exclusively backward chaining system and vice versa. Thus, this need not be a practical problem. In fact, many of the logic-based languages developed for AI applications allow one to build systems with both forward and backward chaining rules.
There are, however, some interesting and important issues which need to be addresses in order to provide the Prolog programmer with a practical, efficient, and well integrated facility for forward chaining. This notet describes such a facility, Pfc, which we have implemented in standard Prolog.
A somewhat more complete users manual is available, as is some information on how to get the software and how to use it at UMBC. If you want to cite it, you can use
Finin, Tim, Rich Fritzson and Dave Matuszek, ''Adding Forward Chaining and Truth Maintenance to Prolog'', IEEE Conference on Artificial Intelligence Applications, (pp. 123 - 130), Miami, March 1989.
The basic idea
The Pfc system is a package that provides a forward reasoning capability to be used together with conventional Prolog programs. The Pfc inference rules are Prolog terms which are asserted as facts into the regular Prolog database. For example, here is a file of Pfc rules and facts which are appropriate for the ubiquitous kinship domain.
spouse(X,Y) <=> spouse(Y,X).
spouse(X,Y),gender(X,G1), {otherGender(G1,G2)}
 => gender(Y,G2).
gender(P,male) <=> male(P).
gender(P,female) <=> female(P).
parent(X,Y),female(X) <=> mother(X,Y).
parent(X,Y),parent(Y,Z) => grandparent(X,Z).
grandparent(X,Y),male(X) <=> grandfather(X,Y).
grandparent(X,Y),female(X) <=> grandmother(X,Y).
parent(X,Y),male(X) <=> father(X,Y).
The Pfc package allows one to define forward chaining rules and to add ordinary Prolog assertions into the database in such a way as to trigger any of the Pfc rules that are satisfied. An example of a simple Pfc rule is:
gender(P,male) => male(P)
This rule states that whenever the fact unifying with gender(P,male) is added to the database, then the fact male(P) is true. If this fact is not already in the database, it will be added. In any case, a record will be made that the validity of the fact male(P) depends, in part, on the validity of this forward chaining rule and the fact which triggered it. To make the example concrete, if we add gender(john,male), then the fact male(john) will be added to the database unless it was already there.
In order to make this work, it is necessary to use the predicate add/1 rather than assert/1 in order to assert Pfc rules and any facts which might appear in the lhs of a Pfc rule.
Backward-Chaining Pfc Rules
Pfc includes a special kind of backward chaining rule which is used to generate all possible solutions to a goal that is sought in the process of forward chaining. Suppose we wished to define the ancestor relationship as a Pfc rule. This could be done as:
parent(P1,P2) => ancestor(P1,P2).
parent(P1,P2), ancestor(P2,P3) => ancestor(P1,P3).
However, adding these rules will generate a large number of assertions, most of which will never be needed. An alternative is to define the ancestor relationship by way of backward chaining rules which are invoked whenever a particular ancestor relationship is needed. In Pfc, this need arises whenever facts matching the relationship are sought while trying a forward chaining rule.
ancestor(P1,P2) <= {\+var(P1)}, parent(P1,X), ancestor(X,P2).
ancestor(P1,P2) <= {var(P1),\+var(P2)}, parent(X,P2), ancestor(P2,X).
We sometimes want to draw an inference from the absence of some knowledge. For example, we might wish to encode the default rule that a person is assumed to be male unless we have evidence to the contrary:
person(P), ~female(P) => male(P).
A lhs term preceded by a \sim is satisfied only if no fact in the database unifies with it. Again, the Pfc system records a justification for the conclusion which, in this case, states that it depends on the absence of the contradictory evidence. The behavior of this rule is demonstrated in the following dialogue:
?- add(person(P), ~female(P) => male(P)).
?- add(person(alex)).
?- male(alex).
?- add(female(alex)).
?- male(alex)
Procedural Interpretation
Note that the procedural interpretation of a Pfc rule is that the conditions in the lhs are checked from left to right. One advantage to this is that the programmer can chose an order to the conditions in a rule to minimize the number of partial instantiations.
Another advantage is that it allows us to write rules like the following:
 => {remove(at(Obj,Loc1))}.
Although the declarative reading of this rule can be questioned, its procedural interpretation is clear and useful:
If an object is known to be at location Loc1 and an assertion is added that it is at some location Loc2, distinct from Loc1, then the assertion that it is at Loc1 should be removed.
The Right Hand Side
The examples seen so far have shown a rules rhs as a single proposition to be ''added'' to the database. The rhs of a Pfc rule has some richness as well. The rhs of a rule is a conjunction of facts to be ''added'' to the database and terms enclosed in brackets which represent conditions/actions which are executed. As a simple example, consider the conclusions we might draw upon learning that one person is the mother of another:
mother(X,Y) =>
As another example, consider a rule which detects bigamists and sends an appropriate warning to the proper authorities:
spouse(X,Y), spouse(X,Z), {Y\==Z} =>
 {format("~N~w is a bigamist, married
 to both ~w and ~w~n",[X,Y,Z])}.
Each element in the rhs of a rule is processed from left to right --- assertions being added to the database with appropriate support and conditions being satisfied. If a condition can not be satisfied, the rest of the rhs is not processed. We would like to allow rules to be expressed as bi-conditional in so far a possible. Thus, an element in the lhs of a rule should have an appropriate meaning on the rhs as well. What meaning should be assigned to the conditional fact construction (e.g. P/Q ) which can occur in a rules lhs? Such a term in the rhs of a rule is interpreted as a conditioned assertion. Thus the assertion P/Q will match a condition P\prime in the lhs of a rule only if P and P\prime unify and the condition Q is satisfiable. For example, consider the rules that says that an object being located at one place is reason to believe that it is not at any other place:
at(X,L1) => not(at(X,L2))/L2\==L1
Note that a conditioned assertion is essentially a Horn clause. We would express this fact in Prolog as the backward chaining rule:
not(at(X,L2)) :- at(X,L1),L1\==L2.
The difference is, of course, that the addition of such a conditioned assertion will trigger forward chaining whereas the assertion of a new backward chaining rule will not.
The Truth Maintenance System
As discussed in the previous section, a forward reasoning system has special needs for some kind of truth maintenance system. The Pfc system has a rather straightforward TMS system which records justifications for each fact deduced by a Pfc rule. Whenever a fact is removed from the database, any justifications in which it plays a part are also removed. The facts that are justified by a removed justification are checked to see if they are still supported by some other justifications. If they are not, then those facts are also removed. Such a TMS system can be relatively expensive to use and is not needed for many applications. Consequently, its use and nature are optional in Pfc and are controlled by the predicate pfcTmsMode/1. The possible cases are three: A fact is considered to be supported by God if it is found in the database with no visible means of support. That is, if Pfc discovers an assertion in the database that can take part in a forward reasoning step, and that assertion is not supported by either the user or a forward deduction, then a note is added that the assertion is supported by God. This adds additional flexibility in interfacing systems employing Pfc to other Prolog applications.
For some applications, it is useful to be able to justify actions performed in the rhs of a rule. To allow this, Pfc supports the idea of declaring certain actions to be undoable and provides the user with a way of specifying methods to undo those actions. Whenever an action is executed in the rhs of a rule and that action is undoable, then a record is made of the justification for that action. If that justification is later invalidated (e.g. through the retraction of one of its justificees) then the support is checked for the


text:
Since computing matrix inverse is rather difficult while computing matrix transpose is straightforward, orthogonal matrix make difficult operation easier. Orthogonal matrix is important in many applications because of its properties.
Is matrix an orthogonal matrix?
To test whether a matrix is an orthogonal matrix, we multiply the matrix to its transpose. If the result is an identity matrix, then the input matrix is an orthogonal matrix.
Thus, matrix is an orthogonal matrix.
The interactive program below is designed to answers the question whether the given input matrix is an orthogonal matrix. When you click Random Example button, it will create random input matrix to provide you with many examples of both orthogonal and non-orthogonal matrices. You can also try to input your own matrix to test whether it is an orthogonal matrix or not.
Some important properties of orthogonal matrix are
- Orthogonal matrix is always a square matrix
is an orthogonal matrix order
with real entries then
- The inner product of two row vectors or two column vectors of matrix is zero
- The row vector and the column vector of matrix is orthonormal (the Euclidean vector norm is one)
- The transpose matrix is also an orthogonal matrix
- The inverse matrix is also an orthogonal matrix
- The product to its transpose is identity matrix
- The absolute magnitude the determinant is one, that is
- The eigenvectors of are real and orthogonal
- The eigenvalues of are equal to +1 or -1 (note the theoretical of eigenvalue and eigenvectors of orthogonal matrix is sometimes difficult to obtain numerically due to round off error).
are vector of
- Inner product with orthogonal matrix is preserved
- Euclidean norm is preserved
- For any square matrix, there exist a unitary matrix such that matrix is upper triangular (Schurs theorem).
- Unitary matrix is generalization of orthogonal matrix with entries of complex numbers
- Both Hermitian and Unitary matrix (including symmetric and orthogonal matrix) are called normal matrix because the eigen vectors form orthonormal set.

