27 days old
Laboratory Technician, Chemical, San Pedro, CA
Kelly Services
Gardena, CA 90247
**Laboratory Technician, Chemical, San Pedro, CA**
**Position Type:** Temp-to-Hire
**Shift:** 1 st, MondayFriday
**Pay:** $18-20/hour depending on experience
Performs laboratory tests to determine chemical and physical characteristics or composition of solid, liquid, or gaseous materials for such purposes as quality control, process control, or product development by performing the following duties. Responsible for supporting the QC laboratory through reagent compounding. Perform ID testing, physical property testing and general laboratory upkeep. Individual will be responsible for performing batch reviews on finished products in accordance to cGMP regulations.
**ESSENTIAL DUTIES AND RESPONSIBILITIES** include the following. Other duties may be assigned.
+ Sets up, adjusts and operates laboratory equipment and instruments such as microscopes, centrifuge, agitators, viscosimeter, chemical balance scales, spectrophotometer, gas chromatograph, colorimeter, and other equipment.
+ Tests solutions used in processes such as anodizing, waterproofing, cleaning, bleaching, and pickling for chemical concentration, specific gravity, or other characteristics.
+ Tests samples of manufactured products to verify conformity to specifications.
+ Records test results on standardized forms and writes test reports describing procedures used.
+ Prepares graphs and charts.
+ Cleans and sterilizes laboratory equipment.
+ Calibrates laboratory instruments.
+ Prepares chemical solutions according to standard formulas.
+ Adds chemicals or raw materials to process solutions or product batches to correct or establish formulation required to meet specifications.
+ Associate's degree (A. A.) or equivalent from two-year college or technical school AND six months to one year related experience and/or training
**For Immediate Consideration, Apply Today! Questions? Call Grace at _PHONE_, Email at, or schedule a time to connect directly follow the link:** ****
**About Kelly** ****
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Forex Walkthrough
Charts - The Bearish Diamond
For years, common formations such as pennants, flags and double bottoms and tops have been used by traders in the currency markets. A less talked about, but equally useful, pattern that occurs in the currency markets is the bearish diamond top formation, commonly known as the diamond top.
The diamond top generally occurs at the top of considerable uptrends. It effectively signals impending shortfalls and retracements with relative accuracy and ease. This formation can also be applied to any time frame, especially daily and hourly charts, as the wide swings often seen in the currency markets will offer traders plenty of opportunities to trade.
Identifying and Trading the Formation
The diamond top formation is established by first isolating an off-center head-and-shoulders formation and applying trendlines dependent on the subsequent peaks and troughs. It gets its name from the fact that the pattern bears a resemblance to a four-sided diamond.
Let's break the process down step-by-step using the Australian dollar/U.S. dollar (AUD/USD) currency pair (Figure 1) as our example. First, we identify an off-center head-and-shoulders formation in a currency pair. Next, we draw resistance trendlines, first from the left shoulder to the head (line A) and then from the head to the right shoulder (line B). This forms the top of the formation; as a result, the price action should not break above the upper trendline resistance formed by the right shoulder. The idea is that the price action consolidates before the impending shortfall, and any penetrations above the trendline would ultimately make the pattern ineffective, as it would mean that a new peak has been created. As a result, the trader would be forced to consider either reapplying the trendline (line B) that runs from the head to the right shoulder, or disregarding the diamond top formation altogether, since the pattern has been broken.
To establish lower trendline support, the technician will simply eye the lowest trough established in the formation. Bottom-side support can then be drawn by connecting the bottom tail to the left shoulder (line C) and then connecting another support trendline from the tail to the right shoulder (line D). This connects the bottom half with the top and completes the pattern.
Notice how the rightmost angle of the formation also resembles the apex of a symmetrical triangle pattern and points to a breakout.
Figure 1: Identifying a diamond top formation using the AUD/USD.
Source: FXTrek Intellicharts
Figure 2 below shows a zoomed in view of Figure 1. We can see that a sessioncandle closed below or "broke" the support trendline (line D.i.), indicating a move lower. The diamond top trader would profit from this by placing an entry order below the close of the support line at 0.7504, while also placing a stop-loss slightly above the same line to minimize any potential losses should the price bounce back above. The standard stop should be placed 50 pips higher at 0.7554. In our example, the stop order would not have been executed because the price did not bounce back, instead falling 150 pips lower in one session before falling even further later on.
Figure 2: A closer look at the diamond top formation using the AUD/USD. Notice how the position of the entry is just below the support line (D.i.).
Source: FXTrek Intellicharts
Finally, profit targets are calculated by taking the width of the formation from the head of the formation (the highest price) to the bottom of the tail (the lowest price). Continuing with our example using the AUD/USD currency pair, Figure 3 shows how this would be done. In Figure 3, the AUD/USD exchange rate at the top of the formation is 0.8003. The bottom of the diamond top is exactly 0.7250. This leaves 753 pips between the two prices that we use to form the maximum price where we can take profits. To be safe, you should set two targets in which to take profits. The first target will require taking the full amount, 753 pips, and taking half that amount and subtracting it from our entry price. Then, the first target will be 0.7128. The price target that will maximize our profits will be 0.6751, calculated by subtracting the full 753 pips from the entry price.
Figure 3: The price target is calculated on the same example of the AUD/USD.
Using a Price Oscillator Helps
A key to successful trading is to always receive affirmation, and the diamond top pattern is no different. Adding a price oscillator such as moving average convergence divergence and the relative strength index can increase the accuracy of your trade, since tools like these can gauge price action momentum and be used to confirm the break of support or resistance. (To learn more, see Getting To Know Oscillators.)
By applying the stochastic oscillator to our example (Figure 4 below), the investor confirms the break below support through the downward cross that occurs in the price oscillator (point X).
Figure 4: The cross of the stochastic momentum indicator (point X) is used to confirm the downward move
Source: FXTrek Intellicharts
The bearish diamond top is often overlooked because it happens so infrequently, but it is still very effective in displaying potential opportunities in the forex market. When this formation is combined with a price oscillator, the trade becomes an even better catch - the price oscillator enhances the overall likelihood of a profitable trade by gauging price momentum and confirming weakness as well as weeding out false breakout/breakdown trades. (To learn about other tools used in technical analysis, see our Introduction To Technical Analysis tutorial.)
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text:
Quicksilver is set in the late 17th and early 18th century, mostly in England, France, and the United Provinces, with sections further east and in Massachusetts. It deals with the science, economy and politics of that era, revolving around characters such as Isaac Newton. Ancestors of the characters of Stephenson's Cryptonomicon feature strongly. As in other Stephenson works, there is a theme of how money works. The novel covers such historical events as the Great Plague, the Great Fire of London, the Edict of Fontainebleau, the Monmouth Rebellion, the Bloody Assizes, the Battle of Vienna and the Glorious Revolution, though many details, such as the identity of members of the CABAL, have been changed.
|Table of contents|
3 External links
The The Age of Unreason cycle by Keyes shares many of the historical characters of Quicksilver such as Benjamin Franklin, Newton, Louis XIV of France and Nicolas Fatio de Duillier.

source: HuggingFaceFW/fineweb-edu


View Full Version : Help decipher this tutorial
Edalgo Alvarez
01-18-2005, 06:22 PM
Hey guys, I've decided to start modelling Earth using this tutorial: _URL_ but I've noticed that some things seem to be different than my Lightwave 8.
For example: Step 1 says make the diameter 176.2Km, so would I make the x, y, and z axis 176.2Km?
Second, in step 3 with the size tool. It wants me to increase the diameter by entering 100.2%. Now I did this in the "factor" box, but didnt notice any change at all. Is it because this is supposed to be on a different layer whenever I change surfaces and what not, or am I supposed to put 102% in the x, y, and z axis again? Or maybe I won't notice any change.
Also a question about layers and surfaces. If I change the size of the sphere and add a layer to it, since its the same sphere, arent I just saving over the initial surfaces I've given it?
Thanks for the help guys.
01-18-2005, 06:32 PM
Question1: radius is half the length of diameter. In Ball Numeric, radius X, Y and Z would be 88.1 km
Question2: Did you read the part that follows? The part that says "click 'apply'"?
Question3: huh? Please rephrase your question.
CGTalk Moderation
01-20-2006, 11:00 AM


Production & postharvest
 - Summer weeds can rob subsequent crops of soil nitrogen and stored soil water. They can also reduce crop emergence by causing physical and/or chemical interfence at seeding time.
 - The Weed Seed Wizard is a computer simulation tool that helps you understand and manage weed seedbanks on your farm.


text:
Combining the verbal and the visual to improve retention.
Dual-coding theory suggests that both visual and verbal information is used to represent information. Visual and verbal information are processed differently and along distinct channels in the human mind, creating separate representations for information processed in each channel. With this in mind, each year group have created a Dual Coding schema for each of their topics. The schema is made up of simple, meaningful images linked with words which organises the content that will be learnt throughout the topic. Please click on your child's year group below to see the Dual Coding schema for their topic. In the Foundation Stage, they also use dual coding symbols across their curriculum where they feel it is effective.

