"The buffer pool is too full to bring in another page" in IBM Notes client
Technote (troubleshooting)
When saving documents or opening views in the Notes client, the client display the error message "The buffer pool is too full to bring in another page" and the operation might also fail.
This is a memory error, and can occur if the client is using too much memory, e.g. running background agents that require lots of document data in memory simultaneously. However, this has been observed in cases where there wasn't an especially large amount of memory in use, or where nothing has apparently changed from before.
If this is not a case of actually using huge amounts of memory, there are two likely causes:
 - The notes.ini parameter NSF_Buffer_Pool_size_MB has been set to a value that's too low. This is unlikely, because generally this variable isn't set at all, and its default value (which is calculated based on a percentage of available memory) is usually ample for normal use.
 - The system is low on available disk space for swap files. This is the likeliest explanation, especially in cases where the error suddenly started occurring and nothing about the client had changed.
Resolving the problem
Check the notes.ini file for the NSF_Buffer_Pool_size_MB parameter; if it is present, delete it (or comment it out), and restart Notes.
If your OS has a tool for freeing up disk space (e.g. by deleting temporary files), use it.
If freeing disk space doesn't improve matters, it's possible that your Notes client is running some new agent or subprocess that uses a lot of memory. Experiment with the setting NSF_Buffer_Pool_size_MB to different values. However, setting this parameter larger may have adverse effects on other programs.
You might also check whether there are other processes running on your computer that are using particularly large amounts of memory (use Task Manager in Windows, or similar program in other operating systems). See whether shutting down those processes gets rid of this error message.
If Notes itself is using memory in excess of 200MB, disable the ability to run background agents, and see whether that makes a difference. This is menu File / Preferences, Basic Notes Client Configuration, checkbox "Enable scheduled local agents," in the "Startup and shut down" group at the top of that window. Otherwise, consult your local Notes system administrator to determine whether there are additional libraries loading with your Notes client that may be using extra memory, and whether any of them can be disabled.
Document information
More support for:
IBM Notes
Software version:
8.0, 8.5, 9.0
Operating system(s):
Linux, Mac OS X, Windows
Software edition:
All Editions
Reference #:
Modified date:
Translate my page
Content navigation


text:
Visualizing large trees with divide & conquer partition
- Publication Type:
- Conference Proceeding
- ACM International Conference Proceeding Series, 2013, pp. 79 - 87
- Issue Date:
- Recently Added
- In Progress
- Closed Access
This item is closed access and not available.
While prior works on enclosure approach, guarantees the space utilization of a single geometrical area, mostly rectangle, this paper proposes a flexible enclosure tree layout method for partitioning various polygonal shapes that break through the limitation of rectangular constraint. Similar to Treemap techniques, it uses enclosure to divide display space into smaller areas for its sub-hierarchies. The algorithm can partition a polygonal shape or even an arbitrary shape into smaller polygons, rotated rectangles or vertical-horizontal rectangles. The proposed method and implementation algorithms provide an effective interactive visualization tool for partitioning large hierarchical structures within a confined display area with different shapes for real-time applications. We demonstrated the effective of the new method with a case study, an automated evaluation and a usability study. © 2013 ACM.
Please use this identifier to cite or link to this item:

source: openbmb/Ultra-FineWeb


text:
Lake Tips: Internet Links for Lake Information
With a computer and linkage to the Internet, volumes of information about how to protect and restore your lake resources are literally at your fingertips. In the past few years, government agencies, nonprofit groups, universities and private businesses have loaded the Internet with topics ranging from nationwide volunteer lake-monitoring efforts to graphs of dissolved oxygen and nutrient levels in specific lakes across the nation. For example, you can zoom into your local area from a map of the United States to find out how the total acreage in your watershed is being used, including acres of wetlands, various crops, forest, and residential and commercial development. Frequent updates create a dynamic library and offer the latest information about technical innovations, government policies, current events and much more.
Although the Internet does provide masses of information, finding useful information can prove to be a daunting task. For example, if you do a search for "lake management," you will likely have thousands of sites to sort through. Who has the time for this? A brief overview of some of the most relevant and informative sites for lake watershed information follows. Many of these sites have links to other environmental sites.
Lake Links: Places To Start
North Dakota Information
ND Lake Contour Maps


Home the idea the product news contacts
the idea
Calx is a Latin word meaning limestone, in English.
This concept allows to remount to Roman era, where lies the origin of the Portuguese Pavement technique.
Creating a tradable good conceived mainly for export:
- supression of the displacement of specialized workforce
- standard application
- faithful look of the portuguese pavement
- ease of transportation due to the thickness and reduced weight
Innovation of the business model of Portuguese Pavement:
- enhancement of a Portuguese product with a strong historical legacy in the world
- enlargement of the type of applications
- revitalization of an economic sector of the region


Lid's on, steam's risin':
collard greens, Lord, bubblin' JAZZ!
That's appetizin'.
Analysis, meaning and summary of James A. Emanuel's poem Greens
Leave a Reply
Do you have any comments, criticism, paraphrasis or analysis of this poem that you feel would assist other visitors in understanding the meaning or the theme of this poem by James A. Emanuel better? If accepted, your analysis will be added to this page of American Poems. Together we can build a wealth of information, but it will take some discipline and determination.


text:
Freeway Traffic Modeling and Control
The control of motorway networks provides great opportunities to prevent traffic jams and to reduce traffic emissions and fuel consumption.
The control design is based on macroscopic models which consider traffic as a compressible fluid and the flow is described using loop detector measurements of the traffic variables (i.e. traffic flow [veh/h], traffic density [veh/km], traffic mean speed [km/h]). These continuum models rely on the conservation law of vehicles and offer a basis for control design to avoid possible traffic jams, traffic shockwaves and the reducing of traffic emissions and consumption.
The most important control measures:
- dynamic speed limits: restricting flow speed, local capacity drop can be handled and traffic breakdown can be prevented.
- ramp metering: control of ramp flow merging the main lane provides opportunity for traffic flow stabilization.
With the joint use of these tools a multicriteria control can be designed in order to optimize travel times, fuel consumption and emissions.


text:
modbus_set_byte_timeout − set timeout between bytes
void modbus_set_byte_timeout(modbus_t *ctx, struct timeval *timeout);
The modbus_set_byte_timeout() function shall set the timeout interval between two consecutive bytes of the same message. If the delay between is longer than the given timeout, an error will be raised.
If the timeout value has a tv_sec of −1 then this timeout will not be used at all. This results in modbus_set_response_timeout governing the entire timeout duration of an operation.
There is no return values.
The libmodbus documentation was written by Stéphane Raimbault
stephane DOT raimbault AT gmail DOT com
mailto:stephane DOT raimbault AT gmail DOT com


Capital punishment in Puerto Rico
From Wikipedia, the free encyclopedia
Jump to: navigation, search
Capital punishment is forbidden by law in Puerto Rico, an unincorporated territory of the United States. However, a number of people were executed in the territory before abolition.
From the 16th century until 1898, Puerto Rico was a part of the Spanish Empire. The number of people executed in Puerto Rico by the Spanish authorities is:
 - 16th Century: 289
 - 17th Century: 70
 - 18th Century: 44
 - 19th Century: 159[1]
In result of the Spanish-American War, Puerto Rico became U.S. territory. 27 people were executed under American administration during the 20th century. The authorized method of execution was hanging, although in 1900, the American military authorities executed at least five convicted murderers using the garrotte method that was a legacy of Spanish rule.[2]
The last person executed in Puerto Rico was Pascual Ramos, hanged for murder in 1927. Two years later, in 1929, the Legislative Assembly of Puerto Rico abolished the death penalty.[3][4] The Puerto Rico's constitution expressly forbids capital punishment, stating "The death penalty shall not exist".[5]
Despite these provisions, the death penalty can still be applied in Puerto Rico under the federal government, which is a subject of considerable controversy in the territory.[6]
See also[edit]
Capital punishment in the United States


text:
Engineering and resource requirements of the bioresource systems of agriculture, horticulture, aquaculture. Design of irrigation and drainage systems.
After completing the course students should be able to:
1. explain the importance of bioresources engineering, in New Zealand as well as in a global context, and understand both the risks and benefits associated with bioresources engineering
2. identify and apply fundamentals and theoretical concepts of bioresources engineering
3. analyse bioresources systems and their design processes, and reflect on & develop possible solutions for problems found in the field of bioresources engineering.
Tonny de Vries
30 Jul 2012
17 Aug 2012
Design Gravity fed irrigation
12 Oct 2012
Subject: bioresources engineering (10%). Build up an evidence portfolio (minimum 5 pieces per person) using sources such as newspapers, journal articles, forum discussions, etc. Using your evidence portfolio, describe what bioresources engineering is and what role it plays in our society. This can be in a New Zealand context or looking more globally. Length: 1.5-2 pages, can be done in pairs in which case 4-5 pages.
Each student is expected to select a project topic by July 20th. Topic allocation is on a first come first served basis. The focus of the report is to be engineering design, engineering management and/or technical aspects of the topic. You may work on the project alone or in pairs if you prefer. You will be expected to present your project in class.
1. Frost protection
2. Design of artificial shelter structures
3. Precision agriculture (use of GPS, GIS and other technology to maximise production and minimise environmental impacts)
4. Soil moisture conservation techniques
5. (Rain) water harvesting techniques
8. Erosion control through use of bioresources
9. Waste as a bio-resource
10. Carbon sequestration
11. Engineering requirements for composting
12. Comparative analysis of crop growth models
13. Comparative analysis of farm simulation models
14. Comparative analysis of simple water balance methods
15. Mole drains
16. Water lifting devices
The following can also be chosen, but check first to prevent overlap with lecture material or other students
17. Irrigation scheduling techniques
18. Irrigation design under saline conditions
19. Central Plains Irrigation Scheme – engineering features (or other irrigation scheme)
20. Micro-irrigation for development
21. Sports turf irrigation
22. Topic of your own choice
Note: the project you choose should be different from your final year project!
One of the main aspects of irrigation and drainage engineering is to put theory into practice. The aim of this project is to design a gravity-fed irrigation system. The chosen location is a small project in Kenya, called Kiboko-Ngulia. There already is an irrigation system in place, but it does not include a drainage system and this is starting to give a problem with salinity and high ground water tables. Redesigning the system will allow the construction of a drainage system and may also allow an increase of the irrigated area.
A minimum 50% pass in the exam and satisfactory performance in the project and assignments is required for passing the course.
Examination and Formal Tests
29 Oct 2012
Allen et al;
Crop evapotranspiration - Guidelines for computing crop water requirements - FAO Irrigation and drainage paper 56;
(this book is available online at: _URL_
Doorenbos & Kassam;
Yield Response to Water – FAO Irrigation and drainage paper No. 33;
(This book is available online at: _URL_
Hoffman, Glenn J;
Design and operation of farm irrigation systems;
American Society of Agricultural and Biological Engineers, 2007.
Drainage principles and applications;
(vailable online at: _URL_ it is number 16 on the list).
- Drainage principles and applications (2nd edition, completely revised) by Ritzema (ed.) ISBN 90 70754 339, this book is available online at: _URL_ it is number 16 on the list
- Crop evapotranspiration - Guidelines for computing crop water requirements - FAO Irrigation and drainage paper 56 by Allen et al. ISBN 92-5-104219-5, this book is available online at: _URL_
- Yield Response to Water – FAO Irrigation and drainage paper No. 33 by Doorenbos & Kassam. This book is available online at: _URL_
Show Additional Outline Information...
Additional Course Outline Information
Codes of Behaviour:
Each student should acquaint themselves with the University's codes, policies, and procedures involving academic misconduct, grievances, sexual and ethnic harassment, and discrimination based on physical handicap.
Dishonest behaviour & Aegrotat:
It is the responsibility of each student to be familiar with the definitions, policies and procedures concerning academic misconduct/dishonest behaviour. All assessments worth at least 10% of the total mark are eligible for Aegrotat consideration IF approved by course coordinator and HOD.
For further information see
Civil and Natural Resources Engineering.
All ENNR431 Occurrences
Semester Two 2012