source: openbmb/Ultra-FineWeb


How to reprogram your engine computer
Posted by
The under-dash engine diagnostic port of a 1999 Audi. This location for the diagnostic port is common for most modern vehicles.
Locate your vehicle's diagnostic port. The plug-in port is typically under the dash. (Photo Credit: CC BY/Scott/Vag-Com Scanning)
Flashing — or erasing and reprogramming — your engine's computer is a legitimate way to keep a car's engine control modules (ECMs) up to date. This is done on nearly all vehicles 1996 and newer to ensure that the microprocessors in such areas as the power train and fuel injectors are regulating their systems properly. If the programming is optimized, your car's engine tends to run much more efficiently. It's a bountiful cash crop for repair shops, who tend to charge between $80 and $120 for the service, according to Underhood Service. However, you can flash your car engine yourself – with the right tools.
How reprogramming an engine computer works
When reprogramming an engine computer, a scanner is attached to the diagnostic port in a car, which is typically inside the car, beneath the steering wheel. Old programming is erased, then replaced with the most up-to-date software provided by the auto manufacturer. It used to be that it was necessary to remove parts in order to complete the reprogramming process, but now all that's necessary is a computer with an Internet connection, a USB cable and a scanning device that can connect with a car's diagnostic port. The ECM is flashed with the new software direct from the manufacturer's website.
How often does the ECM need to be flashed?
Auto repair shops say flashing should be done once every few years, and this may be appropriate. However, it's typically only something that needs to be addressed on a need-to basis, unless a sweeping pronouncement is issued by the manufacturer as part of a recall movement. It definitely isn't something a car owner should pay for as part of routine vehicle maintenance.
What a DIY flasher would need to do the job
It can be quite simple. Consult with your vehicle manufacturer's website for software updates. Download the update into a flash programming device. Additional software for proper engine tuning may be necessary. Consult sources such as for more specific information. You should also consult with your state's motor vehicle authority, as more radical aspects of engine programming may not be street legal, which is the case in tough emissions states like California.
New cars with fresh ECM programming start with auto loans
Underhood Service
Scotty Kilmer on reprogramming your car's computer
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1793 Angel Number Spiritual Meaning
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Angel number 1793 meaning
What Does 1793 Mean?
1793=1+7+9+3=20, 2+0=2
If you see angel number 1793, the message relates to the field of relationships and personality development and says that Actions taken for the purpose of self-improvement can lead to solving your problems on a personal level. There is no need to go to unnecessary trainings and look out over your glasses in search of a potential spouse. Try to actually improve your intellectual level, and you will have a much more real chance of success.
Detailed significance of 1793 single digits
Angel number 1793 represents a vibration spectrum of number 1, number 7, as well as nine (9) and number 3 an
The Seven in the message of the angels means that you have ceased to see the difference between your abilities and your duties. The fact that others do not possess your talents is not a reason for becoming "a servant for everybody" and taking on someone else's work. Consider that it will be almost impossible to get rid of it.
The Nine, appearing in the message you received from above, means that the qualities of this number - goodwill, the ability to understand and forgive - allowed you to safely resolve the situation that seemed hopeless. Angels recommend that you take these properties of your nature as a basis in order to use them under any circumstances.
The Three in the message of the angels is a veiled compliment. You have creatively approached solving a trivial problem, and achieved the desired results. One can but hope that the experience gained will benefit you, and you will continue to treat everyday situations as if your life depended on each of them.
1793 numerology meaning
1 - 3
- - -
7 - 9
The combination of the One and the Seven is a "trademark" of total bad luck. If you meet number 17 too often, then it is time you stopped relying on luck and began acting thoughtfully and purposefully. You will be surprised to realize how simple and effective it is unless you rush or give way to your emotions.
Get ready for a situation in which romance is mixed with life experience in a ratio of 5:1. Probably, you will soon fall in love, and all your logical constructions, all your rules of logic will be powerless against the overwhelming feeling. Do not try to keep the remnants of common sense and do not reproach yourself for doing foolish things. There is no shame in losing your head.
You will have to drink the cup of the bitterest poison: become the object of envy. You managed to do what others did not, and your relationship cracked. If you feel bad because of this, put it down to common luck. People willingly forgive luckiness, but they never forgive superiority.
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text:
M. K. Hurd, ASCE Member
Back to "For the Record"
Civil engineering students from Illinois and Purdue universities in May staged what is believed to be the world's first concrete canoe on the Inland Sea, a tiny lake in east-central Illinois. The Illinois canoe weighted in at 360 lb (163 kg) compared to a mere 125 lb (57 kg) for the Purdue canoe. Although pre-race odds heavily favored Purdue, Illinois emerged the victor winning three of five heats on the 1240 ft (317 m) course. (Note that the conversion is incorrect. But, since 317 m translates to 1040 ft, the "2" was probably a typo.) Fastest time for an individual heat was 2 minutes, 46 seconds. (We travel this distance today in approximately one half that time.) The two schools were about evenly matched as to the number of students dunked in the lake but the Illinois win was attributed to greater expertise with the paddles.
Both canoes were made of ferro cement, a special form of reinforced concrete, made of several layers of small-gage wire-mesh reinforcement embedded in a thin section of rich mortar. (Sounds pretty much like the "adaptive reinforcement" that we use today.) Differing from ordinary reinforced concrete, its behavior approaches that of a homogeneous material, and some designs have been made based on the assumption of equal tensile and compressive strength. (Why didn't we read this before we started in 1986? This is the assertion that we made in our 2001 design report; it only took us 15 years to come to that conclusion.)
The whole affair began nearly two years ago when University of Illinois civil engineering students under the guidance of Professor Clyde Kesler, a fellow of ASCE, built the "Mis-Led." They used #3 reinforcing bars bent and welded at each end of the canoe to make the gunwales and keel. A single rib of #3 bar was welded to the gunwales and keel at mid-length. Four layers of chicken wire (At least we referred to this in the late '80s as a "poultry restraining device" to give our reinforcement's name a high-tech ring.) were placed over this frame.
A stiff mortar was troweled onto the wire mesh. Final thickness of the the hull averaged 0.5 in. (13 mm). No forms were used.
When Professor John McLaughlin, member of ASCE and head of civil engineering at Purdue, told his students of the Illinois achievement, they decided to build their own canoe and to challenge Illinois to a race. With guidance from Charles H. Scholer, and Robert H. Lee, members of ASCE and civil engineering professors at Purdue, the ASCE Student Chapter took on the project, adapting plans for a conventional racing canoe. Unlike the Illinois team, Purdue created a mold of insulating foam plastic to the exact contours of the canoe's interior and covered it with thin plastic sheeting. (Wait a minute! I know a lot of schools who claim to have done this first.) Over this they assembled their reinforcement to the desired shape. They also used four layers of chicken wire netting (There they go again stealing our claim to multi-layered "adaptive reinforcement."), with supplementary reinforcement of #2 bars laid along the keel and gunwales. Their lightweight mortar was plastered onto the mesh to create an average shell thickness of 0.375 in. (10 mm).
Foamed polystyrene plastic blocks, built in at each end and encased within the mortar shell, provided positive buoyancy for the Purdue canoe. (Well, at least we've made some progress in this regard. But, after 30 years, I guess that we should.)
First prize was a slender shaft of exposed aggregate concrete, mounted on a sawed concrete base and topped by a plaster-of-paris canoe model. Another trophy, created by the Purdue ASCE group, was a concrete "life preserver" made of normal weight concrete so heavy that two men were required to lift it. (Hey, I want one of these babies in our trophy case. To heck with those shiny gold cups that they give out now. - Maybe I can get Illinois or Purdue to put them on e-bay and get ASCE to make a bid. These keepsakes would certainly make nice trophies for the 150th anniversary.)
Cheered by the success of this first race, the two student groups expressed the hope that the concrete canoe race might become an annual event with participation by other ASCE Student Chapters within canoe-hauling distance of a point halfway between West Lafayette and Champaign-Urbana. How about it Rose, Notre Dame, Northwestern, etc. (No one could have imagined how far we would come.)
Back to "For the Record"

source: HuggingFaceFW/fineweb-edu


text:
Marvel at the beauty of contained lightning in a scientific sculpture!
The detail of intricate branches and the natural beauty of fractals are displayed in wondrous creations created by powerful particle accelerators and an electron beam of 3Ð5 million electron volts.
These Lichtenberg Figures are fern-like branching patterns permanently captured within crystal clear acrylic plastic.
Each is uniquely created by carefully trapping and discharging multi-million volt regions of electrical charge inside acrylic. The complex, permanent figures are created when the trapped charge suddenly escapes in a brief, lightning-like discharge, leaving behind permanent 'fossilized' tree-like branching chains of microscopic fractures.
Displayed on LED light boxes, sold separately, the sculptures reflect light like microscopic mirrors, highlighting the awesome aesthetic of dielectric physics. The base pictured for the Cyldrical figure is item# 30850-69.
Lichtenberg one of a kind creations are available in three different sizes, so you can choose the one best suited for your home or office display!
Watch the demonstration here as to how these acrylic displays were created-
» See Video