source: openbmb/Ultra-FineWeb


Roads to the Unconscious: A Manual For Understanding Road Drawings
Roads to the Unconscious is a book not only for art therapists, psychologists, social workers, counselors and mental health professionals but for all individuals eager to use the image-making process for self-discovery and personal growth.
The author explains how road drawings are capable of eliciting impromptu imagery that represents the person's origins, the history of his or her life process, experiences to date and intent for the future - even from a single drawing. In addition, the periodic upgrade and reparation of the road can serve as a metaphor for the person's capacity for change and reparation.
Based on psychodynamic principles, the focus is on insight gained through the image-making process. The road drawing technique permits access to inner alleys of the unconscious whereupon the person can familiarize and reintegrate these severed and unfamiliar pathways. This book provides an overview of the theoretical principles and rationale for the road drawing technique, as well as simple directions for administering the task. The author includes illustrations that demonstrate how the technique can be used to elicit graphic representation of the person's "road of life" and serve as a metaphor for the person's capacity for change and restoration.


text:
The following completion functions have nothing in themselves to do with minibuffers. We describe them here to keep them near the higher-level completion features that do use the minibuffer.
This function returns the longest common substring of all possible completions of string in collection.
try-completioncompares string against each of the permissible completions specified by the completion table. If no permissible completions match, it returns
nil. If there is just one matching completion, and the match is exact, it returns
t. Otherwise, it returns the longest initial sequence common to all possible matching completions.
If collection is an list, the permissible completions are specified by the elements of the list, each of which should be either a string, or a cons cell whose car is either a string or a symbol (a symbol is converted to a string using
symbol-name). If the list contains elements of any other type, those are ignored.
If collection is an obarray (see Creating Symbols), the names of all symbols in the obarray form the set of permissible completions.
If collection is a hash table, then the keys that are strings are the possible completions. Other keys are ignored.
You can also use a function as collection. Then the function is solely responsible for performing completion;
try-completionreturns whatever this function returns. The function is called with three arguments: string, predicate and
nil(the third argument is so that the same function can be used in
all-completionsand do the appropriate thing in either case). See Programmed Completion.
If the argument predicate is nonnil, then it must be a function of one argument, unless collection is a hash table, in which case it should be a function of two arguments. It is used to test each possible match, and the match is accepted only if predicate returns nonnil. The argument given to predicate is either a string or a cons cell (the car of which is a string) from the alist, or a symbol (not a symbol name) from the obarray. If collection is a hash table, predicate is called with two arguments, the string key and the associated value.
In addition, to be acceptable, a completion must also match all the regular expressions in
completion-regexp-list. (Unless collection is a function, in which case that function has to handle
In the first of the following examples, the string 'foo' is matched by three of the alist cars. All of the matches begin with the characters 'fooba', so that is the result. In the second example, there is only one possible match, and it is exact, so the return value is
t.(try-completion "foo" '(("foobar1" 1) ("barfoo" 2) ("foobaz" 3) ("foobar2" 4))) ⇒ "fooba" (try-completion "foo" '(("barfoo" 2) ("foo" 3))) ⇒ t
In the following example, numerous symbols begin with the characters 'forw', and all of them begin with the word 'forward'. In most of the symbols, this is followed with a '-', but not in all, so no more than 'forward' can be completed.(try-completion "forw" obarray) ⇒ "forward"
Finally, in the following example, only two of the three possible matches pass the predicate
test(the string 'foobaz' is too short). Both of those begin with the string 'foobar'.(defun test (s) (> (length (car s)) 6)) ⇒ test (try-completion "foo" '(("foobar1" 1) ("barfoo" 2) ("foobaz" 3) ("foobar2" 4)) 'test) ⇒ "foobar"
This function returns a list of all possible completions of string. The arguments to this function are the same as those of
try-completion, and it uses
completion-regexp-listin the same way that
If collection is a function, it is called with three arguments: string, predicate and
all-completionsreturns whatever the function returns. See Programmed Completion.
Here is an example, using the function
testshown in the example for
try-completion:(defun test (s) (> (length (car s)) 6)) ⇒ test (all-completions "foo" '(("foobar1" 1) ("barfoo" 2) ("foobaz" 3) ("foobar2" 4)) 'test) ⇒ ("foobar1" "foobar2")
This function returns nonnilif string is a valid completion alternative specified by collection and predicate. The arguments are the same as in
try-completion. For instance, if collection is a list of strings, this is true if string appears in the list and predicate is satisfied.
This function uses
completion-regexp-listin the same way that
If predicate is nonniland if collection contains several strings that are equal to each other, as determined by
completion-ignore-case, then predicate should accept either all or none of them. Otherwise, the return value of
test-completionis essentially unpredictable.
If collection is a function, it is called with three arguments, the values string, predicate and
lambda; whatever it returns,
test-completionreturns in turn.
This function returns the boundaries of the field on which collection will operate, assuming that string holds the text before point and suffix holds the text after point.
Normally completion operates on the whole string, so for all normal collections, this will always return
(0. (lengthsuffix
)). But more complex completion such as completion on files is done one field at a time. For example, completion of
"/usr/sh"will not include
"share/". So if string is
"/usr/sh"and suffix is
(5. 1)which tells us that the collection will only return completion information that pertains to the area after
If you store a completion alist in a variable, you should mark the
variable as "risky" by giving it a nonrisky-local-variable property. See File Local Variables.
If the value of this variable is nonnil, case is not considered significant in completion. Within
read-file-name, this variable is overridden by
read-file-name-completion-ignore-case(see Reading File Names); within
read-buffer, it is overridden by
read-buffer-completion-ignore-case(see High-Level Completion).
This is a list of regular expressions. The completion functions only consider a completion acceptable if it matches all regular expressions in this list, with
case-fold-search(see Searching and Case) bound to the value of
This macro provides a way to initialize the variable var as a collection for completion in a lazy way, not computing its actual contents until they are first needed. You use this macro to produce a value that you store in var. The actual computation of the proper value is done the first time you do completion using var. It is done by calling fun with no arguments. The value fun returns becomes the permanent value of var.
Here is an example:(defvar foo (lazy-completion-table foo make-my-alist))
There are several functions that take an existing completion table and
return a modified version.
a case-insensitive table.
multiple input tables.
completion-table-subvert alters a table
to use a different initial prefix.
returns a table suitable for operating on quoted text.
completion-table-with-predicate filters a table with a
completion-table-with-terminator adds a


Two cases of compulsive swearing – in sign language
The medical journal Movement Disorders reported two case studies of people who were deaf from birth and had the tic disorder Tourettes, leading them to compulsively swear in sign language.
Tourettes is often associated with compulsive swearing, although this only happens in a minority of cases. It is more commonly associated with compulsive actions, that can be non-word vocal sounds, or actions that range from eye-blinks to hair-combing like actions.
However, in some people compulsive swearing, known as coprolalia, does appear, and in these two cases studies, it seems this can even be expressed through sign in people who have sign language as their first language.
This is from a 2001 case study:
Here we present a 31-year-old man with prelingual deafness who had motor and vocal tics as well as coprolalia expressed through sign language. He would feel a compulsion to use the sign for ‚Äúcunt‚Äù (see Fig. 1: [top]) in contexts (grammatical and social) that were not appropriate. This is essentially the sign for the medical term ‚Äúvagina‚Äù except that the sign is pushed toward the person at whom it is aimed and accompanied by threatening body language and facial expression. The patient would then feel embarrassed about the compulsion and aim to disguise it as another sign. Commonly, this would be the sign for ‚Äúpetrol pump‚Äù (see Fig. 2: [bottom]). This can also be used to symbolise a small watering can.
There's also loads of great guides to sign language on the net, including a guide to swearing and a guide to flirting if ever you find yourself wanting to chat up a hot deaf babe or sexy deaf boy.
Link to first case study (vaguely via MeFi).
Link to PubMed entry for same.
Link to second case study (mentioned above).
Link to PubMed entry for same.
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text:
Simulation of isothermal processes in uranium dioxide through molecular dynamics method using a parametrically temperature-dependent potentialAuthor(s): Yuri Sergeevich Nagornov, Andrey Valerievich Katz
The present paper justifies the application of the temperature-dependent potential to themolecular dynamicsmethod through the example of uranium dioxide. Substantiation of the temperature dependence of interatomic potential is carried out based on the Newton quantum equation.Mean force can be represented as a sum of derivative of potential at the average atomic coordinate and the summand that depends on square dispersion of the coordinate depending on the temperature of the crystal. The selection of parameters of potential was done at three temperature values: the initial temperature and temperatures of phase transitions Â 2670 and 3120K, parameters of potentials for all other temperatures were found by approximation. The paper calculated temperature dependencies for the lattice constant, enthalpy, heat capacity. Our data are good agreement with experimental data.