source: HuggingFaceFW/fineweb-edu


From GIS File Management to DataBase Management with PostgreSQL/PostGIS
PostGIS/PostgreSQL is a very interesting and convenient datawarehouse for hosting an organization's pool of geographic Data:
-Automatic Processes can be performed on the server-side thanks to triggers. It's useful for historization : imagine automatically adding the current date, the user name when inserting / updating data.
-Roles and permissions are easily manageable and more fine-grained and versatile than ACL rights on a server. Whereas server's ACLs only allow you to give or revoke permissions on accessing/reading/writing a file, with PostgreSQL, you can grant privileges on reading (viewing), inserting, updating and deleting values.
Assuming a database is equivalent to a folder and a database table to a GIS File, I'd like to get a database structure which would be as compliant as possible with the initial folder tree structure.
In the next posts, I'll detail two ways to get our database « skeleton », each one leaning on a delimited file with the databases' names. The first way uses a DOS Batch File, the second the ETL (Extract, Transform and Load) software Spatial Data Integrator.
PS: you can transform GIS Files into PostGIS tables, but it's also reversible: you can convert PostGIS Tables into GIS Files.
3 réflexions sur « From GIS File Management to DataBase Management with PostgreSQL/PostGIS »
 1. Hello Venkat,
 A postgresql/postgis database doesn't contain any flat files like shapefiles, mapInfo files and so on…
 A database can be compared to a folder. It contains tables. Tables could be compared to files.
 In a standard system with no relational system: folders and files, informations are spread and not connected to each other.
 In postgreSQL/potsGIS, tables are in one place, linked together and complex queries can be executed throughout them.
 One can't speak of format with tables as they aren't files. Contrary to files, you can't take a table from a database, isolate it on your computer with a copy-paste operation, and then open it with a mapping software.
 I hope it answers your question
 2. salut mathieu
 thanks for your interesting posts so far. as a new gis-user it's really great to get some inputs from people like you. please don't stop posting;-)
 cheers mark
Répondre à marknater Annuler la réponse


Sign up ×
I want to access a resource like a String or a Drawable by its name and not its int id.
Which method would I use for this?
share|improve this question
possible duplicate of How can i get the resource id of an image if I know its name? – ghoti Dec 7 '12 at 18:55
5 Answers 5
up vote 58 down vote accepted
It will be something like:
Make sure you don't have the Android.R namespace imported as it can confuse Eclipse (if thats what you're using).
If that doesn't work, you can always use a context's getResources method...
Drawable resImg = this.context.getResources().getDrawable(R.drawable.resource);
Where this.context is intialised as an Activity, Service or any other Context subclass.
If it's the name you want, the Resources class (returned by getResources()) has a getResourceName(int) method, and a getResourceTypeName(int)?
Update 2:
The Resources class has this method:
public int getIdentifier (String name, String defType, String defPackage)
Which returns the integer of the specified resource name, type & package.
share|improve this answer
Thankq for your reply.R.drawable.resourcename i am using now i need to get its integer value by passing resourcename – Aswan Aug 13 '10 at 11:45
R.drawable.resourcename is the integer. – Rabid Aug 13 '10 at 11:46
Hi Rabid.what you said that's is there any way by accessing R.drawable.resource value by passing resouce – Aswan Aug 13 '10 at 11:47
i need that integer value by passing resourcename dynamically – Aswan Aug 13 '10 at 11:48
Thankq like this i want and i want to get drawable resource i wil to it – Aswan Aug 13 '10 at 11:57
If I understood right, this is what you want
int drawableResourceId = this.getResources().getIdentifier("nameOfDrawable", "drawable", this.getPackageName());
Where "this" is an Activity, written just to clarify.
In case you want a String in strings.xml or an identifier of a UI element, substitute "drawable"
int resourceId = this.getResources().getIdentifier("nameOfResource", "id", this.getPackageName());
I warn you, this way of obtaining identifiers is really slow, use only where needed.
Link to official documentation: Resources.getIdentifier(String name, String defType, String defPackage)
share|improve this answer
this is the solution I wanted :D – Kreshnik Apr 19 '14 at 19:39
This is pretty useful in the context of writing tests to make sure certain strings exist or etc. – Ehtesh Choudhury May 1 at 22:14
int resourceID =
 this.getResources().getIdentifier("resource name", "resource type as mentioned in",this.getPackageName());
share|improve this answer
It'd be even better if you explained the code you posted. – user1114055 Oct 21 '12 at 1:11
I would suggest you using my method to get a resource ID. It's Much more efficient, than using getIdentidier() method, which is slow.
Here's the code:
 * _USER_ Lonkly
 * _USER_ variableName - name of drawable, e.g R.drawable.image
 * _USER_ с - class of resource, e.g R.drawable.class or R.raw.class
 * _USER_ integer id of resource
 public static int getResId(String variableName, Class с) {
 Field field = null;
 int resId = 0;
 try {
 field = с.getField(variableName);
 try {
 resId = field.getInt(null);
 } catch (Exception e) {
 } catch (Exception e) {
 return resId;
share|improve this answer
It will not work for all cases. For example if you have content than the R.string class will have a string_name field. And your method will not work in this point. – ddmytrenko Oct 22 '13 at 14:32
Also your method is not fast actually. Because Java class serialization is never working quick. – ddmytrenko Oct 23 '13 at 10:39
A simple way to getting resource ID from string. Here resourceName is the name of resource ImageView in drawable folder which is included in XML file as well.
int resID = getResources().getIdentifier(resourceName, "id", getPackageName());
 ImageView im = (ImageView) findViewById(resID);
 Context context = im.getContext();
 int id = context.getResources().getIdentifier(resourceName, "drawable",
share|improve this answer
Your Answer


Can You Solve "The Hardest Logic Puzzle In The World"?
Posted by Michael Avery in Puzzle On 10th February 2017
Logic Puzzles are always so frustrating and confusing, you try to solve them and you fail multiple times, but for some odd reason, you just can't stop trying until you solve it, or smash every single thing around you.
The Green-Eyed Logic Puzzle
A lot of logic puzzles might seem not logical at all, but the
"The Green-Eyed Logic Puzzle" is perfectly logical. It's basically an
island of perfectly logical people or in some cases Dragons, who have both blue
or green eyes, and these people have been detained on an island since birth.
This island has rules, only green-eyed people are allowed to
leave, and only when something dangerous occurs. The whole process is : green
eyed people have to go alone when the sun goes down to a guard booth, and then
the guards will proceed to examine them to check if they truly are green-eyed,
or throw them in a volcano in case they're not. But the twist is : no one
actually knows their own eye color, and discussing that subject is forbidden,
they are only allowed to leave at night, and the only hints they get is from
outsiders who visit the island.
There are no tricks at all, everything is logical and clear.
How did you do?


GPS phone tracker is a powerful online app developed by CellTrack that helps you find a phone fast. If you want to find someone's location, the GPS phone tracking service we offer will do the work. Furthermore, if you lost your phone, this is the best method to find it.
All it takes is to send an anonymous SMS, which contains a special tracking link. The best phone tracker app without permission for locating the device will increase your chances of finding a phone dramatically. Hassle-free and fast, the GPS phone tracker will display accurate location within minutes.
How to locate someone?
If you're wondering how to locate someone, you're about to find out the easiest way. This mobile number tracker will provide you with the approximate location by email, and it's based on internet-IP information.
1. The person whose phone you want to track will receive an SMS which contains an intriguing link to a website. The website in question is just a normal site and has no relation with GPS phone tracking. Another benefit of using the GPS phone tracker is the fact that the recipient won't be able to identify you so it makes a perfect way to find a phone and stay anonymous.
2. The person will click on the link to visit the website. Once the link is opened, the GPS phone tracker will try activating the GPS antenna, which will allow CellTrack to send you an email with the location of the person's phone. CellTrack also retrieves the Internet Protocol (IP) address. This means that, if the phone doesn't have a GPS antenna or access is denied, you will still get a good estimate of the phone's location based on the IP address it uses.
3. You will receive a notification and two emails from CellTrack. The first email will contain the IP address along with a Google maps link that will show you the approximate location our mobile number tracker identified. As for the second email, it will contain a Google maps link that will show you the exact location.
Find a phone easily
 1. Type in the user's phone number to find a phone.
 2. Click on the blue button which says "Select a message template".
 3. Choose the predefined message or one of the four tracking topics. You can choose to enjoy our amazing feature that lets you write the content you want.
 4. You will see the message preview so that you can check whether it's good for your intentions. Whether you think someone you care about is in danger so you want to locate him or you just want to find a stolen device, this GPS phone tracker will do the work.
 5. By pressing the orange button, you will send the message that contains the special tracking link, and the user you're trying to locate will receive it.
 6. Once the person opens the link, the GPS phone tracker will start locating the device. Don't forget to check your email to see the emails from CellTrack.
 7. By opening a Google maps link you received in the email, you will be able to see the location of the phone you traced.
 8. Enjoy this amazing opportunity to find someone's location.
⚠ If the user blocks location services or does not open the link, CellTrack won't be able to find a phone. In that case CellTrack will still deduct 2 credits.
⚠ The result of the location can vary greatly. If we do not get permission to activate the GPS, we can not retrieve an exact location. In that case you will not receive a second email from us with the exact location.
⚠ IP data from a GPRS/3G/4G connection does not give a good location estimate. WiFi however, can give a pretty good estimate. Therefore it's a good idea to perform the GPS phone tracking when the person is connected to WiFi. This is usually in the early morning or when the subject most likely is at a hotel, at school, at the office, or at home.
 - Your phone is stolen
 - You have explicit permission from your employees
 - It concerns your own telephone and mobile number
Do you want to track any cellphone or send anonymous sms?
Create a CellTrack account
Discover CellTrack ×
Create a CellTrack account, so you can:
 - Locate any telephone worldwide
 - Receive notifications on leaving a country
 - Request advanced Telecom data
 - Send an SMS anonymously, and much more
Create a free account