Beware the naked LOC
The LOC function is one of the most important functions in the SAS/IML language. The LOC function finds elements of a vector or matrix that satisfy some condition. For example, if you are going to apply a logarithmic transform to data, you can use the LOC function to find all of the positive elements.
In many cases, however, you do not know whether any observations satisfy the condition of your search. As an example, use the following statements to generate 10 random values from the normal distribution with mean –1 and standard deviation 1:
proc iml;
call randseed(123);
x = j(10,1); /* allocate 10 elements */
call randgen(x, "Normal", -1, 1); /* x ~ N(-1,1) */
Suppose that you want to read the data into a SAS/IML vector and extract the positive values. You might be tempted to write the following statements:
idx = loc(x>0); /* find indices for which x>0 */
PosX = x[idx]; /* extract those elements...BE CAREFUL! */
You need to be careful here. You can't be sure that there are any positive values in the data. As I say in my book, Statistical Programming with SAS/IML Software (p. 64):
Never use the result of the LOC function without knowing that the result is a nonempty matrix. You can use the TYPE, NROW, or NCOL functions to check whether a matrix is empty.
I colloquially refer to expressions such as x[idx] or x[loc(x>0)] as using a "naked LOC" because the return value of the LOC function is bare and unprotected. If x does not contain positive values, then the LOC function returns an empty matrix, and the statement x[EmptyMatrix] causes an error.
The correct approach is to check that LOC returns a nonempty matrix. An empty matrix has zero rows and zero columns, so you can use the NCOL function to check whether a vector is empty:
if ncol(idx)>0 then
 PosX = x[idx];
else print "There are no positive values";
Sometimes you might know that the LOC function will return a nonempty matrix, such as in the very useful UNIQUE-LOC technique. In those cases, you can omit the IF-THEN statement and simply extract the elements that you want. In general, however, it is a good programming practice to check that at least one element satisfies the condition.
So beware the "naked LOC." If the LOC function might return an empty matrix, protect yourself. Don't write expressions like PosX = x[loc(x>0)] unless you know that the LOC function will always return a nonempty matrix.
tags: Getting Started, Tips and Techniques
 1. reham
 Posted November 20, 2012 at 6:02 pm | Permalink
 i need help in certain program i am writing in a do until loop, loop doesn't end unless condition is broken from the first time, if the condition continues to hold the program does not end, Could u pls help me?
 proc iml;
 <- snip ->
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text:
National PTA's Sherri Wilson shares resources to engage families in minimizing summer learning loss.
Cleveland Program to Close Achievement Gap Shows Proof of Success
Story posted February 9, 2011
- In the 2008-09 school year, 62% of participating students advanced one grade level, compared to 43% of the male freshman class
- For the 2008-09 school year, just 9.1% of the first program class did not return, compared to nearly 40% of peers not in the program
In an effort to improve the academic achievement of black males and close the racial achievement gap, four years ago the Cleveland Metropolitan School District participated in a program sponsored by Ohio Gov. Ted Strickland.
Since its inception, the Closing the Achievement Gap (CTAG) initiative has proven successful in increasing the number of participants who were promoted to 10th grade and are now seniors scheduled to graduate in June.
The CTAG program targets low-achieving black males in eighth grade who are deemed most likely to drop out of school. These include students who have failed two or more subjects, are absent 36 or more days, are over age for their current grade level and/or have been suspended five or more days from school.
The program works in collaboration with parents, school administrators, principals, teachers and the community. Mentors, called linkage coordinators, are employed by the district to build relationships with students and monitor their academic, social and emotional issues. And academic tutoring is provided to students to help them pass all five parts of the Ohio Graduation Test and position them to graduate from high school.
A preliminary evaluation of the program revealed that for the 2008-2009 school year, 62 percent of the participating students had advanced one grade level, compared to 43 percent of the rest of the male freshman class. In addition, only 9.1 percent of the first CTAG class did not return to school in the 2008-2009 school year, compared to nearly 40 percent of students not in the program.
Initially, the CTAG program was funded under a two-year state grant, but in 2009 the grant was not renewed by state lawmakers. However, the district was so pleased with the program and its potential to increase the graduation rate that it sought funding to continue the program under the name of CTAG/Students of Promise.
The program received good news last year with the announcement of a $1.5 million grant from Kaiser Permanente. The grant will be used to fund the program, including maintaining the linkage coordinator positions.
"It's important that we invest money in the resources that our students need most," said Cleveland Schools CEO Eugene Sanders. "This program is making a difference in the lives of the young men that are involved."
Story reposted with permission.
Copyright (2011) Council of the Great City Schools.
A VISION FOR GREAT SCHOOLS
On this website, educators, parents and policymakers from coast to coast are sharing what's already working in public schools--and sparking a national conversation about how to make it work for children in every school. Join the conversation!


text:
Horse riding is a very exclusive sport discipline gaining more and more popularity. It is, at the same time, one of the most traumatic disciplines. Luckily, the risk of injury can be minimized, and pharmaceuticals available without prescription will help us fight it.
What types of injuries occur while riding a horse?
Contrary to what one might expect, not only the horse is subject to a significant overload, but also the person sitting in the saddle. Injuries are usually the result of:
– lack of experience of the rider,
– avoiding warmup,
– not being prepared for an effort,
– inappropriate ground choice.
Horse riding puts people mainly at the risk of injuries of joints and of the skeletal system. These include injuries of ankle, knee and hip joints. In the saddle we are particularly subject to spinal traumas – of lumbar and cervical spine.
Another group of injuries are muscle injuries. They include:
– muscle strains in the leg area (gastrocnemius muscle, quadriceps, and adductor thigh muscles),
– muscle strains of the whole body,
– muscle spasms.


text:
Ayene, Equatorial Guinea
The Congregation of Dominican Sisters of Christian Doctrine serves at this mission in Ayene, a remote, impoverished village where over two-thirds of the population survives on less than a dollar a day. The Sisters work tirelessly to incorporate Dominican traditions of liturgy and education against the backdrop of rampant poverty and an unstable and corrupt political climate, tribal wars and accompanying atrocities, blatant human trafficking, and the threat of ebola, AIDS, and other diseases. Our primary focus is in the area of education, supporting the school that the Sisters run as they strive to instill trust and bring the light and compassion of Jesus into the classroom and the home. It is our hope that eventually a better future for the children can be achieved—one where they can be allowed to grow in every sense, where they learn to live with mutual respect, and where their dignity as human beings is acknowledged.


text: Iodide is an ion of iodine. It contains iodine in its -1 oxidation state. It is a weak reducing agent. Exposure to oxygen converts it to iodine. It is the normal form of iodine for the human body. It is present in compounds such as potassium iodide. Its formula is I-.


text:
Article ID: _PHONE_ - View products that this article applies to.
Assume that you use Windows Internet Explorer 9 to open a web page that uses the navigator.geolocation object. When you refresh or leave the web page, a memory leak issue occurs.
For example, the memory leak issue occurs when you access a web page that contains the following code:
This issue occurs because Internet Explorer does not clean the references to the navigator.geolocation object correctly.
Update informationTo resolve this issue, install the most recent cumulative security update for Internet Explorer. To do this, go to the following Microsoft website:
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What are the Most Common Causes of Black Phlegm?
Very frequent cigarette smokers might be prone to cough up black phlegm.
Black lung disease is commonly experienced by coal miners.
Wearing a respirator while working in a coal mine may reduce chances of developing black lung disease.
It is not uncommon for coal mine workers to cough up black phlegm.
Inhaling smoke from a house fire can turn a person's lungs black.
Article Details
 - Written By: Christina Edwards
 - Edited By: W. Everett
 - Last Modified Date: 27 November 2015
 - Copyright Protected:
 Conjecture Corporation
 - Print this Article
Phlegm is the mucus that is expelled from the body during a cough or sneeze. Phlegm can come in a few colors, and the color of a person's phlegm often indicates his state of health. Black phlegm can be harmless, but it can also indicate a serious health problem. Some of the more common causes of black phlegm include mucus being tainted by particles of food or dust. Other, more serious, causes of black phlegm include smoke inhalation and certain diseases or infections.
One of the most common causes of black phlegm, especially in children, is ingesting something black or dark. Certain foods, such as chocolate or licorice, can turn a person's phlegm dark or black. Tiny particles of these foods can stick to the mucus in the throat when a person eats, and can produce black phlegm when he coughs or clears his throat.
Dirt and dust particles can do the same thing. If a person inhales dust while cleaning on a dusty day, or working in a garden on a windy day, small particles can get stuck in the mucus and be expelled. Although the color of the black phlegm can be alarming, this usually does not indicate a serious medical problem.
Another common cause of black phlegm is smoke inhalation. While cigarette smoke usually produces yellow or brown phlegm, very heavy smokers sometimes cough up black phlegm. People who smoke other drugs, such as crack cocaine or marijuana, are more likely to produce black phlegm than cigarette smokers.
Inhaling smoke from a large fire, like a house fire, can also cause a person's phlegm to turn black. This can indicate a serious medical problem. People who have recently been in or near a large fire with thick black smoke and begin to cough up black phlegm are advised to seek medical attention as soon as possible. Firefighters are especially susceptible to these types of respiratory problems.
It is also not uncommon for men and women who work in certain types of mines, especially coal mines and beryllium mines, to cough up black phlegm. This is often known as black lung disease, or coal worker's pneumoconiosis. After a prolonged exposure to the dust in coal mines, coal dust often builds up in a person's lungs, causing a chronic cough and shortness of breath. The risks of contracting this disease can be greatly diminished by wearing a respirator or other type of mask while working in a coal mine.
There are a also a couple rare fungal infections that can cause a person to cough up black phlegm. Aspergillosis and mucormycosis, which are caused by a fungus found in rotting plants, are two rare types of fungal infections of the lungs that humans can contract. Blood from these infections along with other infections of the lungs, including cancer and emphysema, can turn a person's phlegm dark, making it appear black.
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Post 7
I am a smoker, but never smoke more than 12 a day. I don't smoke pre-rolled cigarettes, I use rolling tobacco and filters. Usually I do not cough up that often. Recently I have been fighting off the cold again, and I cough up all the time. I am concerned as have been coughing up all sorts of different colors of mucus, including black/brown and sometimes with tiny traces of blood. All I have found on-line is that apparently it's "normal" for smokers to have this issue, but if non-smokers experience same thing they is cause for concern. Is it not possible that I am a smoker AND there's something wrong? My lungs collapsed in an accident six years ago, so it could be more than just a side-effect of smoking.
Post 6
I have been coughing up this black phlegm. I've stopped the weed and this black phlegm is still here. Can you help me?
Post 5
I am getting black mucus when I blow my nose. I am not a smoker.
Post 4
I am getting black spots when I spit (when I have a cold), but not always. It usually gets back to normal once I am fine. Why is it so?
Post 3
I've got the same thing. It's like a grainy black (ash like) substance in my phlegm (scary how dark it is!).
Post 2
Whenever I do breathing exercises in the morning, then on the same afternoon, I have this black phlegm problem. Does it mean I'm breathing bad air? (I'm exercising inside my room itself).
Post 1
I am ill and have been in bed three days. I am weak and my ribs hurt (although I am not coughing that much really as it hurts too much!)
I am a non-smoker but do have insulin dependent diabetes and quite a few other medical things wrong with me! I coughed up earlier a load of discolored phlegm but for the first time noticed black threads in it. Then when I coughed again it wasn't much, but a definite pinkish tone to the sputum! I am also asthmatic but am only 55 and just need to know I'm OK? I have had two pneumonia jabs so I know it's not that. I also have the flu jab every year. Help me!
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Slovak Jewish Heritage Route
The Route is a network linking the most important synagogue buildings in Slovakia. Some are active houses of worship, while others serve today as cultural venues. Several historic Jewish cemeteries are also included. Click on the map to learn more about Route sites in various regions in Slovakia.
THE GATEWAY TO JEWISH HERITAGE IN SLOVAKIA
Our online resources provide information about major Jewish sites around the country. The material covers a range of topics and is oriented to scholars as well to the general public.
The MONUMENTS DATABASE features details on hundreds of Jewish heritage sites we have documented throughout Slovakia. We began our work in 2001 as Synagoga Slovaca, a project aimed at documenting the scores of synagogues, many of them in ruinous condition, that still stand in all corners of the country. We are gradually adding cemeteries, cemetery chapels, mikvaot (ritual baths), school buildings, other Jewish communal buildings and Holocaust memorials. Material in the database includes historical and architectural information as well as photographs.
The SLOVAK JEWISH HERITAGE ROUTE promotes the country's most important Jewish heritage sites and integrates them into national and local cultural, educational and tourism contexts. The Route is associated with the European Routes of Jewish Heritage, which has been declared a Major Cultural Route of the Council of Europe. We organize SLOVAK JEWISH HERITAGE TOURS in cooperation with a leading touroperator Enjoy Slovakia DMC.
These projects and other activities of our Center are part of a long-term vision that includes the establishment of a sustainable and multi-faceted SLOVAK JEWISH HERITAGE PROGRAM. We strongly believe that our work can foster a desire - and a commitment - to seek sustainable frameworks for the maintenance and restoration of these important yet all-too-often neglected heritage sites. Only through such strategies can we contribute to the preservation of Slovak Jewish monuments as part of Slovakia's overall multicultural heritage.