Pherera (Muslim traditions) in Pakistan
Pherera (Muslim traditions)
Send Joshua Project a photo
of this people group.
Send Joshua Project a map of this people group.
People Name: Pherera (Muslim traditions)
Country: Pakistan
10/40 Window: Yes
Population: 1,500
World Population: 1,500
Primary Language: Punjabi, Western
Primary Religion: Islam
Christian Adherents: 0.00 %
Evangelicals: 0.00 %
Scripture: New Testament
Online Audio NT: No
Jesus Film: Yes
Audio Recordings: Yes
People Cluster: South Asia Muslim - other
Affinity Bloc: South Asian Peoples
Progress Level:
No profile text currently available.
Profile suggestions welcome.
Joshua Project suggests the following outline:
 - Introduction / History
 - Where are they located?
 - What are their lives like?
 - What are their beliefs?
 - What are their needs?
 - Prayer Items


text:
12 April 20013
Author: Kannen, V.
Title: These are not 'regular places': women and gender studies classrooms as heterotopias
Journal: Gender, Place and Culture.
This article questions the transformative potential of women and gender studies classrooms through a discussion of student experiences of privilege and oppression in these spaces. Using in-depth interviews with 22 undergraduate students from two contrasting Canadian universities, this article explores how women and gender studies classrooms function as heterotopias or 'other places' – sites that challenge 'regular' places outside of the academy. Critically analyzing student experiences illustrates to how the intersections of space/location, power, and identities inform notions of privilege and oppression within these classrooms. Analysis of the participants' reflections points to how it is through these 'other places' that students are able to recognize identities that were once unknown to them, become conscious of their embodiments via feelings of worry and discomfort, and question their sense of place in the classroom. It is because of these findings that this research functions as a call to instructors regarding the need to prioritize student experiences, so as to be able to critically reflect upon the social and academic significance of women and gender studies classrooms.
Canada; Foucault; heterotopia; identity; students; women and gender studies


Big Sister Number 6
Do you use the method in PON whereby the women with root 6 control 'everyone' else? Or all are equal in rank?" asked Oscar in a recent email to me.
CaseStudy_Wyson_wifeLet's look at the underlying principles of the number 6 first. We can associate the number 6 to different traits and characters. These include suggesting a person with security, mental, boastful, show-off, homely, and financial tendencies. For ordinary people, the 'homely or responsible' traits suggest a person who cares a lot for his or her home and the family members. For a politician, the 'homely or responsible' trait could also include the care (economic, financial, and political stability) for the country.
There is some truth in Oscar's question about women with Root 6 having the controlling nature. Yes, they could be the 'Big Sister' of the family or the controller of the team.
From an extended Elements of Numbers (EON) method, we need to analyse the person's chart as a whole rather than just focus on the Root number. There are times when I noticed a person's prominent behaviours and habits does not associated to their Root number. Instead, I could identify them from other surrounding numbers in the chart.
Well, you need to analyse beyond numbers which often acts as a symbolic icon just like a typical signboard. You can easily identify the graphic representation – a STOP or NO ENTRY signboard is a warning sign. Many people don't take notice of the background colour of the signboard. For example, we usually associated street signboards painted with RED background colour as rules we must follow as there might be 'danger' ahead.
FEN_COURSEThis is one significant reason EON is different. Other methods (like PON, UCM, LifeQuest) focused mainly on the numbers whereas EON focuses more on the Five Elements associated to the numbers. When you analyse the chart from EON principles, you would notice the Root number's influences, though obvious, might have varying strengths or weaknesses. Therefore, a female person with 'Big Sister Number 6need not necessarily imply she's always the controlling person, or often control others without hesitation.
The Five ElementsCheck out the 'Five Elements" section in Chapter 3, Page 81 of my book "Elements of Numbers: Fast and Easy Character Profiling" if you have access to it. Alternatively, you can also buy my book from major Singapore bookstores like Kinokuniya, Times, or selected Popular outlets. You can also get the book at specialised metaphysics bookstores like Wan Li Book Co at Golden Mile, Beach Road. For those living in SE Asia countries, you can order the book direct from me. And for those living in Europe, US and other countries, you can order the book from online stores like Amazon. Click this link for book purchasing details.
You can find out the strength of each element in a person's chart once you understood the interactions of the Five ElementsElemental Cycles (production, weakening, controlling, and repelling). You can check its possible influence on a person's Root number element. Using symbolic representation, we can visualise the number 6 like a big knife or meat chopper; and the number 1 is like a small knife or a sword. By character associations this means that a person with root number 6 have more forceful, arrogant, and Goliath-like tendencies than someone with root number 1.
The vibes present in the Periodic Charts do influence a person as well. That is why it is important to check a person's Personal Year chart to find out the combined strengths manifesting the stronger and weaker elements. And use the Five Elements principles to identify the probable vibes affecting the person.
AnnualCodeMost people would, by default, associate controlling and forceful nature to the masculine gender. From a YIN and YANG perspective, the number 6 has YANG energies. People assume it is 'NORMAL' for a male person with Root 6 to behave manly and talk loudly. But when a woman has Root 6, it's an exception behaviour beyond the norm. People assume women to be feminine and talk softly. So, when a woman has Root 6, people do take special notice and assumed these women have 'man-like' controlling behaviours and habits. Some people even stereotypes them as 'worst' than men as they want to control everything.
Click the EVENTBRITE link to register for the FEN course now!
FEN Level 2 (Advanced) course – 9/5 and 16/5
In practicality, I'd say that all people (both male and female) with Root 6 are equal and have similar controlling nature. Their actions and expressions are partly influenced by the gender role. The strengths and weaknesses of their characters, behaviours and habits mainly depend on the elements present in their birth chart. We can also find out a person's current behaviour and actions from their periodic charts, and their year influence tendencies from their ANNUAL CODE patterns.
Regards, Ron WZ Sun
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What is Lead
of Epoch Analytical Inc.
EPOCH is accredited with the US National Voluntary Laboratory Accreditation Program (NVLAP) for bulk asbestos sample analysis under NVLAP Code 200746-0
EPOCH is accredited with the Canadian Association for Laboratory Accreditation Inc. (CALA) for airborne fiber analysis (Membership No. 3533).
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1. What is lead?
2. What are the health effects of lead?
3. Where is lead located?
4. How can I find out more about lead?
5. How do I submit a sample to test for lead content?
6. What amount of lead is considered safe?
7. How do I submit a sample to test for lead content?
Bulk Sample Asbestos Identification using EPA600/R93/116
Airborne Asbestos Fiber Counting using Phase Contrast Microscopy (PCM) in accordance to NIOSH 7400
Gravimetric 400 and 1000 Point Count for Bulk Asbestos
Vermiculite Research Method by PLM using EPA600/ R-04/004
Lead Detection in Paints and Coatings
Lead (Pb) Detection by Open Beam X-Ray Fluorescence (XRF) Analysis
Lead (Pb) Detection by Flame Atomic Absorption Spectroscopy (FAA) NISOH 7082
Mold and Bacteria Analysis
Transmission Electron Microscopy (TEM)
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text:
The Office of Student Engagement, as part of Undergraduate Education, oversees a series of special initiatives. Special initiatives currently in development include:
The Highlander First-Generation Project is designed to help increase awareness of first-generation issues and experiences, reduce roadblocks, increase campus collaborative support efforts, and encourage student resource utilization.
- First-Generation Living and Learning Community
- Ask.ucr.edu was designed to be a student resource hub, providing guidance to where answers were located across the institution. The site features the ScottyBot chatbot, a Library-hosted 'Ask a Student' live chat, referrals to online learning support resources, a widget of important campus deadlines, video tutorials, and resource introductions, and links to major campus student supports and engagement opportunities.
- Student Success Coaching and Outreach
- UCR, We're Here for You - Calling Campaign. During the coronavirus pandemic, Student Engagement coordinated an outreach program to call students to check on well-being, gather feedback, and provide a human connection with someone from UCR.
- Campus Collective - Peer Mentoring for incoming freshmen and transfer students.
- ScottyBot - UCR ChatBot for Student Success Resources
- The ScottyBot will provide students with an easy to have any UCR questions answered, and is accessible via the web and by text. The chatbot will answer commonly-asked questions for popular offices such as Registrar, Financial Aid, Student Business Services, Residential Life, and Summer Sessions. The goal is to provide real-time support 24/7/365.
- Leadership and Career Readiness Initiative
- Development of a career readiness pathway project in collaboration with various campus leadership programming partners. Donor funded, this initiative is designed to help get UCR students developing greater career-ready leadership skills and to help identify pathways for tracking and articulating that skill development.
- Leadership Pathway Program
The Leadership Pathway Program is a two-year cohort model designed to engage students in leadership skill development and experiential education. The program includes four critical courses focused on seminars, workshops, readings, self-discovery inventories, and reflective writing to develop leadership skills.


text:
Mosaics are made of tiny colored pieces of stone, pottery, glass or other materials, arranged together and set in plaster or cement to make patterns and images. They can be used to decorate a floor, a wall or in some cases a ceiling.
Mosaics have a long history. They were created in Ancient times in Babylon, Egypt, Greece and Rome. When the cities of Pompeii and Herculaneum (which were buried under lava when Mount Vesuvius erupted in A.D. 79) were rediscovered, many wonderful mosaics were found.
Ask your students to imagine, making a mosaic using over one million pieces of glass - all hand cut, and placed into wet plaster to create a large pattern for their entry hall! It is a project that would take months and in some cases even many years to complete.
For several centuries, interest in the making of mosaics declined. It wasn't until the 19th century, when architects started to look at old ideas for new inspirations, that the interest once again returned and mosaics began popping up in public buildings and private homes.
This Halloween, why not have your students try their hands at mosaic making, using something very plentiful this time of year... pumpkin seeds.
- Pumpkin Seeds (clean)
- Tempera paint (dark colors)
- Paint brush
- Shallow container
- Thick paper (poster board)
- Wax paper or newspaper
- Have students choose a few paint colors. Put the seeds into a shallow dish, squirt some paint on the seeds and mix the paint around until all seeds are covered in paint. They should do this for as many colors as they need.
- Spread the seeds out on wax paper (or newspaper) and let dry.
- While they are waiting for the seeds to dry, students can draw a scary picture onto their poster paper. Some ideas include a jack 'o' lantern, masks, a black cat or just wild designs. Remind students to keep it simple, remember, they will be "coloring in" with seeds.
- When the seeds are dry, they can be arranged and glued onto the poster paper in the appropriate areas. If you are feeling really adventurous, try using plaster instead of glue to create the mosaics. Just remind students to work quickly as plaster has a very quick set time. Also, never pour plaster down the sink. Wait for it to dry and throw it in the garbage.