Ancient History
What does Heliopolis mean?
Answered by Discovery Channel
 - Discovery Channel
 Discovery Channel
 1. Heliopolis is a Greek word that means "city of the sun." Two cities were given this title by the ancient Greeks, one in Egypt and one in Baalbek in Syria. Egypt's Heliopolis, located near modern Cairo, was originally a center for sun worship for the ancient Egyptians. There is even a reference to it in the Bible, where it's called On. The city later became a center for learning philosophy and astronomy. However, the center's importance waned and it was eventually deserted, in 332 B.C., when Alexandria was founded.
 More answers from Discovery Channel »
Still Curious?
 - Which Roman emperor appointed his horse consul?
 Answered by Discovery Channel
 - Who ran the first marathon?
 Answered by Science Channel
 - What was the Colosseum like?
 Answered by Discovery Channel
What are you curious about?
Image Gallery


Beecroft Building Oxford University
Everyone in architecture or space design is aware of the stunning 8,950sqm Beecroft Physics building at Oxford University, named for Adrian Beecroft, the venture capitalist, one of the major donors for the project.
The Beecroft building is unquestionably a masterpiece of architectural design but, as recognised in the 2019 RIBA awards, it is also a building that goes "beyond architecture" to become a living, breathing, ecosystem of thinking and collaboration.
Professor John Wheater spoke of his vision for the building, explaining that there was a need for a building that allowed "space for people to work in a modern way". He goes on to explain that "One of the basic criteria for this very interactive building was for researchers to be able to see when there were groups of people sitting around talking about science."
With an aim to provide spaces that promoted spontaneous collaboration and sharing between physicists, the Beecroft building incorporates large curved chalkboards on collaborative mezzanine discussion areas between floors, constructed from Sundeala VES Chalkboard surface laminated directly to the substrate to ensure the boards are able to sustain a lifetime of daily use.
Professor Wheater does note that while the collaboration spaces were immediately popular with younger scientists, it took the older scientists longer to utilise the areas. Nevertheless, groups of all ages are now using the space enthusiastically, demonstrating that 'modern' space design has omnigenerational benefits.
Image Credit: Jack Hobhouse
Due to the building height restrictions of central Oxford which dictate a building may not be more than 18m in height, the Beecroft building reaches 16m underground with four floors of experimental physics laboratory space balanced perfectly on a system of hydraulics to dampen vibrations to 'the width of a few atoms' (i). The laboratories are temperature controlled to within a tenth of a degree and are intended to house extremely sensitive atomic-level experimentation.
While theoretical physicists are renowned for their love of chalk surfaces to write and explore ideas, dust particles from chalk preclude this in experimental physics spaces. It is, however, interesting to note that, even in this most cutting edge technological environment, the humble writing surface was still specified into the core design of the building.
Sundeala vitreous enameled steel whiteboards are fitted throughout the four floors of experimental physics laboratories, not only due to their market-leading quality but also for their lifetime surface guarantee. Once the laboratories were in use, the avoidance of any construction or maintenance that could disrupt the sensitive experiments is key.
Writing surfaces inherently foster collaboration. Displaying ideas, thoughts and data in a way that anyone can add their thoughts and extend the ideas at a second's notice without having to connect digital technologies means that collaborations can evolve over days and weeks, between dozens of individuals.
More Case Studies


text:
Binding Data to DOM Elements
In this example, you will use D3.js to bind data to DOM elements of a basic webpage.
Start with a basic HTML webpage:
1var theData = [ 1, 2, 3 ] 2 3var p = d3.select("body").selectAll("p") 4.data(theData) 5.enter() 6.append("p") 7.text("hello ");
This will give you the following:
Congratulations - you have bound some data to some DOM elements using D3.js!
D3.js SelectAll Method
The D3.js SelectAll method uses CSS3 selectors to grab DOM elements. Unlike the Select method (where the first element is selected), the SelectAll method selects all the elements that match the specific selector string.
But wait! The basic HTML page doesn't contain any yet. What is it actually doing?
What it is doing is selecting all of the available on the page. Which in this case is none. So it returns an empty selection.
Later use of.data(theData) and.enter( ) will allow us to bind the data to the empty selection.
D3.js Data Operator
The data operator joins an array of data (which can be numbers, objects or other arrays) with the current selection.
In this example, there is no key provided, so each element of theData array of data is assigned to each element of the current selection. The first element 1 is assigned to the first element, the second to the second, so on and so forth.
But wait! The basic page doesn't contain any yet. What is it actually doing?
D3.js Virtual Selections (Thinking with Joins)
The D3.js Data Operator returns three virtual selections rather than just the regular one like other methods.
The three virtual selections are enter, update and exit.
The enter selection contains placeholders for any missing elements.
The update selection contains existing elements, bound to data.
Any remaining elements end up in the exit selection for removal.
Since our selection from
The virtual enter selection now contains placeholders for our elements.
We will come back to the power of the virtual selections enter, update, and exit in later sections. For now we will concentrate on the enter virtual selection.
To learn more, please visit the classic article by Mike Bostock "Thinking with Joins".
D3.js Enter Method
The D3.js Enter Method returns the virtual enter selection from the Data Operator. This method only works on the Data Operator because the Data Operator is the only one that returns three virtual selections.
In this case
1var p = d3.select("body").selectAll("p") 2.data(theData) 3.enter()
This will return a reference to the placeholder elements (nodes) for each data element that did not have a corresponding existing DOM Element.
Once we have this reference we can then operate on this selection.
However, it is important to note that this reference only allows chaining of append, insert and select operators to be used on it.
After these operators have been chained the the.enter() selection, we can treat the selection just like any other selection to modify the content.
D3.js Append Operator Revisited
Looking at the code again:
1var p = d3.select("body").selectAll("p") 2.data(theData) 3.enter() 4.append("p")
We.append("p") to the.enter() selection.
For each placeholder element created in the previous step, a p element is inserted.
Because we had three data points in our data array and no elements on the webpage, the.append("p") creates and adds three HTML paragraph elements.
In the example, after the append operator has operated on the selection, it will return a selection of three HTML paragraph elements.
D3.js Text Operator
If we wrote the code so that it was missing the last text operator as such:
1var theData = [ 1, 2, 3 ] 2 3var p = d3.select("body").selectAll("p") 4.data(theData) 5.enter() 6.append("p");
This is what we would see:
Notice that none of the paragraphs contain any text versus the previous picture:
The Text Operator sets the textContent of the node to the specified value on all selected elements.
In this example,.text("hello "), the value is "hello ". Since the selection was three elements, each element gets a "hello " inserted into it.
Where did the Data go?
1var theData = [ 1, 2, 3 ]
and some how we end up with three paragraphs that say Hello.
What happened to our numbers 1, 2 and 3?
D3.js Data Operator Revisited
When you hit return and click through the down arrows to see the properties of "body", you see something like this:
Beneath the line that reads 0: , you can see the properties of this HTML body element.
Our data appears as a property named __data__:
When data is assigned to an element, it is stored in the property __data__.
This makes the data "sticky" as the __data__ property is available on re-selection.
This is what we mean when we talk about Binding Data to Dom Elements.
Basic Example Revisited
Going back to our basic example at the top of the page, we can now see where the data was bounded to by using the console.log( ):
1var theData = [ 1, 2, 3 ] 2 3var p = d3.select("body").selectAll("p") 4.data(theData) 5.enter() 6.append("p") 7.text("hello "); 8 9console.log(p);
Gives us this:
From this you can see the three paragraph elements that were appended.
You can also see that the last (third) paragraph element has the __data__ property with a value of 3. Which came from our data set!


text:
Sometimes, we find that the Microsoft Internet Explorer window is being opened off the visible portion of the screen, it is opened too small or too big etc. This happens because the Internet Explorer window placement settings have been changed. The window placement settings determine the location and the size of the Internet Explorer window when you open it. To fix this, you can reset the Internet Explorer window placement settings in the Registry. Here is how :
- Close all the open Internet Explorer windows.
- Press the keyboard combination Windows logo key + R to bring up the Run dialog.
- In the Run dialog, type regedit to open the Registry Editor.
- In the Registry Editor, navigate to the following key :
- On the right-side pane, you would find a value named Window_Placement. Select it by clicking on it and then press the Del key to delete it. You can also right-click on it and select Delete from the right-click menu.
- That's it. You have reset the Internet Explorer window placement settings. Now if you open the Internet Explorer, it should open in its default location and the Registry settings will be re-created.