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Beaded Pad Saddle
Materials: moose hide, fabric, glass beads, thread, yarn, and unknown stuffing
This beaded pad saddle comes from the Cree Nation of the northern Great Plains region in the United States. The Cree are one of the major Algonquian-speaking North American tribes and reside mainly west of Lake Superior as well as in Canada. There are eight groups of Cree, including the Attikamekw, Swampy Cree, Montagnais, and Plains Cree. This saddle is specifically from the Plains Cree tribe and was made around the year 1880 A.D.
This piece displays the influence of Europeans in multiple ways. After the arrival of Europeans, glass seed beads and horses, among other things, were traded to the natives. The Cree are known for their artistic beadwork and such work is displayed proudly on our saddle. Each corner and adjoining rectangular tab is adorned with varying floral designs, all created with tiny glass seed beads. Multiple yarn tassels are also attached to each corner. These decorative elements are strategically placed so that they remain visible while the rider is seated on the saddle. Note the center tabs where a rope would have been threaded through holes in order to hold the saddle onto a horse. The Plains Cree were a nomadic people and horses proved to be very helpful in traveling and hunting.


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Wireless Internationalism and Distant Listening
2 June 2020
This book offers a comprehensive and original analysis of international broadcasting in the 1920s and 1930s.
It connects the history of broadcasting with the developing new field of the history of internationalism, and with histories of sound and listening and it significantly revises our understanding of British international broadcasting, showing how the government shaped the nature and content of BBC international broadcasts.
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Let $X$ be a normal, projective variety (can take $X$ to be a hypersurface in a projective space) of dimension at least $3$. Let $L$ be a very ample line bundle on $X$, hence base-point free. What can we say about the singularity of a general element of the linear system $|L|$? For example, can a general element be smooth or has singularities of codimension at least $2$?
1. General hypersurface of a normal variety is normal;
see ''The hyperplane sections of normal varieties'', Seidenberg, A. (1950), Transactions of the American Mathematical Society, 69(2), 357-386. (the main result is in the 2ed line page 358). It is true in any characteristic.
In the case of positive characteristic, the following is known:
2. The general hypersurface of a quasi-projective 3-fold with terminal (resp.~canonical, klt) singularities has the same singularities;
see Main Theorem of "General hyperplane sections of threefolds in positive characteristic", Sato, Kenta, and Shunsuke Takagi, Journal of the Institute of Mathematics of Jussieu (2018): 1-15.
Remark: Terminal singularity implies the singular locus is at least codimension 3. In particular, surface with terminal singularities is smooth. The above is true in char $=0$ and higher dimensional case; see Lemma 5.17(1), Kollar and Mori's book: Birational geometry of algebraic varieties.
Caution: Bertini theorem for base point free linear systems fails in positive characteristics. In higher dimensional, we don't have the tools of resolution of singularities and also the minimal model program. So the above is still open I think.


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Genetic Effects on the Timing of Ledav2 Induced Necrosis of Cotton
- William L. Rooney and
- David M. Stelly
Cotton (Gossypium spp.) embryos carrying the Ledav2 allele in combination with the Le1 allele at the Le1 locus and/or the Le2 allele at the Le2 locus undergo a hybrid lethality reaction, which causes progressive necrosis and death between germination up to 21 d postgermination. Timing of the necrosis is thought to be controlled by the cumulative dosage of alleles Le1 and Le2 interacting with Ledav2, but there have been no studies to identify the exact genetic relationship between the alleles Le1, Le2, and Ledav2 in terms of timing of necrosis induced by the Ledav2 complementary lethality system. The objectives of this study were to determine: (i) if the timing of necrosis is under genetic control of the loci Lel and Le2, and (ii) if the mechanism of timing or mode of gene action is consistent across genotypes. Five cultivars (Le1Le1Le2Le2) were used as sources of Le1 and Le2 alleles. Seedlings from reciprocal crosses of (cultivar ✕ le1le1le2le2) F1 plants and an le1le1Ledav2Ledav2 tester were scored for the presence and timing of the lethal reaction. Frequency histograms were used to phenotypicaily group seedlings according to the time of death. Observed frequencies of the phenotypic groups were tested against frequencies expected for digenic segregation. Results indicated that increased dosage of alleles Le1 and Le2 with Ledav2 hastens necrosis, but variation among cultivars indicated that Le1-Ledav2 and Le2-Ledav2 interactions may not always be distinctly different. Three possible explanations for these differences are: (i) that additional loci are involved, (ii) that allelic action is modified by background genotypic differences, and/or (iii) that the Le1 and Le2 loci are polymorphic.
Copyright © 1990.


Widad Aljuhani – PhD 2015
My research explores the genetic and morphological diversity of Saudi Arabian date palms.
A date palm grove in Saudi Arabia
A date palm grove in Saudi Arabia
Dates are a key crop and cultural icon of Saudi Arabia. My PhD project is to identify date palm (Phoenix dactylifera L.) cultivars grown in Saudi Arabia, and to detect the confusion in nomenclature intra-cultivar, funded by the Ministry of Higher Education in the Kingdom of Saudi Arabia.
Phoenix dactylifera L. fruits have a high nutritional value while being a very important crop in the Middle East and Africa. There are about 5000 date cultivars worldwide but Saudi Arabia is the second largest producer, with more than 450 cultivars. There is a need to unify the naming of varieties formally and scientifically, in the respective countries, to ensure consistent nomenclature, as well as the importance of conservation of their genetic diversity, and recording of them before extinction. Discrimination among closely related date cultivars is extremely difficult; the first attempts were based on the morphological characteristics of fruits, usually not possible until fruiting (5-7 years), often influenced by environmental conditions, and changes during the growing stages. However, vegetative characteristics are more reliable in distinguishing between date palm varieties, and were less affected by environmental conditions. Recently, there has been an increase in DNA fingerprinting applications.
Fruit of two contrasting date varieties
Fruit of two contrasting date varieties
This project includes extensive collection of samples of fresh palm leaves and fruits, access to different regions and imaging palm in the field. A combined study of morphological characteristics and genetic analysis for the data of these strains is being carried out using modern molecular techniques and preparation of an electronic key based on this data.
During my previous studies in the biological sciences and plant diversity I received training on field trips, which enriched my experiences, helping me to endure hardship and challenges that I had during sample collection and the study of palm in its natural environment; in dry areas and under harsh climatic conditions in the oases and desert.
A fruiting inflorescence of a Saudi Arabian date palm cultivar.
An infructescence of a Saudi Arabian date palm cultivar.
The study at the University of Reading provided me with a good environment in which to participate in scientific seminars, follow useful courses and make contact with experts in my field, all of this has helped to enrich my scientific background. In addition, my membership of some scientific societies; such as The Genetics Society and Date Palm Friends Society have been extremely rewarding.
Recently I have been developing and screening new gender specific markers using the genetic map of Mathew et al. 2014.
My hope is to contribute to the conservation of genetic strains of these varieties, registration of the unique patterns, helping to establish a library of their genetic information.