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The Gironde is a navigable estuary (often falsely referred to as a river), in southwest France and is formed from the meeting of the rivers Dordogne and Garonne just downstream of the centre of Bordeaux. Covering around 635 km2 (245 sq mi), it is the largest estuary in western Europe.
The Gironde is approximately 80 km (50 mi) long and 3–11 km (2–7 miles) wide and the French département Gironde is named after it. The Gironde is subject to very strong tidal currents and great care is needed when navigating the estuary by any size or type of boat.
The Gironde was the setting for Operation Frankton, a British special forces operation during the Second World War tasked with the objective of destroying shipping moored at the docks in Bordeaux.
Within the estuary between the Pointe de Grave at the seaward end and le bec d'Ambes are a series of small islands.
The Île de Patiras is 200 ha in size with a lighthouse to aid navigation in the estuary. Vines and maize are grown there.
The Île Sans-Pain and Île Bouchaud are now virtually joined due to progressive silting and are referred to as the Ile Nouvelle. They total about 265 ha and are owned by the Conservatoire du Littoral and managed by the Department of the Gironde.
Gironde (French pronunciation: [ʒiʁɔ̃d]; in Gascon Gironda) is a common name for the Gironde estuary, where the mouths of the Garonne and Dordogne rivers merge, and for a department in the Aquitaine region situated in southwest France. The Bordeaux wine region is in the Gironde.
A fishing net or fishnet is a net used for fishing. Nets are devices made from fibers woven in a grid-like structure. Fishing nets are usually meshes formed by knotting a relatively thin thread. Early nets were woven from grasses, flaxes and other fibrous plant material. Later cotton was used. Modern nets are usually made of artificial polyamides like nylon, although nets of organic polyamides such as wool or silk thread were common until recently and are still used.


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Why champagne is so bubblyPublished On: Sat, Dec 31st, 2011 | Food & Nutrition | By BioNews
The unique bubbly fizz and taste that comes on popping the champagne cork is because of trapped carbon dioxide in the drink, a new study has suggested.
A New Year's themed video produced by the American Chemical Society, explained Henry's Law, which is a law of physics that states that the pressure of a gas above a solution is proportional to the concentration of the gas within the solution.
For champagne, carbon dioxide is the gas that forms those delightful bubbles. And, in an unopened bottle of champagne, there is equilibrium between the CO2 inside the liquid and the gas in the spaces of the cork, the Discovery News reported.
Popping the cork disturbs this equilibrium, which is only regained as the CO2 bubbles out. To get raise a perfect toast, make sure to pour on an angle, which preserves up to twice as much CO2 compared to pouring into the middle of the glass, according to a 2010 paper in the Journal of Agricultural Food Chemistry.
The video demonstrated that "as the bubbles ascend the length of the glass in tiny trains, they drag along molecules of flavor and aroma which explode out of the surface, tickling the nose and stimulating the senses."
Champagne making process includes two fermentations that must be done absolutely accurately to ensure the correct concentration of bubbles in the final product. During the first fermentation, just as for any other kind of wine, yeast eats up sugar molecules in grape juice and releases CO2 and ethanol. The second fermentation traps CO2 inside the liquid.
This procedure is definitely not that easy as during 1600s, when Dom Perignon is rumoured to have discovered champagne (or at least helped perfect it), bottles seldom ended up with no bubbles while in some occasions, CO2 levels were so high that bottles exploded. (ANI)


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Art as Meaning of Confidence: Bridging the Gap between Child Art and Adult Art
All children draw and paint with great enthusiasm. Ironically, most persons after childhood tend to feel a lack of confidence when asked to perform in these areas. Many adolescents look on their art work as childish, naïve, and lacking in finesse. Something seems to happen between childhood and adulthood that makes many individuals in our society shy away from the visual arts. From survey, there are only ten percent of all secondary students enrolls in art classes. Obviously, this is a critical time concerning visual art expression. There are two reasons that enrollment in art class at the secondary level is low. First, when children reach the age of eight or nine, awareness emerges of visual and spatial qualities such as distance, shadows, and texture is probably the result of an increased differentiation at that time. Adolescents feel they cannot do art and will avoid this area if the art work does not come up to their expectation, which are usually realistic, if not photographic. Secondly, the attitude of society toward arts. The art teacher can generally expect adolescents to find little or no support for their attempts at making art from the adult world unless certain outstanding abilities are evident in their work. How to bridge the gap between child art and adult art? First, the art teacher should make the adolescent art student aware of the world of adult art and do not look at their work with the critical eyes of adults. Secondly, a collection of reproductions or slides showing a great diversity of styles, schools, and individual artists should be introduced to students who have lost confidence in themselves and their own art. Thirdly, a persuasive teacher can convince students of their uniqueness by pointing out how a particular quality is reflected in their own work, thereby developing confidence and acceptance of their own art expression.
Keywords: Child Art, Adult Art, Visual Art, Confidence
Affiliation not supplied


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The meat of most adult mammals falls in the category of red meat, such as beef, lamb, pork, venison, goat and some others.
Not all red meats are the same color. The color variations result from differences in diet, exercise, breed, and especially by the age of animal, which can produce darker red meat as it gets older.
In the case of red meat, you probably associate a pinkish-red color with freshness. This color is a result of the protein called myoglobin, that stores oxygen in muscle cells and is purplish in color. When it is mixed with oxygen, it becomes oxymyoglobin and produces bright red color. The more myoglobin there is in the cells, the redder the meat.
When you cook the red meat, the color changes depending on what the meat's interior temperature is. The redder the meat, the darker it will get when cooked.
Prolonged exposure to air and light will darken meat that starts out bright red. Color changes can also occur if raw meat is frozen, where it can fade or turn more of a brownish shade due to oxidation.
Even if there's a color change, the meat remains perfectly fine to eat if stored in the refrigerator or freezer and consumed within a safe period of time. Ground meat may be refrigerated for one to two days and five days for other cuts.
Beyond color change, the best way to tell if the meat gone bad is to let your other senses be your guide. Smell it, touch it, and look at it.


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Audit logs and digital approval processes guarantee 100% traceability of the processes. Manage roles and authorizations to protect your data. Use digital history records for compliance with batch records, device records or device logs.


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Members of the Chicago Academy of Sciences first met in 1857, gathering at the original Peggy Notebaert Nature Museum to share their passion for education and the natural world. Though their meetingplace and library was burnt down in the Great Chicago Fire, their commitment to natural science stood strong. By 1894, the Academy had regrouped and rebuilt their collection in Lincoln Park, using dioramas filled with flora and fauna to create an interactive learning experience.
Today, the museum welcomes guests on a 6.35-acre campus opened in 1999 and filled with exhibits that expand the relationship between the public and nature. In addition to more than 15,000 plant specimens and 22,000 amphibians and reptiles, a wilderness walk takes guests through Midwestern environments, including praries, savannahs, and dunes, all filled with living and preserved animals. Visitors can touch live wildlife from Illinois wetlands and stand in a swirl of 1,000 exotic butterflies and birds in the Judy Istock Butterfly Haven and tropical greenhouse. Outdoor exhibits demonstrate the power of energy-efficient technology with 17,000 square feet of green roofs, the compost coral, rain-barrel ranch, and the restored native prairie made completely out of recycled soda cans.


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Aven Family History
14-Day Free Trial
Aven Name Meaning
Scandinavian: unexplained. English: variant spelling of Avon. German: patronymic from the Frisian personal name Ave. The surname is frequent in the areas of Oldenburg and Jeverland. Dutch: metonymic occupational name from Middle Dutch haven 'pot'. Americanized form of French Avenne or Avoine, literally 'oats', hence a metonymic occupational name for a grain grower or merchant.
Source: Dictionary of American Family Names ©2013, Oxford University Press
Similar surnames: Avena, Ave, Even, Raven, Avey, Aden, Bien, Aveni, Savin, Laven


%A Karl Branting %A Bruce Porter %T Rules and Precedents as Complementary Warrants %J AAAI-91 %P 3-9 %D 1991 %I AAAI/MIT Press %X This paper describes a model of the complementarity of rules and precedents in the classification task. Under this model, precedents assist rule-based reasoning by operationalizing abstract rule antecedents. Conversely, rules assist case-based reasoning through case elaboration, the process of inferring case facts in order to increase the similarity between cases, and term reformulation, the process of relacing a term whose precedents only weakly match a case with terms whose precedents strongly match the case. Fully exploiting this complementarity requires a control strategy characterized by impartiality, the absence of arbitrary ordering restrictions on the use of rules and precedents. An impartial control startegy was implemented in GREBE in the domain of Texas worker's compensation law. In a preliminary evaluation, GREBE's performance was found to be as good or slightly better than the performance of law students on the same task. %X _URL_


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Since the start of the pandemic, students have suffered from the consequences of the lockdown and restrictions.
The issue of closed borders was just one of the problems the Association of Luxembourg Student Unions Acel had to deal with. Acel stood up for students and tried to negotiate the best possible conditions for them.
The association has received a number of complaints from Luxembourgish students since the start of the pandemic. Many of them have been severely impacted by restrictions imposed by the countries in which they were studying.
The president of Acel, Sven Bettendorf, stated: "We noticed a clear lack of information as well as a lot of uncertainty. Many were afraid and asked themselves how they could continue their studies, or if they could return to Luxembourg. This was obviously a big issue and we tried to inform as many students as possible and help them make decisions like if they should stay in Luxembourg or at their place abroad".
Border closures have massively impacted students' mobility. Those studying in Germany have been affected the most. Thanks to cooperation with the Ministry of Foreign Affairs, information pertaining to the closures was provided to these students as quickly as possible. However, a letter from Acel to the German Ministry of the Interior remains unanswered to this day.
Another problem: Covid-19 has forced many students to extend their studies by a semester. The association reached an agreement with the Ministry of Higher Education, which granted affected students short-term financial help as well as an additional grant for those who have had to extend their studies.
"Grants have been extended allowing for longer studies due to students being forced to prolong their studies because of the corona crisis. There were a lot of problems there, e.g. students not being able to write their exams, or collect their ECTS. This forced many of them to extend their studies at their respective universities which in turn required action here in Luxembourg to give them the opportunity to stay longer".
Another subject on Acel's agenda was fixed-term contracts. A number of students were not allowed to go to work during the crisis and were refused payment by their employers. Acel advised students to insist on their rights, as the law is on their side. Both parties to a fixed-term contract have to respect their agreement.
The association stated that it wants a joint European solution to the problem. As Acel's vice-president, Benjamin Kinn, explained: "A uniform solution, first of all in Germany in order to avoid every federal state doing as it pleases. Even inside Germany regulations differed from state to state and this is why we would prefer to see a European solution. I mean France had a completely different set of rules during the corona crisis, you had to print out and fill in a document in order to leave your flat".
Students were reminded to contact Acel if they have any questions or problems.