text:
How to set a computer's date and time
How to set a computer's date and time.
Below is a listing of different methods of how to change the computer's date and time in each of the major operating systems and through the CMOS setup.
Tip: If the computer loses or resets the time and date after it has been off the CMOS battery is bad and needs to be replaced.
The below steps will only allow you to adjust your time zone. If you want to customize your time further we suggest changing the steps from the Windows Desktop, which is the same steps contained in the below Windows Vista and 7 steps.
- From the Start Menu Charms click Settings or press Windows key + I
- In the Desktop settings click More PC settings.
- In PC settings click General
- Click on the Date and Time in the notification area. This is commonly the bottom right-hand corner of the screen (as shown below).
- In the Window that appears click Change date and time settings
- Right-click on the time in your Systray. This is commonly in the bottom right-hand of your screen.
- Click the Adjust Date/Time menu item.
- This will open the Date/Time Properties window. In this window you can adjust the time, date, and time zone. If you wish to change how the computer handles daylight savings, click the Time Zone tab and check or uncheck the 'Automatically adjust clock for daylight saving changes' option.
- Once the proper date and time has been set, click Apply and then Ok.
Tip: You may also double-click the time to open the Date/Time Properties window.
- Enter the CMOS setup.
- In the main or system setup screen you should be able to see the date and time. Using your arrow keys, navigate to the date and change the date. Once highlighted on the month, day, or year, press your arrow keys or your page up
or page down keys to change the date.
These steps may vary for your BIOS; additional help, information, and simulations can be found on the BIOS help page. You can also change the date and time by following the steps for your operating system below.
Setting the date through MS-DOS can be done by using the date command. Additional information and help with this command can be found on the date command page.
To adjust the time while in MS-DOS use the time command. Additional information about this command can be found on the time command page.
Use the date command to set the date and time. See the date command page for further information and examples of how to do this.
- Open the Apple Menu
- Open the Control Panels
- Open Date & Time
- Within the Date & Time window you will be able to set the date, time, time zone, and change the network time server.


You are not logged in. Login
Simulation of Vehicle-Bridge-Wind Interaction and its Applications
Research Group Profile
Louisiana State University, USA
Simulation of Vehicle-Bridge-Wind Interaction and its Applications
Core Competencies
- Aerodynamics of bridges;
- Mitigation of bridge vibrations;
- Vehicle-bridge-wind interaction;
- Bridge instrumentaion and monitoring;
- Bridge performance evaluation;
- New material applications in bridges
 Suren Chen (former Ph.D. student) Assistant Professor, Colorado State University (vehicle and bridge safety under wind loading).
 Lu Deng (former Ph.D. student), Professor, Hunan University, China (vehicle-bridge interaction and parameter identification)
 Xinfeng Yin (former co-advised Ph.D. student) Assistant Professor, Changsha University of Science and Technology, China (vehicle-induced bridge lateral vibration and driver comfort).
 Wei Zhang (current Ph.D. student), LSU (wind and vehicle induced bridge fatigue)
 Sage Liu, (current Ph.D. student), LSU (wind loading on vehicle and bridges-experimental)
 Yan Han, Associate Professor, Changsha University of Science and Technology, China (wind loading on vehicle and bridges-experimental and CFD simulation)
 Yin Zhang (former co-advised Ph.D. student), Professor, Nanyang Institute of Technology, China (vehicle and FRP bridge interaction)
 Yongle Li (current visiting professor), Professor, Southeast Jiaotong University, China (interaction of moving train-wind-bridge)
 Zhiwen Liu (former visiting professor), Associate professor, Hunan University, China (CFD prediction of wind loading on bridges).
Bridges are an essential part of transportation infrastructures. Due to the progressive deteriorations and accumulated fatigue damages of structures under dynamic loads such as vehicles and wind, it is essential to ensure the structure safety in both routine service and extreme loading environments. For long-span bridges in extreme wind, no traffic load is typically considered, assuming that bridges will be closed to traffic at high wind speeds. Therefore, bridges are usually tested in wind tunnels or analyzed numerically without considering moving vehicles on them. On the other hand, when assessing bridge performance in routine service, such as fatigue damage, wind effects are not usually considered. However, there are numerous possible scenarios under which both vehicles and winds may simultaneously contribute to bridge responses and cause significant serviceability and bridge fatigue damage issues.
We develop a comprehensive framework for wind-vehicle-bridge interaction analysis. This includes both the experimental identification of the key parameters, and the development of numerical simulation tools to quantify the system performance. Along the way, we thus have developed a comprehensive approach to address vehicle and bridge safety issues, through the development of a three dimensional finite element analysis framework that considers the interaction of wind, bridge, and vehicles; the establishment of an experimental framework for both static and aerodynamic tests of bridge section models and vehicles. In the course of these developments, we conducted CFD prediction of wind loading on vehicles, evaluated the performance of vehicle safety and bridge fatigue in service, and bridge safety in extreme wind conditions. We also developed mitigation measures for bridge vibrations, studied vehicle dynamic impact on different bridges, and provided system identification based on vehicle-bridge interaction.
Recent Findings
 The dynamic effects from vehicles are significant for short span bridges. When the road surface deteriorates or faulting forms at the bridge ends, bridge design codes may underestimate the dynamic impact factors and new specifications are needed for performance assessment of existing bridges. However, the vehicle dynamic impact effect is relatively small for long-span bridges and the effects from vehicle speeds and road roughness conditions can be neglected. Vehicle dynamic effects for FRP bridges can be significantly compared to traditional concrete and steel bridges. The combined dynamic effects from winds and vehicles might result in serious fatigue problems for long-span bridges, though the traffic or wind loads alone may not be able to induce serious fatigue problems.
This research provides a basis for improving bridge design codes. The developed relationship between safe driving vehicle speed and wind speed provides a starting point for developing a scientific traffic management strategy in windy environment, which can ultimately replace the current practice of closing a bridge or highway due to strong wind based on experience only. Finally, the strategy of using vehicle-bridge interaction to identify bridge or vehicle parameters will provide a new direction for bridge damage detection or vehicle law enforcement.
Selected Publications
1． Yin, X.F, Fang, Z., and Cai, C.S. (2011) "Lateral Vibration of High-Pier Bridges under Moving Vehicular Loads" Journal of Bridge Engineering, ASCE, 16(3), 400-412.
2． Deng, Lu and Cai, C. S. (2009) "Identification of Parameters of Vehicles Moving on Bridges" Engineering Structures, 31(10), 2474-2485.
3． Zhang, Y., Cai, C. S., Shi, X. M. and Wang, C. (2006) "Vehicle induced dynamic performance of a FRP versus concrete slab bridge" J. of Bridge Engineering, ASCE, 11(4), 410-419.
4． Cai, C. S. and Chen, S. R. (2004) "Framework of vehicle-bridge-wind dynamic analysis."Journal of Wind Engineering and Industrial Aerodynamics, 92 (7-8), 579-607.


text:
Despite the introduction of the Whistleblower Protection Act 2010 (the Act), whistleblowing is still a rare occurrence in Malaysia. In fact, the annual report from the Malaysian Anti-Corruption Commission (MACC) in 2012 indicates that out of a total of 8,953 complaints received by the Commission only 28 were from whistleblowers. However, data from the US suggests that as a method of detection whistleblowing is the single most effective means of uncovering graft. Considering the importance of whistleblowers in discovering cases of fraud the low number of whistleblowers as observed through the MACC statistics suggest that whistleblowers in Malaysia remain hesitant.
In order to encourage more individuals to come forward and whistleblow, there must be several changes made to Whistleblower Protection Act 2010. To achieve this, the following three areas need to be reformed under the Act:
- Protection for Whistleblowers – the level of protection for whistleblowers needs to be improved and reinforced.
- Independence of the Act – the Act still remains vulnerable to Ministerial action and it needs to be made entirely independent of such influence.
- Whistleblowing Mechanism – a more comprehensive whistleblowing mechanism needs to be created – one that is more robust than the current model.


text:
To earn a minor in Communication, a student must complete the following coursework.
Students who minor in communication take a total of six courses, three of which are required and three are electives. Of the three electives, one must be an upper division application course (denoted by * on the course descriptions page).
- Communication 2: Communication and Social Understanding
- Communication 3: Communication Inquiry
- Communication 100: Communication Theory
Upper Divison Electives
- Three upper division electives( One must be an upper-division application course denoted by the word "Application" after the title)


text:
Fragment of Temple Relief with Ducks
Originally this relief fragment belonged to a depiction of an offering bearer carrying three pintail ducks to the king. Amunemhat I used many Old Kingdom royal reliefs in the construction of his pyramid complex at Lisht, so it is sometimes difficult to distinguish reliefs made during his reign from original Old Kingdom works. Certain details of this exquisite fragment—particularly the elegant sweep of the duck's wing and the unnatural bend of the servant's fingers—suggest a Middle Kingdom date.
- Medium: Limestone. traces of paint
- Place Excavated: Lisht, Egypt
- Dates: ca. _PHONE_ B.C.E. or earlier
- Dynasty: XII Dynasty or earlier
- Period: Middle Kingdom
- Dimensions: 18 1/16 x 9 3/16 in. (45.8 x 23.3 cm) (show scale)
- Collections:Egyptian, Classical, Ancient Near Eastern Art
- Museum Location: This item is on view in Egypt Reborn: Art for Eternity, Old Kingdom to 18th Dynasty, Egyptian Galleries, 3rd Floor
- Accession Number: 52.130.2
- Credit Line: Charles Edwin Wilbour Fund
- Rights Statement: Creative Commons-BY
- Caption: Fragment of Temple Relief with Ducks, ca. _PHONE_ B.C.E. or earlier. Limestone. traces of paint, 18 1/16 x 9 3/16 in. (45.8 x 23.3 cm). Brooklyn Museum, Charles Edwin Wilbour Fund, 52.130.2. Creative Commons-BY
- Catalogue Description: Fragment of limestone tomb relief with portion of standing male servant holding in extended hands three pintail ducks; from Mastaba near pyramid of Amenemhet I, at Lisht. Condition: Broken into two pieces, upper right surface gouged. Slight remains of paint.
- Record Completeness: Best (86%)