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Optical gas imaging of methane and other volatile organic compounds (VOCs)
The FLIR GF320 is an IR camera for optical gas imaging (OGI) that visualizes and pinpoints leaks of VOCs, without the need to shut down the operation. The portable camera also greatly improves operator safety, by detecting emissions at a safe distance, and helps to protect the environment by tracing leaks of environmentally harmful gases.
The GF320 is used in industrial settings such as oil refineries, natural gas processing plants, offshore platforms, chemical/petrochemical industries, and biogas and power generation plants.
The FLIR GF320 contains a cooled Indium Antimonide (InSb) detector. This highly sensitive detector visualizes gases in the 3.2 - 3.4 micrometer waveband. It will not only make gases, but also the smallest of temperature differences, clearly visible.
The FLIR GF320 visualizes temperatures from -40°C to +350°C.
The FLIR GF320 can be used both for finding gas leaks and maintenance inspections.
The FLIR GF320 comes either with a fixed 14.5° lens or with a fixed 24° lens. A version with interchangeable lenses is also available but requires a US Department of State license.
The FLIR GF320 detects the following gases:


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This four-part jig is called "Lanxtrum's Pony" in The Gunn Book (Fermanagh, 1865), a collection of one hundred and seventy-eight dance tunes compiled by the fiddler John Gunn, an ancestor of John McManus, author of Irish Ceili and Set Dances (1992).
The tune may appear to be pretty complicated, but it is less so than it seems — appearances don't usually account for chunking. The idea of chunking is to focus on one small part of the tune at a time, and take that part phrase by phrase, or further break that down into pieces as small as you like. Work on the chunks, and build up to the whole tune. Take your time and work through each part. So, when a tune seems at first overwhelming, you know what to do. Chunk it! It sometimes helps to work backwards, starting from the concluding phrase of a tune. That is, focus on the last phrase of the last part, and then the penultimate phrase, etc. That way you will play what you have previously learned each time you learn a new phrase. Note, that the last phrase of every part in this tune is pretty much the same each time, so by starting at the end you will have learned quite a bit of the tune already! A nice version of this tune is on the CD Snug in the Blanket (2004) with Paddy O'Brien (Accordion), Jamie Gans (Fiddle), and Dáithí Sproule (Guitar). Interestingly, the tracks were recorded by O'Brien and Gans in 1993, Sproule added his accompaniment ten years later!
D A / A / D A / G / D A / A / D A / G 😐
A D / A / A G / G / A D / A / D A / G 😐
A / / G / / D A / D A / D A / G 😐
A / / / G / A / / D A / G 😐


Masquerade, Series _PHONE_
Approximately 60.96cm X 121.92cm, Oil on Canvas
All my paintings with staircases or steps refer to the sensation of becoming lost and needing to find one's way. Note that these staircases sometimes start out of nowhere and/or have no end…
More specifically, the staircases symbolise the predicaments humans create for themselves. People then have to somehow find a solution to resolve the problem that they have created, even when it looks impossible to do so.
The bird does not need a staircase, however, and moves only by instinct. The bird can fly and does not think these staircases are a problem, but humans do because that is their nature!


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Future carbon fund: delivering co-benefits for sustainable development
Asia and the Pacific is home to more than 60% of the world's population and 62% of the global economic output. But the region still faces enormous development challenges and with economic growth, it has become a major source of greenhouse gas (GHG) emissions. This has exposed Asia and the Pacific to the impacts of climate change, threatening to undo the development gains from economic prosperity over the past decades. This report reflects how Clean Development Mechanism projects supported by the Future Carbon Fund not only reduce GHG emissions but deliver social, environmental, and economic co-benefits contributing to sustainable development in the region. This report also presents qualitative and quantitative analysis of these co-benefits.


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Some distinction can be made interpreting data in a spectrogram. An easier and quicker way to distinguish orders and quantify the acoustic emissions is an analysis based on orders (order analysis). NoiseImage 4 and the Order Analysis module allow to calculate acoustic maps via ordergram, order line selection in the spectrogram (Figure 1), or order spectrum (Figure 2). This gives way to fast analysis of all-sizes machines ranging from large scale infrastructure as shown to small items in the range of centimeters.
Based on the analysis results, you are enabled to quickly localize noise emissions and e. g. compare prototype iterations. The results also allow to narrow down regions of interest for more detailed testing including vibration analysis and troubleshooting of resonance effects.
The array used in this example can be used for testing on ground level as well as for suspended operation using a crane e. g. to cover the top view. It is foldable for transport.
The powerful data recorder collects data at 192 kS/s of up to hundreds of channels including individual microphones, accelerometers and rotational speed sensors. Analyses can be automated by the Project Manager. This NoiseImage module allows you to transfer measurement and analysis configurations to entire measurement campaigns.


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Lessons learned: one year later after the earthquake and Tsunami
"The earthquake and tsunami struck Japan. It also struck at all societies across the world," declared UNESCO Director-General, Irina Bokova, during a ceremony to commemorate the first anniversary of the Great East Japan Earthquake and Tsunami. This ceremony, held on 5 March, followed the designating of Japanese tea master Sen Genshitsu as UNESCO Goodwill Ambassador.
"I was struck by the courage and determination I saw everywhere during my visit (…) I saw this in children and university students, in parents and teachers, in local authorities and government officials," she continued, referring to her official trip to Japan last February.
During this official visit, which took place on the eve of the first anniversary of the Great East Japan Earthquake and Tsunami, the Director-General conveyed a message of solidarity and highlighted the role of culture, education and scientific cooperation in the recovery process.
A charity concert for school children affected by the earthquake and tsunami, will take place at UNESCO Headquarters on 11 March. This anniversary concert is organized by La Maison de la Culture du Japon à Paris, JAPONAIDE and the International Staff Association of UNESCO, under the patronage of the Embassy of Japan in France and the Permanent Delegation of Japan to UNESCO.


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This seminar will explore the challenges of providing classical and Christian education in the urban context. I have often used the following analogy: doing classical education in a suburban context is to doing classical education in an urban context as a general practice physician's work is to a trauma surgeon's work. The needs of students in an urban context are often much more intensive than the needs of a student who is in a suburban context. In the urban context, the basics of food, clothing, and adequate shelter must be considered along with grammar, logic, and rhetoric. Urban students often qualify as "at-risk" students and come to school far less prepared for academic work than their suburban counterparts. The urban context demands a different approach to classical education. What does classical education look like in the urban school? This session will look at the kinds of solutions that urban schools have devised to deal with the problems that confront them as they aspire to teach urban students classically. This seminar is also designed to encourage discussion and a sharing of ideas and best practices from teachers and administrators involved in urban education.
Peter Vande Brake attended Calvin College in Grand Rapids, MI, where he was an All-American decathlete and Philosophy major. He a ended seminary at Union Theological Seminary in Richmond, VA, and then did his doctoral work at Calvin Theological Seminary in Grand Rapids. He taught, coached, and was Headmaster at North Hills Classical Academy from 1996–2010. He is a leadership consultant for the CiRCE Institute and the high school principal and track coach at The Potter's House School in Grand Rapids, an urban Christ-centered school. He is married and has two daughters.


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A Mental Health and Community Integration Guide for GLBTQI Individuals:
What You Need to Know
This 12-page colorful booklet covers a range of key issues in mental health recovery and community integration such as treatment and rehabilitation, financial support, housing, employment, and peer support with specific information to address the unique needs of GLBTQI individuals embedded throughout.
This resource was created in partnership with University of Pennsylvania's Collaborative on Community Integration of Individuals with Psychiatric Disabilities.
Click here to preview this booklet.
Hard copies of this low-cost booklet are available for purchase here through the NAMI store.
GLBTQI Mental Health: Recommendations for Policies and Services- a companion publication to the booklet, provides important considerations for service providers and policy makers, including an assessment of the barriers faced by GLBTQI individuals seeking mental health care and recommendations for practical strategies to address these barriers.
Special thanks goes to Mark Davis, members of the Pink & Blues support group (Philadelphia, PA), and the NAMI GLBT Leaders Group for their contributions of valuable time, expert guidance, and assistance in developing these resources.
Access NAMI resources on mental health issues in GLBTQI communities here.


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Peptide solubility guidelines
Smart Bioscience peptides are delivered as lyophilized powder in 2 mL microtubes, that needs to be reconstituted. The solubilization is a critical step for a successful peptide assay. Improper peptide solubilization results in inaccurate peptide concentration, which can introduce experimental errors into data or lead to experimental failure. Finding the ideal solvent to dissolve your peptide is often a challenge. Even if the solubility of Smart Bioscience peptides is tested, the guidelines below may be helpful in preparing peptide solutions.
General solubilization procedure
- Test peptide solubility using a small amount of the product, rather than the entire sample (Consideration to take into account when defining the quantity and the number of aliquots to order. We recommend to dedicate 1 aliquot tube of 1 mg for this purpose).
- Centrifuge to spin down any powder on the tube sidewall before use (10000xg for 5 min).
- Allow peptides to warm to room temperature before reconstituting.
- Use sterile and ideally oxygen-free water or buffer (Tris or phosphate, buffer at pH 7) when preparing peptide solutions.
- Briefly Sonicate the mixture to aid peptide dissolution (3x 10sec, ice between). Chill the tube on ice between sonications. Sonication improves solubility and minimizes peptide aggregation.
- If precipitation occurs, a gentle warming of the peptide solution would be helpful (Avoid excessive warming of the sample!).
- A peptide properly solubilized will result in a transparent, particule-free solution.
|Peptides are well solubilized if the resulting solution is transparent. On the contrary, it looks cloudy|
Peptide properties calculation & associated solubility
The amino acid composition can help predict the solubility of a peptide. Therefore, before choosing a solvent and dissolving the peptide, the sequence should be studied to determine whether the peptide is acid, basic or neutral:
- Assign a value of -1 to each acidic residue (D, E, and C-terminal COOH).
- Assign a value of +1 to each basic residue (K, R and the N-terminal NH2).
- Assign a value of +1 to each H residue at pH<6 and zero at pH >6.
- Count the total number of charges of the peptide at pH 7 (D, E, K, R, C-terminal COOH, and C-terminal NH2).
- Calculate the overall net charge of the peptide.
Charges < 0: Acidic peptide;Try to dissolve it in a basic solution by adding 10% NH4OH or ammonium bicarbonate in your buffer.
Charges > 0 : Basic peptide; Try to dissolve it in an acidic solution by adding 10% acetic acid, 0.1% TFA, 0,1% formic acid in your buffer.
Neutral peptide: if the peptide contains > 25% charged residues (e.g., D, K, R, H and E), it is generally soluble in water or aqueous buffers. Below 25% charged residues, it is recommended to use organic solvents (DMSO, ACN, DMF).
Oxidation sensitive peptides
Cys, Met or Trp-containing peptides are susceptible to oxidation. Therefore, it is recommended to dissolve them in oxygen-free buffers. Moreover, DMSO should be avoided when handling oxidation-sensitive peptides. Cys-containing peptides can form unexpected disulfide bonds (intra or interchain) that can be prevented by using reducing agents, such as DTT (dithiothreitol).
Very short peptides consisting in less than five residues are usually soluble in water or aqueous buffer, except when the entire sequence consists of hydrophobic amino acids (e.g., W, L, I, F, M, V, Y). In this case, the use of organic solvents is necessary.
Highly hydrophobic peptides
Peptides containing 50% or more hydrophobic residues (W, L, I, F, M, V, Y, P, A) are generally poorly soluble in aqueous solutions. We recommend to dissolve hydrophobic peptides in 100% ogranic solvent (DMSO, DMF or acetonitrile) and subsequently dilute with water or buffer to the desired concentration. If peptides precipitate, they need to undergo a freeze-drying step before attempting another solubilization to reach a lower dilution. DMSO is the ideal organic solvent for biological applications because of its low toxicity. If DMSO interferes with your experimental system, use DMF or acetonitrile as an alternative.
Addition of denaturating agents, such as 6M urea, 6M urea with 20% acetic acid, or 6M guanidine, can help in reducing the aggregation of peptides by disrupting hydrogen bonding network. However, these compounds can interfere with most biological systems and therefore their application is rather limited.