Sunday, December 11, 2016
Oracle Linux - transform CSV into JSON with bash
Like it or not, a large number of outputs created by systems is still in CSV, comma separated value, file format. The amount of information that is created, and needs processing, that is represented in CSV format is large. And it is good to understand how you could script against CSV files in your Oracle Linux bash scripts. to use the information or to transform this into other formats. As an example we use the below which is a section of a output file generated by an application that logs the use of doors within a building.
[root@localhost tmp]# cat example.csv
[root@localhost tmp]#
As you can see from the above data we have some information in a per-line format using a CSV format to seperate the data. In this example the fields have the following meaning:
 - The ID of the access card used
 - The status of the authorization request by the card for a certain door
 - The date the authorization request was made
 - The time the authorization request was made
 - The direction of the revolving door the request was made for
 - The usage status, this can be USED or can be TIMEOUT in case the door was not used
 - The ID for the specific revolving door
The amount of things you might want to do from a data mining or security point of view are endless, however, having a CSV file on the file system of your Oracle Linux server is not making it useful directly. You will have to do something with it. To show you how you can use bash scripting to understand the CSV file itself is shown in the below example script;
[! -f $INPUT ] && { echo "$INPUT file not found"; exit 99; }
while read cardid checkstatus checkdate checktime doordirection doorstatus doorid
 echo "card used : $cardid"
 echo "check outcome : $checkstatus"
 echo "date : $checkdate"
 echo "time : $checktime"
 echo "direction : $doordirection"
 echo "usage : $doorstatus"
 echo "door used : $doorid"
done < $INPUT
As you can see in the above example we use the IFS variable to read and separate the values in the CSV file and place them in their own respective variables. The $IFS variable is a special shell variable and stands for Internal Field Separator. The Internal Field Separator (IFS) is used for word splitting after expansion and to split lines into words with the read builtin command. Whenever trying to split lines into words you will have to look into the $IFS variable and how to use this.
The above example is quite simple and just prints the CSV file in a different way to the screen. More interesting is how you could transform a CSV file into something else, for example a JSON file. In the below example we will transform the CSV file into a correctly formatted JSON file.
# Example script on how to convert a.CSV file to a.JSON file. The
# code has been tested on Oracle Linux, expected to run on other
# Linux distributions as well.
# LOG:
# VERSION---DATE--------NAME-------------COMMENT
# 0.1 11DEC2016 Johan Louwers Initial upload to
# Copyright (C) 2016 Johan Louwers
# modify it under the terms of the GNU General Public License
# as published by the Free Software Foundation; either version 2
# but WITHOUT ANY WARRANTY; without even the implied warranty of
# GNU General Public License for more details.
# along with this code; if not, write to the Free Software
# 02110-1301, USA.
# *
# */
 [! -f $inputFile ] && { echo "$inputFile file not found"; exit 99; }
# writing the "header" section of the JSON file to ensure we have a
# good start and the JSON file will be able to work with multiple
# lines from the CSV file in a JSON array.
 echo "
# ensuring we have the number of lines from the input file as we
# have to ensure that the last part of the array is closed in a
# manner that no more information will follow. (not closing the
# the section with "}," however closing with "}" instead to
# prevent incorrect JSON formats. We will use a if check in the
# loop later to ensure this is written correctly.
 csvLength='cat $inputFile | wc -l'
 while read cardid checkstatus checkdate checktime doordirection doorstatus doorid
 echo -e " {
 \"CARDCHECK\" :
 \"CARDID\" : \"$cardid\",
 \"CHECKSTATUS\" : \"$checkstatus\",
 \"CHECKDATE\" : \"$checkdate\",
 \"CHECKTIME\" : \"$checktime\",
 \"DIRECTION\" : \"$doordirection\",
 \"DOORSTATUS\" : \"$doorstatus\",
 \"DOORID\" : \"$doorid\"
 if [ "$csvDepth" -lt "$csvLength" ];
 echo -e " },"
 echo -e " }"
 done < $inputFile
# writing the "footer" section of the JSON file to ensure we do
# close the JSON file properly and in accordance to the required
# JSON formating.
 echo " ]
As you can see, and test, you will now have a valid JSON output format. As JSON is much more the standard at this moment than CSV you can more easily use this JSON format in the next step of the process. You could for example use this to send it to a REST API endpoint for storing in a database, you can use it in a direct manner to upload it to Elasticsearch, or......
However, as stated, the entire way of working is using the $IFS variable available to you as a integrated part of the Linux shell. The above code is uploaded to github and in case of any changes they will be made only to, feel free to fork it and use it for your own projects.
Oracle Linux – short tip #4 - grep invert-match
When working and scripting with Oracle Linux you will use grep at one point in time. Grep searches the input for lines containing a match to the given pattern. By default, grep prints the matching lines.Whenever trying to find something in a file you might want to use a combination of cat and pipe the output of cat to grep to show you only the matching lines. And, as stated grep will show you only the lines that match the given pattern.
Lets assume we have the below file with some random data in it as an example;
[root@localhost tmp]# cat example.txt
_TAG_ is a file with some example content
line 1 - abc
line 2 - def
line 3 - ghi
_TAG_ this is the end of the file
[root@localhost tmp]#
A simple case would be to show you some specific content, for example "abc" and print this to the screen which can be done using the below command;
[root@localhost tmp]# cat example.txt | grep abc
line 1 - abc
[root@localhost tmp]#
Or we could print all lines containing "line" as shown below;
[root@localhost tmp]# cat example.txt | grep line
line 1 - abc
line 2 - def
line 3 - ghi
[root@localhost tmp]#
However, this is only an example showing you how to show lines that match. Something less commonly used is a invert match, showing you all the lines that do NOT match the pattern defined. The invert match can be done using the -v option in grep.
As an example we might want to remove all the lines starting with "#" from the output. This might be very useful when for example trying to quickly read a configuration file which contains a lot of examples. For example, if you try to read the configuration file from the Apache webserver most of the httpd.conf file is examples and comments you might not be interested in and you would like to remove that from the output to quickly see what the actual active configuration is. Below is an example where we use the invert match option from grep to remove those lines from the output;
[root@localhost tmp]# cat example.txt | grep -v '^#'
line 1 - abc
line 2 - def
line 3 - ghi
[root@localhost tmp]#
Even though this is already helping a bit, we might also want to remove the empty lines, to make the example more readible we show it in a couple of steps. First step is the cat, second step is the invert match on lines starting with "#" and the third step ie the invert match on empty lines;
[root@localhost tmp]# cat example.txt | grep -v '^#'| grep -v '^$'
line 1 - abc
line 2 - def
line 3 - ghi
[root@localhost tmp]#
As you might already be well up to speed in using grep and using it to match all kinds of output this means that the learning curve for using invert match is nearly zero. It is just a matter of using the -v option in grep to exclude things instead of using the include match option which is the common behavior of grep. the grep command is standard available in Oracle Linux and in almost every other Linux distribution.
Oracle Linux – short tip #3 – showing a directory tree
When navigating the Oracle Linux file system is sometimes is more comfortable as a human to see a directory tree structure in one view opposed to a "


Image folder contains no images
Apprentice: My Life in the Kitchen (Pepin) - Discussion Questions
Discussion Questions
How to Discuss a Book (helpful discussion tips)
Generic Discussion Questions—Fiction and Nonfiction
Read-Think-Talk (a guided reading chart)
Also, consider these LitLovers talking points to help get a discussion started for The Apprentice:
1. What personal and professional qualities does it take to become a top chef? How difficult is the road to earn the title "chef"? What would you say has made Jacques Pepin so successful?
2. Why does Pepin turn down a job as White House chef to stay with Howard Johnson? What does it say about the kind of person Pepin is? And what does the experience working at HoJo's gain him—what does he learn?
3. Why does Pepin turn to teaching and writing? What does he hope to achieve in the classroom or through books?
4. What has The Apprentice taught you about the different approaches to cooking? Have you learned any new culinary techniques that could be useful in your own kitchen?
5. Pepin shares part of the insider's world of cooking personalities. Talk about some of those culinary figures and some of the anecdotes.
6. For book clubs, have members cook and serve some of the recipes found in the book. Talk about which ones you like best.
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What is this test?
The Pediatric Audiological Monitoring Protocol (Bagatto et al., 2011) was developed to allow monitoring of hearing aid details and hearing abilities of children aged 0-6 years. It may be used in conjunction with the DSL Method for fitting hearing aids, and with other measures of hearing aid outcome. The UWO PedAMP uses caregiver-report questionnaires as the main tools for monitoring children. The use of other measures, such as aided speech perception, are also important but are not covered within the scope of the UWO PedAMP. The UWO PedAMP was developed in collaboration with the Network of Pediatric Audiologists of Canada (Moodie et al., 2011).