text:
Maryland Safe and Supportive Schools (MDS3) Initiative
What is the MDS3 Initiative?
The MDS3 Initiative is funded by a grant awarded to the Maryland State Department of Education (MSDE) by the Office of Safe and Drug Free Schools at the United States Department of Education (CFDA#84.184Y). The Initiative is funded to develop a sustainable state-wide system to measure school climate, the school environment, student engagement, and school safety in high schools. Participating schools will receive training, resources, support, and coaching in the implementation of evidence-based programs (EBPs) to meet the needs of their students and school community. Sheppard Pratt Health System and Johns Hopkins will collaborate with MSDE in the implementation and evaluation of the Initiative.
What is the purpose of the MDS3 Initiative?
This Initiative builds on the State's 11-year Positive Behavioral Interventions and Supports (PBIS) Initiative, which has supported implementation of the universal, School-wide PBIS model in over 900 Maryland schools. Additional support and more intensive interventions are needed for high schools to provide a continuum of strategies to meet the needs of their students. The MDS3 Initiative provides the opportunity to meet this need to improve school climate and reduce discipline problems, bullying, and substance use problems through the implementation of multi-tiered interventions. The data, coaching, professional development, and ongoing technical assistance provided through the MDS3 Initiative are designed to improve conditions for learning and, as a result, student achievement.
What Does MDS3 provide?
An online climate survey was developed by John Hopkins University in the winter of 2010 and administered to students, parents, and staff at all enrolled participating high schools in the spring of 2011 and 2012. This climate survey will be administered annually through 2014. Schools were randomly assigned to one of two groups: intervention schools or comparison schools. Upon completion of the survey in the spring, a climate profile score is provided for participating schools and is posted on this site, as required by the Office of Safe and Drug Free Schools. The intervention schools use their climate data to identify and prioritize specific needs for their school. Based on these needs, the schools select one or more interventions from a menu of Evidence Based Practice (EBPs). Sheppard Pratt Health System assigns Climate Specialists to each school to facilitate the implementation of those strategies with high fidelity. The schools in the comparison group have access to the survey data and receive an annual honorarium for their participation. Finally, at the end of the grant period, the comparison schools will receive the training in the EBPs selected by the school.
What will take place as a result of this funding?
The overarching outcome of the initiative is to improve the conditions for learning in participating high schools which will be accomplished by:
- Developing a sustainable state-wide system to measure school climate, the school environment, and student engagement in high schools;
- Analyzing collected data to create annual climate profiles and customized intervention plans for each school; and,
- Providing ongoing training and support in the implementation of related evidence-based programs in schools.
There are twelve (12) Local Education Agencies (LEAs) and 58 schools engaged in MDS3. Through a formal recruitment process led by MSDE, LEAs and their schools were enrolled in late 2010 and early 2011 for the remaining 3.5 years of the grant in the MDS3 Initiative (winter 2011 through summer 2014). Schools in the intervention condition receive training and on-site coaching and technical assistance in the implementation of one or more evidence-based programs that meet the specific needs of their school. Schools randomized to the comparison condition have access to the climate survey results, receive an honorarium for their participation, and receive training in the selected evidence-based programs at the end of the project (summer 2014). Climate profiles scores for schools in both conditions are posted here on this site.
It is important to understand that the posted scores have been attained through the responses to the climate surveys with the inclusion of existing incidence data for each school (details follow). The creation and posting of these scores is a requirement of this grant and much consideration has gone into its calculation. However, there is no way to determine the "value" of the scores, at this time. It is important to view these scores as an initial calculation of BASELINE data collected through the early administration of a newly developed Climate Survey. We anticipate that as the grant continues and multi-year data become available, some conclusions may be drawn, but that is not the case at this time.


text:
Commune Agro-ecosystems in Cambodia, a Guidance Manual
Commune Agroecosystems Analysis (CAEA) is a participatory analysis methodology used by the Department of Agricultural Extension to identify and prioritize agricultural development needs at the commune level. This manual provides a step-by-step procedure to implement CAEA
- Access: Open Access;
- Item Link: Source URL
- Citation: Department of Agricultural Extension (DAE), Ministry of Agriculture, Forestry and Fisheries (MAFF), Cambodia and CGIAR Challenge Program on Water and food (CPWF). 2012. Commune Agroecosystem Analysis in Cambodia: A Guidance Manual. Phnom Penh, Cambodia: Ministry of Agriculture, forestry and fisheries, Department of Agricultural Extension (DAE); Colombo, Sri Lanka: CGIAR Challenge program on Water and food (CPWF). 118p.
- Tags: Mekong, Cambodia,


NAME Class::Handler - Create Apache-like pseudoclass event handlers SYNOPSIS use Class::Handler; handler http => 'My::Module'; handler http => 'My::OtherModule'; http->dostuff(_USER_); # Tries My::Module->dostuff, # then My::OtherModule->dostuff # if it fails or is not found nohandler http => 'My::Module'; # Remove My::Module from the # list of modules to try nohandler http; # Remove http handler entirely DESCRIPTION Overview This module can be used to create and maintain pseudoclass event handlers, which are simply special classes which inherit from multiple modules but provide no methods of their own. These handlers can be used just like normal classes, with the added benefit that they are able to decline or partially handle requests, allowing multiple classes to act on the same data through the same interface. This serves the dual purpose of acting as both a complete Perl 5 module as well as a prototype for a proposed Perl 6 feature. Adding and Using Handlers To add a handler, you simply use the handler() method which is automatically exported by this module. handler() takes two arguments, the first being the name of the handler and the second the name of a class which should be added to that handler: handler signal => 'Signal::DoStuff'; This would install a new handler called 'signal' which would have one class, 'Signal::DoStuff', in it. You can install multiple handlers at the same time: handler exception => 'My::Catch', 'Site::Failsafe'; or as multiple subsequent commands: handler exception => 'My::Catch'; handler exception => 'Site::Failsafe'; The theory behind these handlers is much like the theory behind Apache handlers. Whatever the name of the method is that is called on the pseudoclass, is the name of the method that is called on the actual classes. For example, assuming this code: handler http => 'My::HTTP'; handler http => 'LWP::UserAgent'; $FH = http->open(""); Then the following sequence of events would occur: $FH http->open undef ^ | ^ | | | | Does My::HTTP->open exist? | | YES/ \NO | | / \ | | Try it Does LWP::UserAgent->open exist? | | / \ ^ YES/ \NO | | OK/ \UNDEF / / ---------------- ------- ------ Try it | | / \ | | OK/ \UNDEF | ------------------------- --------------------- Some highlights: 1. Each class's open() method is tried in turn, since that is the name of the method called on the handler 2. If undef is returned, the next one in sequence is tried. 3. If 'OK' (simply meaning 1 or some other true value, like $FH) is returned, that is propagated out and returned by the top-level handler. 4. All classes are tried until 'OK' is returned or the last one is reached. This allows you to easily chain classes and methods together with a couple key benefits over an inline '||': 1. Each handler can partially handle the request, but still return undef, deferring to the next one in line. 2. The handlers can be reordered internally at-will without the main program having to be redone. 3. Different class open() methods can use internal rules, such as "only open.com URLs", without you having to put checks for this all over the place in the top-level program. For more details, please see the Perl 6 RFC listed below. Removing Handlers In addition to handlers being added, they need to be removed as well. This is where nohandler() comes in: nohandler http => 'My::HTTP'; # remove My::HTTP from list nohandler http; # remove http handler The first example removes 'My::HTTP' from the list of classes used by the 'http' handler. The second syntax removes the 'http' handler entirely, meaning that this call: $FO = http->open(""); will result in the familiar error: Can't locate object method "open" via package "http" Currently, there is no way to reorder handlers without removing and then re-adding them. Automatic Handler Registration and Removal Sometimes, you may find that you want a class to automatically register as a member of a given handler. To do so, you simply need to 'use Class::Handler' in your module and then prefix the package 'main::' (or whatever package you want to affect) to the start of the handler name: package Custom::Module; use Class::Handler; handler'main::stuff' => 'Custom::Module'; This will make it so that in your main script you can now do this: use Custom::Module; stuff->method(_USER_); And it will call the Custom::Module->method function as expected. However, this feature should be used with caution. It borders right on the edge of scary action-at-a-distance. REFERENCES For more details on the complete Perl 6 proposal, please visit Comments are welcome. AUTHOR Copyright (c) 2000, Nathan Wiger. All Rights Reserved. This module is free software; you may copy this under the terms of the GNU General Public License, or the Artistic License, copies of which should have accompanied your Perl kit.


text:
The 509J district adheres to the polices and procedures outlined by Oregon TAG Law. These rules apply to all children, grades K-12, in all public schools. The three major sections of the TAG law discuss identification of TAG students, programs and services for TAG students, and the specific rights of parents.
The 509J school district has written policies and procedures describing how we collect and use information to identify TAG students, as well as describing the specific programs and services available to identified students within the district. The District TAG Coordinator or school principal will be able to describe these procedures to you.
Briefly summarized, the procedures are outlined below.
Students are identified in the following areas:
* Intellectually gifted
* Academically talented in reading
* Academically talented in math
Multiple measures are always used prior to any formal TAG identification. Behavioral, learning and/or performance information can be used in the identification process, including:
* Scores of 97th percentile or greater on nationally standardized mental ability tests for students identified as intellectually gifted.
* Scores equal to or greater than the 97th percentile on nationally standardized achievement tests in reading or in math for students identified as
* academically talented in reading or math.
Many students also perform just below the 97th percentile. These students, although not identified as TAG, are said to be in the TAG pool. Students who are formally identified or in the TAG Pool are eligible to participate in many enrichment programs, such as those offered by Oregon State University.
The law requires that the district provide instruction to identified students which addresses each student's assessed level and rate of learning in all relevant subjects.
A student's level of learning is the instructional level in the curriculum and the place where the student will be successful but will encounter knowledge and skills not yet learned or mastered. This is different from simply advanced grade level--it involves complexity and sophistication of concepts.
The student's rate of learning is a measure of the pace at which the student successfully progresses through the curriculum after being placed at the appropriate instructional level. A student's rate of learning will vary, depending on the subject, point in the learning process, degree of interest, level of difficulty, and learning style.
The level and rate of learning are considered acceptable when the student is challenged, learning new concepts, pursuing deeper and more complex work, and is not frustrated by work that is too easy or too hard.
Although there is no distinct pull-out TAG program in the district, the following programs, services, and techniques are used to provide the appropriate instruction for identified students:
* Acceleration - altering the pace or speed of learning and providing more sophisticated strategies and structures to meet the learning level
and rate requirements.
* Flexible Skill or Ability Grouping - grouping students of similar ability for a specific skill area, within a classroom, at grade level, or across
* Differentiation - modifying the content (curriculum, standards, goals), the process and activities to learn the content, the product that
demonstrates what has been learned, or the environment where the learning takes place, to match the differing needs of different students.
* Cross-grade Grouping - grouping students of similar ability for specific skills or content, with students in a higher grade.
* Compacted Curriculum - reducing the amount of time normally required to master a subject. Often a pre-test determines the current level of
mastery and students are given a decreased amount of review of previous skills, and/or less practice for new skills.
* Grade Skipping - placing students in a higher grade ahead of usual placement.
* Advanced Placement - a formal curriculum for high school students who may take an AP exam for college credit after completion of the AP
* Concurrent Enrollment - allowing students to take classes in the next higher level of school and obtain credit in both settings.
* Independent Study - identifying problems or topics of personal interest to the student, and assisting in planning a method of investigation
and identifying the product.
The major responsibility of parents is to be informed about and involved in their child's education, so they can be supportive advocates. Good communication between parents and the school allows for questions to be raised and addressed.
The Oregon TAG Act guarantees the following specific rights to parents of children identified under it:
* Parents are to be notified of their children's identification as talented and gifted, and of the programs and services available in their district.
* Parents must be given the opportunity to provide input to, and discuss the programs and services to be received by their child.
* Parents must be informed of the procedure for a complaint or appeal. This procedure, contained in the 509J District TAG Handbook,
provides for resolution at the local level. The policy directs parents to bring their complaint or appeal first to the teacher. If not satisfactorily
resolved, the complaint may then go to the building principal or building TAG contact, then to the district TAG contact, then the district
superintendent, and finally to the local board of education. After local complaint procedures are exhausted, parents may address a written
complaint indicating which state standard is being violated to the State Superintendent of Public Instruction.
* Parents may request access to the records used in the identification process along with an explanation by a knowledgeable district