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Forlond was a harbour that lay on the northern shore of the Gulf of Lhûn, in the Elvish land of Forlindon. Its precise location is open to question. In Appendix A to The Lord of the Rings, there's an account of the arrival of the Gondorian general Eärnur in Lindon, where we're told that his ships filled the Forlond. That account strongly suggests that the harbour represented no more than the northern part of Mithlond, the Grey Havens. According to the maps that accompany The Lord of the Rings, though, the Forlond was placed some two hundred miles to the west of the Havens, at the mouth of the Gulf of Lhûn.
Whichever of these alternatives is correct, we can be sure that it lay on the northern shore of the Gulf, because the name Forlond is derived from the Elvish for 'north haven'. It had an equivalent on the southern shore, too: the Harlond or'south haven'.


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Lesson Plan Contest—Imagine Arizona
$25,000 in prizes
End Date: March 10, 2013
Winners Announced: May 10, 2013
Grand Prize (Individual) $3,000
Grand Prize (Team) $6,000
Teachers are the backbone of Arizona's educational system; they create the curriculum and deploy lesson plans that excite and instruct Arizona's school children. The Arizona Experience Teachers' Center invites teachers to build and share lesson plans as part of our Imagine Arizona Lesson Plan Contest.
Eligibility—Who Can Participate
The contest is open to full-time Arizona teachers of grades 4 through 12 at any accredited public, private, charter, alternative, or tribal school.
Entries will be judged in two categories: individual teachers and teacher teams. Lesson plans can pertain to any subject approved by the Arizona Board of Education. Entries are subject to all applicable federal, state and local laws and regulations.
The contest objective is to construct a multi-day lesson plan unit that incorporates content from The Arizona Experience multimedia materials.
Material developed for the contest should accommodate state education standards, include two content areas (e.g., English language arts and biology), and result in a lesson plan unit deployed in the classroom over three to seven days. Teams are urged to adopt a cross-disciplinary approach leading to a broader, multi-dimensional lesson plan.
Subject matter is solely at the discretion of the teacher but is expected to conform to state education standards.
View the Sample Lesson Plan for a rough idea of what you can do.
The best place to find educational material is right here at the Teachers' Center. The Student Resources page provides a handy list of our top educational pages. But we offer more than that! Look around the site and determine the material that works for YOU! There are no restrictions on the maps, images, videos, or articles on the site that can be used to build your lesson plan.
Use of outside resources, including citizen science data or building on state or national events such as the Arizona Science Technology Festival, is encouraged. You can also find a list of lesson plan ideas and activities on the Teacher Resources page.
Participants can choose from any of the hundreds of The Arizona Experience images, videos, interviews, interactive maps, historic time lines, and oral histories to use individually or in juxtaposition. Ideally, contestants will use data visualization software such as Microsoft Research's Layerscape (Worldwide Telescope) to add visualization or maps to the learning unit.
Each entry should include a one-page description of subject, content matter, and how The Arizona Experience content was incorporated. Lesson plans should strive to present an engaging and interactive learning experience that involves students in creative and analytical thinking through inquiry, investigation, and exploration of content.
Lesson plans must be classroom-tested prior to submission to the contest. Only one entry per teacher is permitted, either individually or as a team.
Download Entry form.
Each entry should include the following:
- Name of teacher(s)
- Project title
- Grade level(s)
- Statement of the objective, scope and strengths of the proposed lesson plan
- Statement of how and which Arizona Experience content is incorporated into the lesson plan
- Reflection paragraph about the effectiveness of the lesson in your classroom.
- Detailed description of the lesson plan
- Lesson description—describe the objective(s) and procedure to accomplish the objective(s)
- Content standards—note which of Arizona state standards are addressed in the lesson plan
- Concepts—identify the concepts engaged by the lesson plan
- Objectives—student-oriented, observable, measurable and descriptive of a learning outcome
- Materials—worksheets, student activity forms, assignments, assessment tool(s), and other materials used in the lesson plan
- Time—In-class time required to complete the lesson
Nominations must be received by 5:00 pm on Sunday, March 10, 2013. The entry must comply with the guidelines outlined on the application form. The Imagine Arizona Selection Committee reserves the right to disqualify entries that do not comply with the guidelines.
Winning curriculum will be publicized on the Teachers' Center at The Arizona Experience.
Entries will be judged by a Selection Committee including Arizona Experience team members and individuals from the education community. Entries will be judged on the following criteria:
- 25 points—Incorporating The Arizona Experience materials (e.g., publications, Web site, multimedia resources, etc.)
- 15 points—Arizona standard-based education approach
- 15 points—Evidence of exemplary teaching methods and effectiveness
- 15 points—Lesson originality and creativity
- 15 points—Ease of replication or adaptation (across curriculum, age groups, and schools)
- All decisions of the Selection Committee are final and are not subject to appeal.
Cash prizes will be awarded for 1st, 2nd, and 3rd prize in both the individual and team category and for honorable mention(s).
This contest appears on GetEdFunding.com, a free site that lists funding opportunities for educators in Arizona.
|Individual Category||Team Category
(2 or more individuals)
|First Prize||$3,000||First Prize||$6,000|
|Second Prize||$1,500||Second Prize||$4,500|
|Third Prize||$1,000||Third Prize||$2,000|
Conditions and Limitations
- The Arizona Experience is not responsible for lost, late, or misdirected entries, including problems arising from network failure
- Participants retain copyright ownership of submitted lesson plans; however, as a condition of this contest, participants must agree to release the material according to the Creative Commons Attribution-Noncommercial license. (This allows submissions to be revised and republished while acknowledging the original author(s).)
- Awardees grant The Arizona Experience the right to publicize and broadcast their name, voice, and likeness, the fact that they won, and all matters incidental thereto.
- An entrant is not a winner unless and until entrant's eligibility has been verified and entrant has been notified that verification is complete. In the event that a winner is determined to be ineligible, his or her prize will be forfeited and The Arizona Experience reserves the right to select an alternate winner from among remaining eligible entries.
Conceived to commemorate one hundred years of statehood, it celebrates Arizona's past, present, and future. Students, residents, and tourists will find compelling stories and practical information presented with the latest technology and web applications. Learn more about the Arizona Experience.
The Arizona Experience team includes experienced digital cartographers, information specialists, and meticulous researchers. Scientists and computer programmers in The Arizona Experience content management team offer expertise in qualitative and quantitative research methods. These skills have guided evaluation of content from hundreds of entities and presentation of information to create an original narrative about Arizona's land, people, institutions, companies, and agencies.
Whether the topic is mining, agriculture, biosciences, renewable energy, space exploration, high technology or preparing the twenty-first century workforce, Arizonans are working to sustain and improve the state, its resources, and its quality of life for future generations. Engaged and tech savvy students will make this future possible.