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Celebrate Mental Health Week – May 7-13, 2012
CMHA's Mental Health Week is an annual national event that takes place during the first week in May to encourage people from all walks of life to learn, talk, reflect and engage with others on all issues relating to mental health.
This year's Mental Health Week theme is Mental Health for All. Mental Health Week 2012 will focus on key topics that will help the public have a broader understanding of mental health, including: Kids Have Stress Too!; Resiliency: at Home, at School, and at Work; and Mental Health is Everyone's Concern. Local events and activities are planned in communities across Canada. Find an event near you or plan your own!
For more information, visit _URL_.
Leave a Reply
You must be logged in to post a comment.


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Traveling Luck for Katibaru Mountain, Potaro-Siparuni, Guyana
Where is Katibaru Mountain?What's around Katibaru Mountain?
Wikipedia near Katibaru Mountain
Where to stay near Katibaru Mountain
The timezone in Katibaru Mountain is America/Guyana
Sunrise at 05:54 and Sunset at 18:14. It's Dark
Latitude. 4.8500°, Longitude. -59.5167°
Satellite map around Katibaru Mountain
Loading map of Katibaru Mountain and it's surroudings
Geographic features & Photographs around Katibaru Mountain, in Potaro-Siparuni, Guyana
- a body of running water moving to a lower level in a channel on land.
- an elevation standing high above the surrounding area with small summit area, steep slopes and local relief of 300m or more.
- first-order administrative division;
- a primary administrative division of a country, such as a state in the United States.
- Potaro-Siparuni Region (30.5km)
- an area dominated by grass vegetation.
- Karisparu Savannah (20.6km)


text:
Almost everyone today carries a camera wherever they go for capturing the moment and sharing it with others. So, what if you were able to take a snapshot of your marriage, giving you an immediate look at 10 different areas of your marriage? That's why we designed Marriage Snapshot for couples.
The process is quite simple. To begin taking your Marriage Snapshot survey, just follow the next steps:
1. Click on the REGISTER button below to create an account.
2. Enter your user specific code.
3. Begin the Marriage Snapshot survey.
4. Connect with your spouse by sending them a personal "invite".


text:
LAWRENCE SCOTTMGeol, FGS
Lawrence has 5-years' experience with Carbon Zero Consulting following a Masters in Geology from the University of Plymouth.
Lawrence now runs the Oakham office, but can normally be found on the road carrying-out our various field activities including:
- Soil thermal conductivity surveys, our novel service to measure in-situ soil thermal properties utilized in the GSHP and power distribution sectors
- Thermal response tests (TRT) utilizing testing systems capable of testing boreholes up to 300m depth
- Water supply and open-loop Borehole testing and water sampling
- Logging of samples during drilling of GSHP and water supply boreholes
- Installation and management of a number of borehole and other data-logging systems to measure water level, temperature, pressure and flow


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|MadSci Network: Physics|
Well, indeed carbon powder is black, but so are magnetic dust particles containing various metal oxides. You may remember from school that a TV is nothing but a cathode ray tube. The electron beam hitting the phosphors on the inside of the front screen is deflected horizontally and vertically by magnetic field oscillations, which create the nice images we see. Hold a magnetic compass near a TV and watch it deviate. Remember the product warnings on good VCR tape packages not to store them near the TV? It is the magnetic field from the rear end of the CRT, which causes the black dust to stick to the TV, whereas organic dust would be blown away by air drafts and convection as on any other surface. So over time a black sticky dust coat covers the TV. The front screen has an additional dust collection effect. The Bremsradiation (X-rays), which are generated, when the electrons hit the screen ionizes the air in front of the screen and in spite of the embedded conductors in the screen it is always on a negative potential (electrons are negative). So the positive parts of the ionized dust in front of the screen gets accelerated towards the screen. So, if you ionize a dust particle containing metal atoms, what do you get? oxidized metals on your screen. Now depending on the chemical nature of your dust this deposit can vary between pitch black or light gray.
Try the links in the MadSci Library for more information on Physics.


text:
Tectonic Shoving Match Formed Caribbean Island Arc
The image shows how the Caribbean plate is pushed to the east relative to the South American plate, causing the Caribbean Islands' distinctive arc shape.
CREDIT: Courtesy of Meghan Miller and Thorsten Becker
The movement of Earth's viscous mantle against South America has pushed the Caribbean islands east over the last 50 million years, according to a study published Monday (Aug. 20) in the journal Nature Geoscience.
The University of Southern California, in announcing the study, said the findings upend previous hypotheses of the seismic activity beneath the Caribbean Sea and provide an important new look at the unique tectonic interactions that are causing the Caribbean plate to tear away from South America.
The Caribbean plate is being pushed eastward due to a thick section of the South American plate called a "cratonic keel." This section of crust is three times thicker than its surroundings.
Meanwhile, part of the South American plate is being pushed beneath the Caribbean plate, a process called subduction. Intense heat and pressure gradually force water-containing magma to rise into the Earth's mantle and fuel the many active volcanoes in the region.
All of this pushing and pulling formed the distinctive arc shape of the Caribbean islands and has created a very complex system of faults between the two plates, in northern South America, according to the USC statement. The study mapped several of these strike-slip faults, which are similar to California's San Andreas Fault.
Recent earthquakes in the area helped the two researchers develop an image of the Earth's deep interior. The earthquake waves move slower or quicker depending on the temperature and composition of the rock.
"Studying the deep earth interior provides insights into how the Earth has evolved into its present form," researcher Meghan S. Miller said in the statement.
For their study, the researchers used earthquake data to develop 176 computer models, USC said.
MORE FROM LiveScience.com


Defining fontsets
Emacs creates a standard fontset automatically according to the value of standard-fontset-spec. This fontset's name is
or just 'fontset-standard' for short.
Bold, italic, and bold-italic variants of the standard fontset are created automatically. Their names have 'bold' instead of 'medium', or 'i' instead of 'r', or both.
If you specify a default ASCII font with the 'Font' resource or the '-fn' argument, Emacs generates a fontset from it automatically. This is the startup fontset and its name is fontset-startup. It does this by replacing the foundry, family, add_style, and average_width fields of the font name with '*', replacing charset_registry field with 'fontset', and replacing charset_encoding field with 'startup', then using the resulting string to specify a fontset.
For instance, if you start Emacs this way,
emacs -fn "*courier-medium-r-normal--14-140-*-iso8859-1"
Emacs generates the following fontset and uses it for the initial X window frame:
With the X resource 'Emacs.Font', you can specify a fontset name just like an actual font name. But be careful not to specify a fontset name in a wildcard resource like 'Emacs*Font'---that wildcard specification applies to various other purposes, such as menus, and menus cannot handle fontsets.
You can specify additional fontsets using X resources named 'Fontset-n', where n is an integer starting from 0. The resource value should have this form:
fontpattern, [charsetname:fontname]...
fontpattern should have the form of a standard X font name, except for the last two fields. They should have the form 'fontset-alias'.
The fontset has two names, one long and one short. The long name is fontpattern. The short name is 'fontset-alias'. You can refer to the fontset by either name.
For the other character sets, Emacs chooses a font based on fontpattern. It replaces 'fontset-alias' with values that describe the character set. For the ASCII character font, 'fontset-alias' is replaced with 'ISO8859-1'.
Thus if fontpattern is this,
the font specification for ASCII characters would be this:
and the font specification for Chinese GB2312 characters would be this:
You may not have any Chinese font matching the above font specification. Most X distributions include only Chinese fonts that have 'song ti' or 'fangsong ti' in family field. In such a case, 'Fontset-n' can be specified as below:
Then, the font specifications for all but Chinese GB2312 characters have 'fixed' in the family field, and the font specification for Chinese GB2312 characters has a wild card '*' in the family field.
The function that processes the fontset resource value to create the fontset is called create-fontset-from-fontset-spec. You can also call this function explicitly to create a fontset.
See section Font Specification Options, for more information about font naming in X.