Use math in the Style tab
New feature: Do basic math in the Style tab
Do you ever find yourself doing math when creating your styles?
So if your logo is 78px wide and you want to double that, now you can type "78px * 2" and let Webflow do the math for you, automagically.
Sometimes it's easier to let others do math for you.
Need to double the width of that element? Now Webflow can do the math for you.
Web Design


text:
Earl May Garden Center
Earl May Garden Center was posted on July 14, 2017 at 9:02 pm. It is posted on the Garden category. Earl May Garden Center is tagged with Earl May Garden Center, Earl, May, Garden, Center..
Earlearl (ûrl),USA pronunciation n.
- a British nobleman of a rank below that of marquis and above that of viscount: called count for a time after the Norman conquest. The wife of an earl is a countess.
- (in Anglo-Saxon England) a governor of one of the great divisions of England, including East Anglia, Mercia, Northumbria, and Wessex.
Maymay1 (mā),USA pronunciation auxiliary v., pres. sing. 1st pers. may, 2nd may or ([Archaic]) may•est or mayst, 3rd may;
pres. pl. may;
- (used to express possibility): It may rain.
- (used to express opportunity or permission): You may enter.
- (used to express contingency, esp. in clauses indicating condition, concession, purpose, result, etc.): I may be wrong but I think you would be wise to go. Times may change but human nature stays the same.
- (used to express wish or prayer): May you live to an old age.
- [Archaic.](used to express ability or power.) Cf. might1.
Gardengar•den (gär′dn),USA pronunciation n.
- a plot of ground, usually near a house, where flowers, shrubs, vegetables, fruits, or herbs are cultivated.
- a piece of ground or other space, commonly with ornamental plants, trees, etc., used as a park or other public recreation area: a public garden.
- a fertile and delightful spot or region.
- [Brit.]yard2 (def. 1).
- pertaining to, produced in, or suitable for cultivation or use in a garden: fresh garden vegetables; garden furniture.
- lead up or down the garden path, to deceive or mislead in an enticing way;
delude: The voters had been led up the garden path too often to take a candidate's promises seriously.
- to lay out, cultivate, or tend a garden.
- to cultivate as a garden.
Centercen•ter (sen′tər),USA pronunciation n.
- [Geom.]the middle point, as the point within a circle or sphere equally distant from all points of the circumference or surface, or the point within a regular polygon equally distant from the vertices.
- a point, pivot, axis, etc., around which anything rotates or revolves: The sun is the center of the solar system.
- the source of an influence, action, force, etc.: the center of a problem.
- a point, place, person, etc., upon which interest, emotion, etc., focuses: His family is the center of his life.
- a principal point, place, or object: a shipping center.
- a building or part of a building used as a meeting place for a particular group or having facilities for certain activities: a youth center; The company has a complete recreation center in the basement.
- an office or other facility providing a specific service or dealing with a particular emergency: a flood-relief center; a crisis center.
- a person, thing, group, etc., occupying the middle position, esp. a body of troops.
- the core or middle of anything: chocolate candies with fruit centers.
- a store or establishment devoted to a particular subject or hobby, carrying supplies, materials, tools, and books as well as offering guidance and advice: a garden center; a nutrition center.
- See shopping center.
- (usually cap.)
- the part of a legislative assembly, esp. in continental Europe, that sits in the center of the chamber, a position customarily assigned to members of the legislature who hold political views intermediate between those of the Right and Left.
- the members of such an assembly who sit in the Center.
- the political position of persons who hold moderate views.
- politically moderate persons, taken collectively;
middle-of-the-roaders: Unfortunately, his homeland has always lacked a responsible Center.
- a lineman who occupies a position in the middle of the line and who puts the ball into play by tossing it between his legs to a back.
- the position played by this lineman.
- a player who participates in a center jump.
- the position of the player in the center of the court, where the center jump takes place at the beginning of play.
- [Ice Hockey.]a player who participates in a face-off at the beginning of play.
- [Baseball.]See center field.
- a cluster of nerve cells governing a specific organic process: the vasomotor center.
- the mean position of a figure or system.
- the set of elements of a group that commute with every element of the group.
- a tapered rod, mounted in the headstock spindle(live center) or the tailstock spindle (dead center) of a lathe, upon which the work to be turned is placed.
- one of two similar points on some other machine, as a planing machine, enabling an object to be turned on its axis.
- a tapered indentation, in a piece to be turned on a lathe, into which a center is fitted.
- on center, from the centerline or midpoint of a structural member, an area of a plan, etc., to that of a similar member, area, etc.: The studs are set 30 inches on center. Abbr.:o.c.
- to place in or on a center: She centered the clock on the mantelpiece.
- to collect to or around a center;
focus: He centered his novel on the Civil War.
- to determine or mark the center of: A small brass star centered the tabletop.
- to adjust, shape, or modify (an object, part, etc.) so that its axis or the like is in a central or normal position: to center the lens of a telescope; to center the work on a lathe.
- to place (an object, part, etc.) so as to be equidistant from all bordering or adjacent areas.
- [Football.]snap (def. 20).
- to pass (a basketball, hockey puck, etc.) from any place along the periphery toward the middle of the playing area.
Also,[esp. Brit.,] centre. cen′ter•a•ble, adj.
- to be at or come to a center.
- to come to a focus;
concentrate (fol. by at, about, around, in, or on): The interest of the book centers specifically on the character of the eccentric hero. Political power in the town centers in the position of mayor.
- to gather or accumulate in a cluster* collect (fol. by at, about, around, in, or on): Shops and municipal buildings center around the city square.
Earl May Garden Center have 10 pictures it's including Business Profile: Earl May Nursery And Garden Center - Waukee, IA Patch, Earl May Garden Center - Turbo Spreader Sticker, Ankeny Earl May Storefront, Des Moines Earl May Storefront, Lincoln Earl May Storefront, Shawnee Earl May Storefront, West Des Moines Earl May Storefront, Earl May Garden Center How To Plant Vegetables In Containers, St Josephs Earl May Storefront, Iowa City Earl May Storefront. Following are the attachments:
Contrast of Substantial Note Statue by Breadth area. The purpose continues to be the same thing using the place that is second: you to definitely be more flexible in looking at the sculpture. In cases like this, the distance involving the statue of the room, decide the most limit sculpture that is high. For example, if the length between your statue having a rooftop merely 3 yards away, an effort to ensure that at the most only 1 meter statue that is high.
Adjust the size of the statue's placement by Place. In cases like this, a tiny sculpture could be located in between your plants or around the edge of the garden that was footpath. Meanwhile, greater sculptures can be put into the park's center or the spot
With carvings such as the sculpture is an aspect that will sort the classic style inside and outside the chamber, Earl May Garden Center is loaded, is not any exemption to backyard. The location of statue in the playground was actually emblematic and is usually only made of jewel. But combined with the progress of contemporary statue, then a works of sculpture becomes progressively varied, both shape along with the materials utilized in point using the growth of engineering and advent of fresh supplies, including white cement.


text: Sinawi, sometimes spelled shinawi, is a traditional form of Korean music. It is performed improvisationally by a musical ensemble, and traditionally accompanies the rites of Korean shamanism. The style first emerged in the Chungcheong and Jeolla provinces, but is now widespread. The traditional sinawi ensemble followed the principle of sam-hyeon-yuk-gak (三絃六角), with two flutes, a haegeum, a daegeum, a janggu hourglass-drum, and a large buk drum. However, today other traditional Korean instruments such as the gayageum and geomungo are also often included.