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Naval Air Station Lemoore Environmental Support
The Navy's ability to accomplish its mission requires daily operations in the land, sea, and air environments. The Navy is committed to operating in a manner compatible with the environment. National defense and environmental protection are and must continue to be compatible goals. Therefore, an important part of the Navy's mission is to prevent pollution, protect the environment, and protect natural, historic, and cultural resources. In order to accomplish this mission element, all personnel must be aware of the environmental and natural resources laws and regulations which have been established by Federal, State, and Local governments.
The number of environmental regulations has increased significantly in recent years, and these regulations are in a continuous state of change. All NAS Lemoore and Navy contracted personnel must ensure they are aware of, understand, and comply with all environmental requirements imposed upon them by Federal, State and local governments.
The Clean Air Act
(CAA) established national ambient air quality standards (NAAQS) in order to protect the health and general welfare of the public. In California achieving these standards is the responsibility of the California Air Resources Board (CARB) and the local San Joaquin Valley Air Pollution Control District which must develop State Implementation Plans (SIPs) that outline to the Environmental Protection Agency (EPA) how the State and Region will achieve and maintain the NAAQS. SIPs implement pollution control programs such as new source performance standards (NSPS), new source review (NSR), and national emission standards for hazardous air pollutants (NESHAPS) at the State and local level. California generally requires pollution control and prevention measures which are more stringent than those mandated by the EPA, and most other States. Naval Air Station Lemoore must comply with the requirements of Federal, State, and the San Joaquin Valley Air Pollution Control District regulations governing stationary and mobile source air emissions.
Present land use at NAS Lemoore can be divided into six major categories: (1) Air Operations, (2) Administration, (3) Family Housing, (4) Recreational, (5) Wildlife, and (6) Agricultural.
There are five designated wildlife areas on the station. Agricultural activities, natural grass and brush areas, and approximately 400 acres of wastewater treatment ponds at NAS Lemoore attract and support more than 124 species of animals including 3 reptiles, 3 amphibians, 12 mammals and 106 birds. Include in this list are several federally protected species.
Nearly three-quarters of the land area of NAS Lemoore (13,715 acres) is leased out to local farmers for agricultural purpose. The primary crops grown on the soils are cotton, wheat, and sugar beets. The agricultural out lease land is divided into 60 parcels which are leased to individuals for five year periods. The out lease program produces between $1.4 and $1.6 million dollars in rents annually, more than any other individual out lease program under the direction of the Navy.
Pollution Prevention Planning
Pollution prevention (P2) encompasses the methods and programs designed to reduce or eliminate pollution at the source instead of trying to control or mitigate the effects. Pollution prevention is the preferred means of complying with or reducing regulatory requirements. P2 is an important tool for the Navy to manage its resources more efficiently and cost effectively. All Navy shore installations are required to develop, implement and update P2 Plans to achieve these objectives.
The primary drivers for pollution prevention programs at Navy installations are Executive Orders (EOs) 12856 and 13101. In particular, EO 12856 directs all federal agencies to comply with the Emergency Planning and Community Right-to-Know Act of 1986 (EPCRA) and the Pollution Prevention Act of 1990 (PPA). This executive order emphasizes that the Federal Government must demonstrate pollution prevention leadership by improving facility management, incorporating environmental principles in acquisition practices, establishing comprehensive P2 Plans, and developing innovative technologies.
The PPA establishes an environmental management hierarchy as national policy. This hierarchy, also incorporated into EO 12856, calls for the following:
Pollution is to be prevented or reduced at the source whenever possible;
Pollution that cannot be prevented is to be recycled in an environmentally safe manner whenever feasible;
Pollution that cannot be prevented or recycled is to be treated in an environmentally safe manner whenever feasible; and,
Disposal or other release into the environment is to be employed only as a last resort and conducted in an environmentally safe manner.
OPNAVINST 5090.1B, issued by the Office of the Chief of Naval Operations (CNO), provides guidance for implementing EOs 12856 and 13101 at Navy shore installations. Navy policy emphasizes the innovative, aggressive use of pollution prevention measures to achieve full and sustained compliance with environmental regulations. Navy commands and activities are directed to develop and implement P2 Programs. As part of their P2 Program, activities are to develop and implement Pollution Prevention Plans that shall address the actions required by the activity for reducing pollution from all sources and to all media and for meeting their major claimant's toxic chemical release reduction requirement.
Water Reports CAC access required*. Naval Air Station Lemoore is required to distribute to its water drinking customers an annual report on the quality of water provided during the previous calendar year.
*If you are using a CAC card and you are having problems getting to the above site, try the following:
To get to the Gateway(new portal) site Login must be set to "Login with Current Name and Password". Because rebooting causes this setting to revert back to being prompted for a login we must set the site as one of the trusted sites as follows:
- Copy the web address into memory by highlighting _URL_ and pressing
and keys (or right click and choose copy).
- Go into Internet Explorer and click on "Tools" and "Internet Options" Click on the Security Tab then select the "Trusted Sites" icon so it is highlighted.
- Next click on the Sites buttons
- Paste the URL by pressing
or right click and select paste.
- Press the Add button.
- Press OK button twice.
You should now be able to get to the portal.


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|Oracle Solaris Trusted Extensions Developer's Guide Oracle Solaris 10 8/11 Information Library|
This chapter describes the Trusted Extensions APIs for performing basic label operations such as initializing labels, and comparing labels and clearances. This chapter also describes the APIs for accessing the label of a process.
For examples of how the Trusted Extensions APIs are used in the Oracle Solaris OS, see the Oracle Solaris source code. Go to the OpenSolaris web site and click Source Browser in the left navigation bar. Use the Source Browser to search through the Oracle Solaris source code.
This chapter covers the following topics:
Chapter 3, Label Code Examples provides code examples for the programming interfaces that are described in this chapter.