Main Content
Correct Phase and Frequency Offset for 16-QAM Using Coarse and Fine Synchronization
Compensation of significant phase and frequency offsets for a 16-QAM signal in an AWGN channel is accomplished in two steps. First, correct the coarse frequency offset using the estimate provided by the coarse frequency compensator, and then fine-tune the correction using carrier synchronization. Because of the coarse frequency correction, the carrier synchronizer converges quickly even though the normalized bandwidth is set to a low value. Lower normalized bandwidth values enable better correction for small residual carrier offsets. After applying phase and frequency offset corrections to the received signal, resolve phase ambiguity using the preambles.
Define the simulation parameters.
fs = 10000; % Sample rate (Hz)
sps = 4; % Samples per symbol
M = 16; % Modulation order
k = log2(M); % Bits per symbol
rng(1996) % Set seed for repeatable results
barker = comm.BarkerCode(...
 'Length',13,'SamplesPerFrame',13); % For preamble
msgLen = 1e4;
numFrames = 10;
frameLen = msgLen/numFrames;
Generate data payloads and add the preamble to each frame. The preamble is later used for phase ambiguity resolution.
preamble = (1+barker())/2; % Length 13, unipolar
data = zeros(msgLen, 1);
for idx = 1 : numFrames
 payload = randi([0 M-1],frameLen-barker.Length,1);
 data((idx-1)*frameLen + (1:frameLen)) = [preamble; payload];
Create a System object for the transmit pulse shape filtering, the receive pulse shape filtering, the QAM coarse frequency compensation, the carrier synchronization, and a constellation diagram.
txFilter = comm.RaisedCosineTransmitFilter(...
rxFilter = comm.RaisedCosineReceiveFilter(...
coarse = comm.CoarseFrequencyCompensator('SampleRate',fs,...
fine = comm.CarrierSynchronizer(...
 'DampingFactor',0.4,'NormalizedLoopBandwidth',0.001,...
axislimits = [-6 6];
constDiagram = comm.ConstellationDiagram('ReferenceConstellation',qammod(0:M-1,M),...
 'ChannelNames',{'Before convergence','After convergence'},...
Also create a System object for the AWGN channel, and the phase and frequency offset to add impairments to the signal. A phase offset greater than 90 degrees is added to induce a phase ambiguity that results in a constellation quadrant shift.
ebn0 = 8;
freqoffset = 110;
phaseoffset = 110;
awgnChannel = comm.AWGNChannel('EbNo',ebn0,...
pfo = comm.PhaseFrequencyOffset('FrequencyOffset',freqoffset,...
Generate random data symbols, apply 16-QAM modulation, and pass the modulated signal through the transmit pulse shaping filter.
txMod = qammod(data,M);
txSig = txFilter(txMod);
Apply phase and frequency offsets using the pfo System object, and then pass the signal through an AWGN channel to add white Gaussian noise.
txSigOffset = pfo(txSig);
rxSig = awgnChannel(txSigOffset);
The coarse frequency compensator System object provides a rough correction for the frequency offset. For the conditions in this example, correcting the frequency offset of the received signal correction to within 10 Hz of the transmitted signal is sufficient.
syncCoarse = coarse(rxSig);
Pass the signal through the receive pulse shaping filter, and apply fine frequency correction.
rxFiltSig = fine(rxFilter(syncCoarse));
Display the constellation diagram of the first and last 1000 symbols in the signal. Before convergence of the synchronization loop, the spiral nature of the diagram indicates that the frequency offset is not corrected. After the carrier synchronizer has converged to a solution, the symbols are aligned with the reference constellation.
constDiagram([rxFiltSig(1:1000) rxFiltSig(9001:end)])
Figure Constellation Diagram contains an axes and other objects of type uiflowcontainer, uimenu, uitoolbar. The axes contains 3 objects of type line. These objects represent Before convergence, After convergence.
Demodulate the signal. Account for the signal delay caused by the transmit and receive filters to align the received data with the transmitted data. Compute and display the total bit errors and BER. When checking the bit errors, use the later portion of the received signal to be sure the synchronization loop has converged.
rxData = qamdemod(rxFiltSig,M);
delay = (txFilter.FilterSpanInSymbols + rxFilter.FilterSpanInSymbols) / 2;
idxSync = 2000; % Check BER for the received signal after the synchronization loop has converged
[syncDataTtlErr,syncDataBER] = biterr(data(idxSync:end-delay),rxData(idxSync+delay:end))
syncDataTtlErr = 16116
syncDataBER = 0.5042
Depending on the random data used, there may be bit errors resulting from phase ambiguity in the received signal after the synchronization loop converges and locks. In this case, you can use the preamble to determine and then remove the phase ambiguity from the synchronized signal to reduce bit errors. If phase ambiguity is minimal, the number of bit errors may be unchanged.
idx = 9000 + (1:barker.Length);
phOffset = angle(txMod(idx).* conj(rxFiltSig(idx+delay)));
phOffsetEst = mean(phOffset);
disp(['Phase offset = ',num2str(rad2deg(phOffsetEst)),' degrees'])
Phase offset = -90.1401 degrees
resPhzSig = exp(1i*phOffsetEst) * rxFiltSig;
Demodulate the signal after resolving the phase ambiguity. Recompute the total bit errors and BER.
resPhzData = qamdemod(resPhzSig,M);
[resPhzTtlErr,resPhzBER] = biterr(data(idxSync:end-delay),resPhzData(idxSync+delay:end))
resPhzTtlErr = 5
resPhzBER = 1.5643e-04


text:
Did you maybe mean Carpinus?
Century Dictionary and Cyclopedia
- n. A small genus of trees or tall shrubs, of the natural order Cupuliferæ. The species have deciduous leaves, like those of the beech, and hard tough wood, and are natives of Europe, the Levant, and North America. The hornbeam of Europe, C. Betulus, and the hornbeam or blue beech of the United States, C. Caroliniana, are small trees with heavy, very hard, and strong wood, which is sometimes used for levers, the handles of tools, cogs, etc.
- n. mostly deciduous monoecious trees or shrubs: hornbeams; sometimes placed in subfamily Carpinaceae
"This memorandum was probably written from recollection long afterward, with an error in the dates, and the species was first entered in the catalogue as follows: "Azad, arbor persica carpinus folio, Persian hornbeam, raised from seed, anno 1747; not in England before."
"Now the American hornbeam can reach for the sky 30 metres or so, which is too big for most, but I'm on the lookout for carpinus turczanowii, which will be between six and 12 metres when mature."
'carpinus' hasn't been added to any lists yet.
Looking for tweets for carpinus.


text:
Human-centred multimedia applications are a set of activities that human directly interact with multimedia, which consists of different forms. Within all multimedia, video is an ultimate resource, by which people could obtain sensory information. Since limitations on the capacity of imaging devices as well as shooting conditions, we cannot usually acquire high quality video records that desired. This problem could be addressed by super-resolution. We propose a novel scheme in the present paper for super-resolution problem, and make three contributions: (1) on the stage of image registration according to previous approaches, the reference image is picked out through observing or randomly. We utilise a simple but efficient method to select the base image; (2) a median-value image, rather than the average image used previously, is adopted as the initialization for estimate of super-resolution; (3) we adapt the traditional Cross Validation (CV) to a weighted version in the process of learning parameters from input observations. Experiments on synthetic and real data are provided to illustrate the effectiveness of our approach.
17th International Multimedia Modeling Conference 2011 (MMM 2011). Proceedings of the 17th International Multimedia Modeling Conference 2011, Part II (Taipei, Taiwan 5-7 January, 2011) p. 25-34


Sleeping with bottle leads to higher chances of obese baby?
Sleeping with bottle leads to higher chances of obese baby?
Studies show babies that fall asleep with a bottle have a higher chance of becoming obese.
Childhood obesity Parents who let their babies fall asleep with milk bottles may cause them to become obese.
Sleeping with bottles
Recent studies show that a baby who sleeps with a milk bottle has a higher chance of becoming an obese baby. The study was led by sociology professor, Ben Gibbs, who has studied 8,000 mothers that either breast-fed or fed their nine-month-old babies with formula, and recorded their body weights after 24 months.
Daily Mail reported that out of 8,000, Mr. Gibbs found that formula fed babies were more likely to be clinically obese. On top of this, babies who end up falling asleep with their bottles had a 30 per cent higher likelihood of obesity.
RELATED: Prolonged bottle feeding can harm
Obese baby
What these findings suggest, according to Mr. Gibbs, is that formula-fed babies who have a higher chance of being obese will also have a harder time regulating their appetites in the future. This puts them at an even higher risk of being obese later on in life.
Furthermore, Mr. Gibbs claimed that mothers who measure their babies' formula by the ounces usually overfeed them as compared to breastfeeding them. A baby who feeds on solid food is also 40 per cent more likely to be an obese baby.
RELATED: Overweight kids can develop spine abnormalities
obese baby A lot of times obesity really depends on habits taught early in life
Not always true
Even though feeding techniques play an important role in determining whether your baby will be an obese baby or not, paediatrician, Dr. Cynthia Mann insists that babies should never be labelled as 'fat' just because they feed on formula or fall asleep with the bottle.
It is normal for babies to have layers of fat because they keep them warm. Furthermore, some babies are simply fatter than other babies. But the only way parents can really enable an obese baby is to rectify every situation with a milk bottle, causing the baby to consume excessive calories.
Mr. Gibbs summed up, "The takeaway here is that the habits we adopt early on for our babies matter later in life."
RELATED: Calculating BMI in children
Formula feeding
Mothers are usually encouraged to breastfeed their infants. As Dr. Yong Tze Tein says, "Breast milk is preventive medicine at its best." However, if a mother opts for formula instead, we suggest different types of infant formulas to look out for before making a purchase. There are three main types:
 - Cow's milk - It's the closest thing to breast milk
 - HypoallergenicEasier to digest
 - Soy based (for a vegan diet) - Alternative to cow's milk formula
Do you think sleeping with a bottle will make your baby obese? Tell us your opinion. We'd love to hear from you! For more on this topic, watch this video:
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text:
Scrabble word: GENDERS
In which Scrabble dictionary does GENDERS exist?
Definitions of GENDERS in dictionaries:
- noun - a grammatical category in inflected languages governing the agreement between nouns and pronouns and adjectives
- noun - the properties that distinguish organisms on the basis of their reproductive roles
- verb - to bring into existence