Take the 2-minute tour ×
Recall a tranverse metric on a (regular) foliated manifold $(M,F)$ is a positive symmetric $C^\infty (M)$-bilinear form $g$ such that
1) $Ker(g_x)=T_x F$
2) It is invariant with respect to lie derivtives along vector fields tangent to the foliation.
I know that not every foliation $(M,F)$ admits such a tranverse metric, however, I would like to know some simple examples of when this fails. I do know that if the foliation arises as the fibers of a sumbersion, then it always admits a transverse metric, however I would also like to know some examples of foliations not of this form which DO admit a tranverse metric. Thank you!
share|improve this question
You can take a foliation of a 2-torus by lines of an irrational slope. – Ian Agol Feb 7 '12 at 3:48
3 Answers 3
For your second kind of example, consider the foliation of the unit $3$-sphere that is the integral curves of the vector field $$ X = p\left(x^1\frac{\partial\ }{\partial x^0 } -x^0\frac{\partial\ }{\partial x^1 }\right) + q\left(x^2\frac{\partial\ }{\partial x^3 } -x^3\frac{\partial\ }{\partial x^2 }\right), $$ where $p$ and $q$ are relatively prime integers. This has a transverse metric, but it is not the fibers of any submersion from the $3$-sphere to a $2$-manifold.
As for things that don't admit transverse metrics at all, you want a foliation such that the holonomy of the leaves (actually, it's enough to have one such leaf) is not compact. A good example of this is the foliation of the unit circle bundle of a compact surface of negative curvature by the tangential lifts of geodesics of the metric.
share|improve this answer
The holonomy group of any leaf is a discrete group, so what do you mean by compact? Did you mean finite? By the way, do you have a reference for this non-existence claim? Thanks! – David Carchedi Feb 7 '12 at 11:59
_USER_: Yes, the holonomy of each leaf is discrete in this case. If the leaf isn't closed, it's trivial and, if the leaf is closed, it's generated by a single element. However, that single element will not preserve any metric if it has a real eigenvalue of modulus greater than $1$, which is the case for closed geodesics on a surface of negative curvature. This is is thoroughly discussed under the topic of Anosov flows, which you should Google for a full explanation. The Wikipedia page on this is quite explicit. – Robert Bryant Feb 7 '12 at 12:58
_USER_: I am a little confused. The holonomy group of any leaf of any (regular) foliated manifold is discrete, by definition, since it is a quotient of the fundamental group. Are you speaking of something else? Are you claiming that if I have a foliated manifold $\left(M,F\right)$ and a leaf which is not compact (and I am working here without corners or boundaries) then its holonomy group has to have a single generator? If so, why is this true and where can I read this? – David Carchedi Feb 7 '12 at 14:14
Also, are you claiming that if there is such a non-compact leaf such that the generator of the holonomy group induces an endomorphism of the tangent space with a real eigenvalue with modulus greater than 1, then there cannot be a tranverse metric on the foliated manifold? Any references, or clarifications would be most helpful. Thank you! – David Carchedi Feb 7 '12 at 14:15
_USER_: You have misread what I wrote or aren't taking into account the fact that I'm talking about the particular example that I gave, in which the leaves are $1$-dimensional and thus are either circles or copies of $\mathbb{R}$. In the former case, the holonomy is generated by a single element (corresponding to the generator of $\pi_1$), in the later case, the holonomy is trivial, in this particular example. The claim about a generator with real eigenvalue greater than $1$ obstructing a transverse metric seems obvious to me, so I'm not sure what you are not getting. – Robert Bryant Feb 7 '12 at 15:55
Another (actually quite close) example of a foliation without a transverse metric: the stable foliation of the geodesic flow on the unit tangent bundle of a negatively curved manifold.
share|improve this answer
Could you please give a reference for this claim? and also, why is that it does not have a transverse metric? – Camilo Angulo Feb 7 '12 at 15:51
By the corollary to theorem 4 in Kaimanovich's two page paper "Brownian motion on foliations: Entropy, Invariant measures, mixing" any foliation by leaves of sub-exponential volume growth must have a transverse invariant measure. An example of this is the foliation of the unit tangent bundle of $d$-dimensional hyperbolic space by the normal vectors to each horocycle (i.e. the strong stable foliation of the geodesic flow).
There is a $3$ dimensional manifold foliated by $2$-dimensional leaves without any transverse invariant measures which I think is due to Hirsch (I like it because because one can visualize it in Euclidean $3$ space easily).
To construct it take a solid torus $T = D \times S$ ($D$ a disk and $S$ the unit circle in the complex plane) and a solenoid map $f: T \to T$ which we take to be $s \mapsto s^2$ in the $S$ coordinate. Consider the foliation of $T \setminus f(T)$ by sets of the form $D \times \{s\}$ (each of these is a disk minus two smaller disks). Then identify the outer and inner boundaries of $T \setminus f(T)$ using $f$.
You get a compact foliated manifold (without boundary). Depending on whether the the $S$ coordinate of a point is eventually periodic under $s \mapsto s^2$ or not, the leaf the point belongs to can look like a $2$-sphere minus a Cantor set or a Torus minus a Cantor set. All leaves are dense.
The pasting you did makes is so that each time you want to go through a boundary torus you either square or take a square root of the $S$ coordinate.
In particular the holonomy along any curve which crosses the outer torus exactly once from the inside towards the outside is $s \mapsto s^2$ in the $S$ coordinate. Using this fact you can show there is no transverse invariant measure.
share|improve this answer
Your Answer


text:
- O Amor em Visita (1958)
- Poemacto (1961)
- Os Passos em Volta (1963)
- Retrato em Movimento (1967)
An author of experimental poetry
Herberto Helder is a poet who falls within the broad context of universal poetic culture. His poetic universe is autonomous and has its own characteristics.
Considered as one of the most important experimental or concrete poet, he is also known as a visionary poet, holding a special place in the Portuguese surrealist poetry. It can be thus be seen that the work of Herberto elder is complex and undoubtedly one of the highest expressions of contemporary Portuguese poetry.
With Herberto Helder the reader won't expect a world completely built. Instead, he will find a world with a different shape, a shape that is dictated by issues of rhythm, of words with isolated meaning. It is therefore reliving, and no longer reproducing, which moves Herberto Helder.
Herberto Helder, person and poet, appears as a mystical figure within the history of Portuguese poetry, completely withdrawing from any circuit of visibility.
Historical period in literature:
Contemporary literature, Surrealism period
Consulted sources:Portal da Literatura Portuguesa


text:
Hydrology - Open-File Report 30
Historical Summary of Onshore Oil and Gas Exploration Activities in South Carolina
William T. Griffin
Oil and Gas Exploration in South Carolina has occurred in two distinct periods. The first period occurred between 1920 and 1957 (Olson and Glowacz, 1977). During this time 11 wildcat wells (wells 1 – 11, see map) were drilled in the Coastal Plain of South Carolina. These wells are summarized in the table (after Olson and Glowacz, 1977), and their locations have been plotted on the accompanying map. Other than the fact that they were dry, little is known about these wells; therefore, they will not be discussed further in this report.
The second and current period of recorded activity began in 1980. These activities include leasing, soil geochemical analyses, seismic surveys, and drilling, and major companies and small independents have conducted them. It is possible that leasing occurred prior to 1980; but because there are no regulatory requirements for leasing in the State, we have no record of earlier activity.
The purpose of this report is to provide a detailed chronological summary of this second period of onshore oil and gas exploration, and to offer some general observations on future activities and the regulatory role of the South Carolina Water Resources Commission.
This open-file report is available for review in the SCDNR's Columbia office.


text:
The Plasma Cloud console allows you to manage wireless mesh both manually and automatically.
Generally, the use of WiFi AI is recommended for automated wireless mesh management. It will perform regular networks scans (based on your maintenance window) and dynamically optimize your settings to better suit your topology. For instance, wireless mesh may be disabled to reduce the WiFi overhead and increase performance when not needed. On the other hand, it will be activated on those devices that can't successfully connect to the Internet via cable.
However, should you wish to manually enable and disable wireless mesh, you can do so either on a per-network or per-Access Point basis. First, you need to:
- Log into the Plasma Cloud console;
- Select the Organisation and Network of interest from the top right menu;
Next, to manually manage wireless mesh for your network, you need to:
- Navigate to Settings > Network in the main menu on the left;
- Ensure the WiFi AI toggle is deactivated in the WiFi settings section;
- Enable or disable the Wireless mesh toggle in the WiFi settings section as needed.
Or, to manually manage wireless mesh for a specific Access Point, you need to:
- Navigate to Access Points and select the device of interest from the table;
- Scroll down to the Wireless mesh section and click on the drop-down menu to change the status of wireless mesh for this particular device.


text:
The BC Centre for Disease Control (BCCDC) is clarifying new guidance on its website regarding self-isolation recommendations and how to manage COVID-19 illness after its amendments created widespread confusion.
On Wednesday (Jan. 19), the BCCDC quietly updated its advice on close contacts and self-isolation recommendations regarding vaccinated and unvaccinated individuals.
In a statement released the following day, the agency apologized for its web posting and any subsequent confusion.
"We understand the significant interest in these testing and isolation guidelines, which is why we updated the website immediately with clarifications made yesterday. We recognize this approach led to confusion," reads the acknowledgement.
"We will strive to ensure there is a better change management process for future changes."
Under the updated guidance, individuals over 18 who are not fully vaccinated and test positive for COVID-19 should self-isolate for 10 days and wait until their symptoms improve and they no longer have a fever. For five days following this period, they should also avoid nonessential visits to "high-risk settings."
Fully vaccinated adults who test positive must self-isolate for half the time that individuals who are not fully vaccinated do (five days). However, they must also ensure that their symptoms have improved and they no longer have a fever. Additionally, they should avoid non-essential visits to high-risk settings for an additional five days following their self-isolation period.
If you have mild symptoms and do not need a COVID-19 test, the BCCDC advises you to stay home until you feel well enough to return to your regular activities.
Close contacts do not need to self-isolate, regardless of vaccination status, but should self-monitor. In fact, everyone should routinely monitor symptoms of COVID-19, whether they are notified of a COVID-19 exposure or not; stay home if you feel unwell.
According to the BCCDC, the changes enable British Columbians to self-manage their illness and limit spread in communities while continuing their regular activities as much as possible (ie. going to work or school or socializing).
Further changes to the guidance are expected in the weeks to come, notes the agency, adding that getting vaccinated "remains the most effective measure to prevent severe illness."
For more information about the updated guidance regarding isolation protocol and how to manage COVID-19 symptoms, visit the BCCDC online.


text:
There are numerous opportunities for student leadership at Prospect Ridge Academy. Our commitment to creating academic, social, and ethical leaders means that providing ample opportunities for our students to become effective leaders is a significant part of a PRA education.
Prospect Ridge Academy students help to create the school's culture and its sense of community and achievement. PRA is a welcoming and inclusive place, where individual abilities and personalities are celebrated from Kindergarten through the 12th grade, and where lifelong memories are made. Students experience and practice leadership in the classroom, and continue to develop leadership skills in groups outside of the classroom.
Beginning in 5th grade, students have the opportunity to take on leadership roles in the Elementary, Middle and High School student council. Each division has an elected student council which provides leadership at the school and encourages student involvement in maintaining and improving the school climate; and also sponsors social events and community service projects.
We encourage students in each division to participate in the many student activities, clubs, and organizations offered at Prospect Ridge Academy. New clubs and groups are formed each year, depending on student interest and initiative.