What Snowboard Binding Angles Should I Use?
Your snowboarding stance plays a significant role in how your board will perform to match your style or preferences. And the angles you mount your bindings at are one of the most critical factors in this setup.
I've been a certified snowboarding instructor for the last ten years. I've helped many of my students figure out their binding angles to help them develop their skills and become better riders.
This post will give you some suggestions for what binding angles to use. Everyone has personal preferences or style considerations, so I'll give you a breakdown of different angles to use for various reasons.
Time to get your bindings mounted and get after it.
Initial Thoughts on Binding Angles
Before we get started on some suggestions for what binding angles to use, I want to mention a few initial thoughts on the matter. First off, everyone is different, and everything you'll find here is a suggestion. You can always tweak the angle however you prefer.
It's also good to know the basic terminology for mounting bindings to your board. When your bindings point toward the nose of the board, that's known as a positive angle. When they point toward the tail, that's known as a negative angle.
Most snowboard mounting plates make it easy to adjust the binding angles, so you don't need to worry about figuring out your angle. Also, keep in mind that your stance setup includes the width between your two feet and the setback of where your center is on the board.
Which Binding Angles Should You Use?
The sections below will break down different angles you can use for various purposes. These are basic suggestions that many riders of a particular style will use, but you can always adjust your bindings to an angle that works best for your preferences or style.
Beginner Angles
Most beginner riders will have their front foot at a positive angle of 15 degrees and their back foot at zero or maybe a positive angle of a few degrees. This gives you a little twist towards your leading foot, which can help you stay balanced and engaged as you ride.
This 15-degree stance will make it easy to ride in one direction and is the most common stance setup for beginners. If you don't know your dominant foot or want to explore riding in both directions, you might want to consider a slightly duck-footed stance as a beginner.
As a beginner, I wouldn't ever set an angle of much more than the 15-degrees mentioned above. It can be challenging to learn the basics of turning, stopping, and leaning if you have a very aggressive stance.
All-Mountain Angles
All-mountain snowboarding is one of the most popular styles of the sport because it gives you the freedom to ride just about anywhere on the mountain. The boards also give you a lot of versatility in terms of what type of terrain you can ride, and your stance angles play a part.
I usually go with a 15-degree positive angle front foot and a 6-degree negative angle back foot for all-mountain riding. This is a slightly duck-footed stance that still gives you plenty of control in your natural foot forward. The negative back foot can help you ride switch.
You can easily tweak these angles slightly and get similar performance. 18 positive up front and 9 negative in the back is another common all-mountain angle, but this is somewhat more duckfooted.
Freestyle/Park Angles
Freestyle and park riding styles have unique stance requirements. The main thing with this style of riding is that you want the ability to ride switch very easily – meaning you need to be able to ride in both directions comfortably.
The key to accomplishing this is having a duckfooted stance where your lead foot is at a positive angle and your back foot at a negative angle. That way, when you flip around switch, the angles basically stay the same.
The most common freestyle binding angle is a 15-degree positive angle in the front and a 15-degree negative angle in the back. This gives you the same angles no matter which way you ride.
Some freestyle riders like to extend the front positive angle a few degrees and reduce the back. This results in more like an 18-degree positive angle up front and a 9-degree negative angle in the back.
Freeride Angles
Freeride snowboarding is one of my favorite styles. It involves tackling challenging terrains that you don't always find at the resort. You need to have high-level skills for this style, and you also need to have your binding angles dialed in for quality performance when you need it.
Nearly every freestyle board is directional, meaning it's designed to be ridden in a single direction instead of riding switch. This means that the angles of your bindings will be pointed further forward than with any other style.
My ideal freeride binding angle is a 21-degree positive angle up front and a 9-degree positive angle in the back. This is a bit extreme in the back foot, and most other riders I know like to keep the back foot at a 6-degree positive angle or less.
Regardless of which exact angles you choose for freeriding, I suggest that you go with positive angles for both feet. This will help you stay balanced and engaged when the conditions call for it.
Here are some quick answers to several common questions relating to snowboard binding angles.
What angle should my snowboard bindings be?
Snowboard binding angles can be adjusted to meet your style or personal preferences. If you are just getting started, your front foot should be angled forward about 15 degrees with your back foot at zero or pointed perpendicular to the board.
How should snowboard bindings be placed?
Snowboard bindings can be placed in many different ways. You can adjust the angles that your bindings point, the width between the two bindings, and where the bindings sit in relation to the center of the board.
What is the best stance for a beginner snowboarder?
The best stance for a beginner snowboarder is to have your front binding angle pointed forward about 15 degrees and your back foot left at zero degrees or pointed perpendicular to the board. You can adjust this a few degrees one way or the other for personal preference.
What snowboard stance is best for Park?
A duck stance is usually the best snowboard stance for the terrain park. This involves having your binding angles pointed slightly away from one another and can help you ride switch more easily. The angles can be anywhere from 5 to 10 degrees.
Final Thoughts
Getting your binding angles set correctly can play a significant role in the performance and ability you get out of a board. But remember that it's also a personal preference adjustment, and what works for one rider might not be ideal for you.
Follow the suggestions mentioned here as a starting point, and adjust things until you find the perfect angle for your needs.
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Breaking Down the Double Stroke Roll
(This Article was published in the most recent issue of Percussive Notes (Vol 39 No 4), and is reprinted on the Rudimental Webpage by permission of John Wooton.)
Each year the marching percussion area hosts an individuals competition at the Percussive Arts International Convention. There are several categories in which to compete including snare drum, multi-tenor drums, mallet keyboards, multiple percussion, and timpani. There is high school competition and college competition in each of those categories. In the snare drum category the participants are required to break down a long double stroke roll and one other undisclosed rudiment, which is chosen by the judges at the beginning of the competition. The flam paradiddle is usually chosen in the college competition because it is the most difficult rudiment to control at various tempi. However, the flam paradiddle will not be discussed in this article, but perhaps in a later issue. The only limitation rule for the roll is that it has to be done within a minute.
Drum Corps International used to require that competitors in the snare drum and tenor drum categories play a roll break-down as well as a flam paradiddle break-down. The maximum time for the roll was two minutes and the minimum was one minute. The roll also had to accelerate in the same amount of time it decelerated. Judges would time the roll from the beginning to the peak and then from the end of the peak to when the roll ended. If the two times were not within five seconds of each other, the individual\rquote s score was effected. Three tenths of a point were deducted for every second beyond the allotted five seconds. Penalties were also given for going over two minutes or under one minute.
Although these rules are not used in the PAS competition, the judges are very aware of the differences between the two halves of the roll break-down. Several judges keep track with a stop watch to see who has a balanced roll (acceleration - deceleration) and who does not. PAS does not have a minimum required time on the roll, but I suggest that you use as much of the given minute as possible.
The roll break-down is an advanced technique. Beginners should not attempt or practice this technique until they have mastered the double stroke roll at various tempi. The beginner should practice at steady tempi beginning with a medium to slow double stroke. Once they understand the double stroke roll, they should practice their roll on a soft surface, such as a pillow or their leg. The individual is required to use wrist and fingers because the surfaces do not throw the stick back. This will build strength in the wrist and fingers and will eventually allow the individual to play a more even double stroke roll. Do not allow beginners to play on kevlar heads that are tightened very high. Drummers that practice on hard surfaces do not develop wrist and finger strength. What happens is that the player relies on the bounce from the tension of the head and no longer uses wrist and fingers to produce an even roll. As a result, the roll becomes uneven and gritty sounding. I should also mention that kevlar heads that are torqued very high will cause tendinitis in the hand and elbow.
There are a few common errors that people make when breaking down a roll. The first error comes at the transitional point when the player starts to bounce the diddle. The difference in the no rebound stroke (staccato stroke) and the rebound stroke (legato stroke) creates a different sound and is very noticeable. To prevent this, eliminate the transition. Play the roll at the slow tempi the same way you would play them at the fast tempi. This also applies to any rudiment you are playing. You can approach any instrument with this concept. I require the same of my mallet keyboard students. They have to play passages at slow tempi the same way they would play them at fast tempi.
Start the roll with both sticks up in raised position. Use a full turn of the wrist and a slight raise of the forearm. Sticks should be raised so that they are perpendicular with the drum head. After each stroke, let the stick bounce back to this position. This is also called the legato stroke, even though it is impossible to play legato on a marching snare drum.
Do not force the stick into the head. When starting the roll and ending the roll at slow tempi, the stick will stop in between each stroke at the top of the stroke. Do not force the stick to stop at the bottom of the stroke or near the drum head. As the tempo increases, the diddles begin to flow naturally with no stopping between strokes. You want to start out your roll with a high stick height because at the slower tempi you have more time between notes, so you need more space. As the tempo increases, lower your stick heights. Do the same in reverse when slowing down the roll.
Another common error competitors make is trying to play the roll too fast. Do not play the roll so fast that it changes the sound or evenness of the roll. At your peak, the roll should still be smooth and even. If you have to start pumping your arms and locking your wrist to get the roll out, then you are going too fast and your sound will change. I suggest finding the fastest tempo you can play a roll and then setting your peak at ten beats per minute slower than your maximum. This will assure you of having a nice even roll during your peak.
Quality and consistency of sound is most important when breaking down a roll.In the past several years of judging the PAS snare drum individuals competition, I have never penalized anyone for going overtime on their roll. They seem to be in a hurry to get it over with. However, I do recall several competitors finishing their roll within 20 seconds. Although there is no rule regarding a minimum time, it is better to go overtime then to use less than half of your allotted time. This usually happens because the second half of the roll, the slow down, happens too quickly. Control the roll and try to take up the entire minute. This will allow you to show how much control you have over the roll, slow or fast.
Make sure that you slow down the roll at the same rate you speed up. It would be safe to say that 9 out of 10 drummers I hear play a roll break-down slow down the roll faster then they speed it up. Time yourself and make sure that both sides are even. For a one minute roll I would suggest the following guide line:
Accelerate 23 seconds
 Peak 8 seconds
 Decelerate 23 seconds
 Total 54 seconds (6 seconds left over)
Start your roll with a single right hand stroke (RLLRRLLRRLLRRLL) and end with a single left hand stroke to make your roll perfectly symmetrical. Starting with one stroke gives the illusion that the second note of the diddle is the downbeat. Not only does this help you put more importance on the second note of the diddle, but the listener also hears the second note as the strong beat.
If you would like the timing of your roll to be as exact as possible, I suggest that you count each stroke. This may seem a bit analytical, but it works. To make sure that you are slowing down your roll at the same rate you speed it up, play the same amount of notes on either side. Below is the system I use for a one minute roll. Count Out:
11 quarter notes (speeding up)
10 counts of eighth notes
10 counts of sixteenth notes
10 counts of thirty-second notes
10 counts of thirty-second notes (peak)
10 counts of thirty-second notes (slowing down)
10 counts of sixteenth notes
10 counts of eighth notes
11 counts of quarter notes
Eleven is used because the first note of the roll is a single stroke. An odd number gets you back to the first note of the diddle being on the downbeat. There should not be a seam between transition from quarter notes to eighth notes, eighth notes to sixteenth notes and so on. The roll should gradually increase in tempo even though you will be counting in different groupings.
The difficult part is doing this at the same rate in the second half of the roll as you did in the first half. Use the transitions from the different groupings as a reference. Remember how fast your diddles are during transitions from quarter notes to eighths and so on. Try to play the roll at the same speed during those transitions, both speeding up and slowing down. You can change the counting to customize your own roll.
And finally, do not end your roll with a rim shot. The last note should be the same volume and same intensity as the rest of the roll. Besides, his is extremely annoying.
Good luck and when in doubt, roll.
 John Wooton
John Wooton is Director of Percussion Studies at the University of Southern Mississippi and
a member of the PAS Marching Committee.


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Definition of Satureia montana
1. Noun. Erect perennial subshrub having pink or white flowers and leathery leaves with a flavor of thyme; southern Europe.
Terms within: Winter Savory, Winter Savoury
Generic synonyms: Savory
Satureia Montana Pictures
Click the following link to bring up a new window with an automated collection of images related to the term: Satureia Montana Images
Lexicographical Neighbors of Satureia Montana
Literary usage of Satureia montana
Below you will find example usage of this term as found in modern and/or classical literature:
1. The New International Encyclopædia edited by Daniel Coit Gilman, Harry Thurston Peck, Frank Moore Colby (1904)
"Winter savory (Satureia montana), a sub-shrub with prickly pointed leaves and larger flowers, is used in the same way. Summer savory is propagated by seed..."
2. The Standard Cyclopedia of Horticulture: A Discussion for the Amateur, and by Liberty Hyde Bailey (1914)
"Savory* Winter (Satureia montana). Labiate. Perennial. Uses: Seasoning. Propagated by seeds, cuttings, layers and division...."
3. Old-fashioned Gardening: A History and a Reconstruction by Grace Tabor (1913)
"... officinalis Marjoram Origanum vulgare (perennial) Origanum Majorana (annual) Savory Satureia montana (winter; perennial) Satureia hortensis (summer;..."


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Thermal Stability vs. Crystallization of the Lithiumsilicate Glasses with Addition Zirconium Dioxide and Titanium Dioxide
The glasses with composition of Li2O. 2 SiO2. n ZrO2. n TiO2 (where n = 0; 0.015; 0.031; 0.050; 0.075; 0.1; 0.15; 0.2) were prepared and the relationship between structural and selected parameters of thermal stability vs. crystallization has been studied by differential thermal analysis. Structural analysis was provided by X–ray diffraction. The order of thermal stability vs. crystallization representing of activation energy of studied glass systems which increase with higher addition both oxides. The same order was obtained from the values of XRD. On the comparison the glasses with zero addition titanium dioxide their activation energy was much higher.
M. Liška, D. Galusek, R. Klement and V. Petrušková
V. Pavlík et al., "Thermal Stability vs. Crystallization of the Lithiumsilicate Glasses with Addition Zirconium Dioxide and Titanium Dioxide", Advanced Materials Research, Vols. 39-40, pp. 399-401, 2008


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FNT Staging Area
FNT Software's central data hub for exchanging, comparing, and importing large quantities of data.
FNT Staging Area is an ETL (extract, transform, load) tool that makes it possible to merge heterogeneously structured data from a wide variety of systems, transform it, check it based on the predefined specifications and rules of the target system, and provide that data for use by FNT Command and FNT Service Planet.
Users can easily model and configure interfaces in a Web browser via the visual editor, without needing any prior programming knowledge.
This approach considerably facilitates the implementation of interface projects while ensuring that a high degree of standardisation is achieved. FNT's longtime project experience is reflected in the wide range of standardized interfaces available. In conjunction with FNT Staging Area, the application programming interface (API) allows straightforward, flexible linking of FNT Command to other 3rd party OSS/BSS solutions.
- Interfaces to FNT Command and FNT Service Planet can be created and maintained without any programming knowledge quickly with the help of the graphical editor.
- A predefined standard set of connectors and components facilitates data integration with FNT Command
- Additional components and adapters can be easily installed as a plug-in modules.
- The integrity of the data model within FNT Command can be visualized and be directly used during the development of any interface
- High scalability enables high performance even for large data volumes
- The modular design ensures a quick installation and application use independent of an FNT Command deployment