text:
Proofs of the Two-Color Map Theorem
Date: 03/19/2003 at 19:57:25 From: Alex Subject: The two-color map theorem How do you prove, using mathematical induction, the two-color map theorem? Two-color map theorem: Suppose a map is drawn using only lines that extend to infinity in both directions; two colors are sufficient to color the countries so that no pair of countries with a common border have the same color.
Date: 03/21/2003 at 05:12:40 From: Doctor Jacques Subject: Re: The two-color map theorem Hi Alex, I will give you two proofs. The first one does not really need induction (although I will use it), but is valid under more general conditions. The second one is based on induction, and much easier (I'll only outline it), but requires some additional restrictions. Proof 1 ------- As this problem is related to graph theory, we will use some related definitions: An intersection between lines is a node. A section of line between two nodes is a branch. This is a section of a border. A country is a face. We want to color all the faces black or white, in such a way that the faces on either side of any branch have different colors. We note first that the number of branches connected to any node is even (we say that all nodes have even degree). Indeed, if you travel along an infinite line, every time you encounter a node, you must leave it along another branch. The proof below relies solely on that fact, i.e. it is valid for any map where all nodes have even degrees. You do not require the lines to be infinite, and any line can cross itself. In the following, we will consider paths connecting points in the map. Such paths must obey certain rules: * A path is a continuous curve. * A path does not pass through any node. * A path intersects branches only in isolated points : there is no segment of non-zero length common to a path and a branch. * A path cannot intersect itself (there are no figure 8's). We will color the map using the following algorithm: * Choose any face and color it black. Select one point A in the interior of that face. * For any other face, pick a point B in the interior of that face. Draw a path from A to B. If the path crosses an even number of branches, color the new face black, otherwise color it white. Of course, for that algorithm to make sense, we must show that the result does not depend on the particular path chosen to connect A and B. Consider two paths P1 and P2 from A to B. Assume that P1 crosses n1 branches, and that P2 crosses n2 branches. We must show that n1 and n2 have the same parity, i.e. are both odd or both even. Consider the closed path P3 from A to A, constructed by following P1 up to B and P2 (backwards) to return at A. This path crosses n1 + n2 branches. n1 and n2 will have the same parity if and only if n1 + n2 is even. The conclusion is that we need to prove that any closed path P crosses an even number of branches. As P does not cross itself, it defines two regions: the inside and the outside. We can limit ourselves to considering branches connecting a node inside P to a node outside P. Indeed, given a branch AB, whenever it intersects the path P, we pass from the outside to the inside or conversely. So, if A and B are both outside or both inside P, the branch will cross P an even number of times; as we are only interested in the parity of the number of crossings, we can ignore that branch. Consider now a closed path P, and let n be the number of nodes inside P. We will show, by induction on n, that P crosses an even number of branches. If n = 0, there are no branches connecting inside nodes to outside nodes, and, by the remark above, the number of crossings is even. Assume now that n > 1. If there are no branches connecting inside nodes to outside nodes, we are done (this cannot happen with infinite lines, but, as I said before, the theorem is also valid for any graph where all the degrees are even). Otherwise, there is a branch joining in interior node A to an exterior node B. Assume that A has p branches going to exterior nodes (including B) and q branches going to interior nodes. We know that p+q is even. Deform the path P to a path P' by moving its intersection with AB toward and past A, in such a way that A becomes an exterior node. As P' encloses (n-1) nodes, it crosses an even number of branches, by the induction hypothesis. Consider the difference in the number of crossings of P and P' - call them c(P) and c(P'); c(P') is even. Any of the p branches joining A to an exterior node now joins two exterior nodes. Such branches were counted in c(P) and are no longer counted in c(P'). Any of the q branches joining A to another interior node now joins an exterior node (A) to an interior node. These were not counted in c (P), but must now be counted in c(P'). All other branches keep their own status, since no other node was moved. To summarize, we have: c(P') = c(P) - p + q As c(P') is even, and p + q is even, this shows that c(P) is even, and completes the proof. Now, you don't really need induction to prove this - we could have counted the branches connected to interior nodes directly, and a little algebra would have yielded the desired result. Proof 2 ------- You can also have a more "induction-like" (and simpler) proof, but you have to add a restriction, namely that no line crosses itself (this would be the case, for example, with straight lines). This implies that any line partitions the plane into two regions. This proof can non longer be used for any map where we only know that all nodes have even degree. In that case, you can use induction on the number of lines. The general idea is as follows: If there are no lines, there is a solution (with one color). If there are n lines, remove one line. The remaining map has n-1 lines and can be colored black and white (by induction). Add the new line, and change the colors of all the coutries in one of the two regions defined by the line. Does this help? Write back if you'd like to talk about this some more, or if you have any other questions. - Doctor Jacques, The Math Forum _URL_
Date: 01/13/2006 at 10:33:11 From: Tom Subject: two color map proofs I read your inductive proof of the 2-color theorem, in which you alluded to a non-inductive proof. I would really like to see it, or at least get a reference to where it can be found.
Date: 01/15/2006 at 03:55:42 From: Doctor Jacques Subject: Re: two color map proofs Hi Tom, To get a non-inductive proof, we modify the end of the first proof, i.e., we keep it until the paragraph: ---- Consider now a closed path P, and let n be the number of nodes inside P. We will show, by induction on n, that P crosses an even number of branches. ---- Remember that the hypothesis is that each node has even degree, and, as the first part of the proof shows, we must show that any closed path crosses an even number of branches. We can consider that each branch consists of two halves, where each half is attached to one of the nodes connected by the branch. The degree of a node is the number of "half-branches" attached to it. As each node has even degree, by hypothesis, the total number of halfbranches attached to nodes inside P is even. Let h denote that number. Those half-branches fall into two categories: (a) Those that connect two nodes inside P. As each branch has two halves, the number of such half-branches is even; each half of a branch is included in the total h. (b) Those that connect a node inside P to a node outside P. These correspond to the branches that intersect P, the ones we are interested in. As h = (a) + (b), and both h and (a) are even, there are an even number of branches of type (b), and this was what we wanted to show. in fact, the non-inductive version is even simpler than the inductive one... Please feel free to write back if you want to discuss this further. - Doctor Jacques, The Math Forum _URL_
Date: 01/15/2006 at 17:09:49 From: Tom Subject: two color map proofs First, thank you for your response! I have since found a very sweet proof of the theorem "If every vertex of a planar graph has even degree, it is 2-colorable." Consider the dual G' of the given graph G. Since every vertex of G has even degree, every face of G' has an even number of edges. By coloring any vertex and then alternating the colors, we can 2-color the vertices of G', and this coloring corresponds to a 2-coloring of the faces of G


text:
Having a list of points, how do I find if they are in clockwise order?
point = (5,0) point = (6,4) point = (4,5) point = (1,5) point = (1,0)
would say that it is anti-clockwise (counter-clockwise for some people).
Some of the suggested methods will fail in the case of a non-convex polygon, such as a crescent. Here's a simple one that will work with non-convex polygons (it'll even work with a self-intersecting polygon like a figure-eight, telling you whether it's mostly clockwise).
Sum over the edges, (x2-x1)(y2+y1). If the result is positive the curve is clockwise, if it's negative the curve is counter-clockwise. (The result is twice the enclosed area, with a +/- convention.)
|show 8 more comments|
Because the cross product measures the degree of perpindicularness of two vectors... If you imagine that each edge of your polygon is a vector in the x-y plane of a 3-d xyz space, then the cross product of two successive edges would be a vector in the z-direction (if the second segment is clockwise) or in the minus z-direction (for counter-clockwise), whose magnitude is proportional to the sine of the angle between the two original edges (which reaches a maximum when they are perpindicular)
so for each vertex (point) of the polygon, calculate the cross-product magnitude of the two adjoining edges...
Say vertex A(point) is between
then it's cross product is the determinent of following matrix
since all cross-producst are perpindicular to the plane of two vectors being multiplied, this will only have a k-component, (z-axis) and it's value is a1*b2 - a2*b1 = -4* 4 - 0* 1 = -16 The magnitude of this value is a measure of the sine of the angle between the 2 original vectors, times the product of the magnitudes of the 2 vectors.. So you need to divide it by the product of the magnitudes of the two vectors
(no need to take arcsine all we will care about is whether sign turns out positive or negative)
do this for each of the other 4 points, and add up the values.
If final sum is positive, you went clockwise, negative, counterclockwise
Start at one of the vertices, and compute the angle subtended by each side.
The first and the last will be zero (so skip those); for the rest, the sine of the angle will be given by the cross product of the normalizations to unit length of (point[n]-point) and (point[n-1]-point).
If the sum of the values is positive, then your polygon is drawn in the anti-clockwise sense.
Find the vertex with smallest y (and largest x if there are ties). Let the vertex be A and the next vertices in the list be B and C. Now compute the sign of the cross product of AB and AC. See this.
I guess this is a pretty old question, but I'm going to throw out another solution anyway, because it's straightforward and not mathematically intensive - it just uses basic algebra. Calculate the signed area of the polygon. If it's negative the points are in clockwise order, if it's positive they are counterclockwise. (This is very similar to Beta's solution.)
Calculate the signed area: A = 1/2 * (x1*y2 - x2*y1 + x2*y3 - x3*y2 +... + xn*y1 - x1*yn)
Or in pseudo-code:
Note that if you are only checking the ordering, you don't need to bother dividing by 2.
this is my solution using the above suggestions
find the center of mass of these points.
suppose there are lines from this point to your points.
find the angle between two lines for line0 line1
than do it for line1 and line2
if this angle is monotonically increasing than it is counterclockwise,
else if monotonically decreasing it is clockwise
else (it is not monotonical)
you cant decide, so it is not wise