Take the 2-minute tour ×
This question is a generalization of an example provided in Absolute continuous family of measures.
Consider a metric space $(X,\rho)$ with a Borel $\sigma$-algebra $\mathcal B(X)$. Consider a family of probability measures $K:X\times \mathcal B(X)\to[0,1]$ such that
 1. $x\mapsto K(x,B)$ is a measurable function for each $B\in\mathcal B(X)$ and
 2. $B\mapsto K(x,B)$ is a probability measure on $(X,\mathcal B(X)).$
When does exist such a measure $\mu$ such that $\mu(\cdot)\gg K(x,\cdot)$ for each $x\in X$ and $$ \xi(x,y):=\frac{\mathrm dK(x,\cdot)}{\mathrm d \mu(\cdot)} $$ is a continuous/Lipschitz continuous function?
First thoughts are the following: necessary conditions are continuity of $K(x,B)$ for each bounded $B$ (for the continuity of $\xi$) and Lipschitz continuity of $K(x,B')$ for each $B'$ s.t. $\mu(B')<\infty$ (for the Lipschitz continuity of $\xi$). However, the last one is using the measure $\mu$ which we can also choose.
share|improve this question
well, yes: the zero measure. – Mark Aug 11 '11 at 11:03
Your Answer
Browse other questions tagged or ask your own question.


Our lovely town is famous for its association with the precious black gemstone, sometimes known as Whitby jet.
Beautiful and distinctive, we love seeing jet jewellery in Whitby's shops, but then we started to wonder where it came from.
Did you know that jet is actually fossilised wood, created from the Monkey Puzzle tree (Araucaria tree to give the tree its Latin term)?
Jet is actually one of just a handful of natural, organic gemstones in the world. Its story is millions of years in the making.
Millions of years ago, Monkey Puzzle trees were commonplace around our coast. Over the millennia, the wood and debris washed to sea and was eventually compressed into a thick sedimentary layer.
Ever-increasing pressure caused the debris to disperse, with the more resistant bits forming into jet.
If you are lucky enough to pick up a fragment of jet on the beach, it's surprisingly lightweight.
Jet can be highly polished, creating the glossy finish you see in Whitby's retailers and elsewhere.
However, this is 'nowt new' as it's thought jet was used for decorative purposes back in the Bronze Age! So, if you're ever asking, what did the Victorians do for us, they helped make it popular, yet jet had been in use for centuries.
In a way, we do have Queen Victoria to thank for the popularity of jet. Following the early death of her husband, Prince Albert, she wore jet as part of her mourning attire.
Whitby Jet was also displayed at the Great Exhibition in 1851 in London.
Back in the 19th century, jet was mined and transported by pony, and the jet industry was a major employer in the area. It is thought around 200 miners worked the coastline to find the jet, and up to 1,500 jet-related workers were in Whitby by the late 1800s.
However, window-shopping for jet jewellery (or, even better, buying it!) is a Whitby tradition.
You can carefully search for jet along our shores, but it's a time-consuming task. You need a keen eye and the patience of a saint.
We prefer having a meander around Whitby's narrow, cobbled streets and admiring the black gemstone in a mullioned shop window,
One such jet emporium is W Hamond, one of several jet outlets in our lovely town. W Hamond was established in 1860 and use local jet in their creative process.
Positioned close to the foot of the 199-steps that lead up to Whitby Abbey, W Hamond is now collaborating with the globally famous luxury brand, Fabergé®.
The Faberge® story started in France in the 1680s and moved to St Peterburg, Russia in the 1830s.
Gustav Fabergé® worked in the Russian capital for Keibel, goldsmiths and jewellers to the Emperors of Russia.
Gustav completed his apprenticeship and opened a jewellery shop in Bolshaya Morskaya, a fashionable street in St Petersburg.
Gustav's son Peter took over the business in 1882 and in 1885 to 1886, the Russian Emperor commissioned the now iconic Easter Egg for the Empress.
Fabergé® was later nationalised following the Russian Revolution of 1917 and during the 20th Century underwent several challenges and changes before Fabergé® Limited announced it acquired the Fabergé® trademarks in 2007. Two years later, Fabergé® was relaunched.
During the following years, Fabergé® works alongside world-famous brands including Rolls Royce and more recently, W Hamond of Whitby.
Jet is rarer than diamonds but can be found in Germany, northern Spain, Turkey and New Mexico.
Whitby jet, though, is known for its excellent quality, including its toughness, stability and ability to polish up to a glossy shine.
If you go jet hunting, then Whitby is the wrong place to look, instead head up to Runswick Bay or Robin Hood's Bay.
There are very strict rules for jet gathering due to its rarity and small size.
Do NOT remove any jet from cliffs as if you want your own piece of jet, it must have been washed from the cliffs and onto the beach, where searchers can beach-comb for their finds.
Always keeps a safe distance from the cliffs and know your tide times allowing for incoming tides.
Also be sure you've found some jet and not a piece of coal. Take a piece of sandpaper with you, rub the specimen you've found against the paper and if it leaves a ginger-brown mark, then it is jet, otherwise it is coal.
Or you can always call into Whitby's jet shops for your own piece of gorgeous jewellery!
The craftworkers also use the gemstone Derbyshire Blue John along with other stunning materials such as amber and turquoise.
As we live and love Whitby, we are very proud of this famous industry which has such strong connections to our town.
Until next time …
Tagged as: Whitby Jet
Share this post:
Leave a comment:
Reject cookies Manage settings


text:
Spanish senior organisation warns about growing share of older people with disabilities & increasing loneliness
Photo europapress - from 65YMÁS
On the occasion of the 'International Day of Persons with Disabilities' last 3rd December 2019, the Spanish confederation of older people's organisations CEOMA warned, in an article for the Spanish magazine 65YMÁS, about an increasing number of older people with disabilities and in situation of loneliness and isolation in Spain.
Like in other EU countries, the Spanish population is getting older. To adapt to that situation, CEOMA asks for promoting and guaranteeing preventive actions that foster active and healthy ageing. They also call for allowing the assistance resources needed to guarantee adequate quality of life for people with disabilities.
There are currently 9 million older persons in Spain and around four million persons with disabilities, around 56% of whom are older persons. By 2050, the United Nations ranks Spain as the second oldest country in the world after Japan. For CEOMA, the ageing phenomenon can clearly not be ignored, neither can the link between ageing and disability. Accessibility will therefore be essential to ensure older persons' day-to-day participation in society and quality of life. Furthermore, implementing accessibility solutions would lead to more enjoyment of leisure time in older age, which would have a positive impact on the country's economy.
'At the same time, we must seek to make society aware of the need for a change in mentality towards older people with disability and the isolation experienced by many of them', further highlighted CEOMA. 'This is an issue that requires the involvement of everyone'.


Monday, August 29, 2011
The Mourne Wall
Early evening sunlight highlights the Mourne Wall as it strides over the High Mournes:
Slieve Donard; Slieve Commedagh; Slieve Corragh; Slievenaglogh
There's an interesting article in Wikipedia; here's the first paragraph:
The Mourne Wall is a wall which was constructed to enclose a reservoir's catchment area in the Mourne MountainsNorthern Ireland. It was built between 1904 and 1922 by the Belfast Water Commissioners to enclose the water catchment in the Mournes.


Several nondestructive tests can be used to evaluate concrete bridges.
Certain nondestructive techniques can evaluate large areas of concrete bridges quickly or with less disruption of service than with more invasive evaluation methods. Here are a few:
Impulse response testing detects delamination, honeycombing, cavities, and variations in structural support or restraint. It uses a low-strain impact to send a stress wave through the tested element. The impactor is usually a 1-kg sledgehammer with a built-in load cell in the hammer head.
Impulse radar testing can detect the presence and location of steel reinforcement, prestressing steel tendons, conduits, pipes, and other embedments. It also can assess the thickness of reinforced concrete structural elements, measure cover depth, locate areas of poor consolidation and voids, and detect large areas of delamination or debonding.
Ultrasonic pulse velocity testing employs low-frequency mechanical energy to evaluate hardened concrete quickly. It is used in the field to measure concrete quality and strength and to detect honeycombing.
Corrosion measurements are either standard half-cell potential measurements or direct corrosion rate measurements made by applying an anodic current pulse to reinforcement and measuring current flow rates that correlate directly to corrosion rates.
More specialized (less common) techniques
Impact echo employs transient stress waves and their reflection to rapidly detect, locate, and classify flaws within hardened concrete. This test is most often used to detect voids in pre-stressing tendons.
Laser vibrometer testing is used for force and damping measurement of stay cables and hanger cables.
Ultrasonic pulse-echo testing can detect wire breaks in stay-cable anchorages.
Thermography detects temperature differences throughout a tested element and can indicate cracks, areas of delamination, or variations in material composition.


text:
Background: Recent data indicate that seroprevalence of sexually transmitted hepatitis C virus (HCV) infection among MSM is stabilizing in Amsterdam. However, little is known about the incidence of HCV re-infection in MSM who have cleared their HCV infection. We, therefore, studied the incidence of re-infection in HIV-infected MSM who were HCV RNA-negative following HCV treatment of acute primary infection.
Methods: Our study population comprised HIV-infected MSM at two large HIV outpatient clinics in Amsterdam, who were previously diagnosed with a sexually transmitted acute HCV infection and tested HCV RNA-negative at the end of treatment. We defined HCV re-infection as detectable HCV RNA in individuals with an undetectable HCV RNA at the end of treatment accompanied by a switch in HCV genotype or clade. Person–time methods were used to calculate the incidence of re-infection.
Results: Fifty-six persons who became HCV RNA-negative during primary acute HCV treatment were included. Five of the 56 cases relapsed and were not analysed. Eleven persons were re-infected. The incidence of HCV re-infection in this group was 15.2 per 100 person-years (95% confidence interval 8.0–26.5). The cumulative incidence was 33% within 2 years.
Discussion: An alarmingly high incidence of HCV re-infection was found in this group. This high re-infection rate indicates that current prevention measures should be discussed, frequent HCV RNA testing should be continued after successful treatment and, in case of possible relapse, clade typing should be performed to exclude re-infection.