Tobin-Tax and its Relevance for Financial Markets. Modelling a Scenario including the Transaction Tax in Financial Markets
Master's Thesis, 2017
39 Pages, Grade: 1,7
Table of Contents
2.3.1.lmplication and resulting Dynamics ofa Transaction Tax in Market 1
2.3.2.lmplication and resulting Dynamics ofa Transaction Tax in two relevant Markets
2.4. BRIEF Outline of Market Liquidity and Comparison of both Markets regarding their Liquidity
2.4.1. Market 1 showing a high Level of Market Liguidity before a Tax Imposition
2.4.2. Market 2 showing a low Level of Market Liguidity before a Tax Imposition
2.4.3. Comparison of both Markets after a Tax Imposition
2.4.4. The Enforcement ofa Financial Transaction Tax in Reality
1. Definition and Explanation ofthe Tobin-Tax and its Relevance for Financial Markets
„Finanzakteure müssen durch die Finanztransaktionssteuer zur Verantwortung gezogen werden" (Financial agents must be held accountable by the financial transaction tax) Referring to this quote by Angela Merkel (Neuhaus, 2014), and connecting it to the severe financial shocks the world economy had to recover from several times in the past 40 years, it becomes clear that financial agents sometimes might be responsible for economic disasters that potentiallycould have been prevented by stricterfinancial regulations.
The most recent occurrence of such a disaster was the world financial crisis that began in 2007 in the United States of America as a mortgage crisis and, by destabilizing financial markets all over the world, evolved into a debt crisis. The massive aftermaths can still be seen in countries such as Greece and Portugal (Ozturk, 2014). One thing economic analysts agree on is that there are various reasons that, in combination, created this economic mess. In fact, the financial meltdown was not inevitable contrary to the position of Ben Bernanke [former president of the Federal Reserve], who claimed the crisis as a chain reaction of unfortunate events and unpredictable events (Mildner, 2012). It was rather caused by human actions as well as by grave failures of the government and financial supervision (Financial Crisis Inquiry Commission, 2011). Besides, large capital inflows from countries like China allowed American banks to irresponsibly grant loans in an extraordinary manner. The focus also shifts to the authorities overseeing the deregulation of financial markets and therefore fuelling the already existing housing bubble (Mildner, 2012). Another contribution to the financial crisis was the possibility that companies could choose their regulation institution regarding their level of supervision which predominantly ended with the one having the weakest regulations (Financial Crisis Inquiry Commission, 2011). These poor regulations stress the trading process (sale/ purchase) of each financial product (credit default swaps - CDS - in that case) for many financial institutions without any boundaries regarding the speed of trading. The extensive system of CDSs will not be elucidated in the following due to the limited scope of this thesis, instead focus will be laid on the trading speed of financial products (Financial Crisis Inquiry Commission, 2011). According to Westerhoff (2004), short-term trading (speculative behaviour) destabilizes financial markets and effort should be made to shift incentives from mentioned high-frequency trading to long-run investments that supposedly have stabilizing effects on financial markets. One solution to mitigate this destabilizing behaviour of financial agents and a principle which has been under debate for several years is the introduction of a transaction tax (Effenberger, 2001). The basic concept of transaction taxes goes back to the American economist James Tobin who, in 1978, proposed a taxation of financial transactions particularly in foreign exchange markets (Menkhoff, 1995). Tobin's reason behind a tax burden on trading currencies was to alleviate the enormous volatility [V] generated by speculating on currency exchange rates. Thus, by taxing every currency exchange with 0.1 percent of the amount traded, the incentives of short-run currency trades should be eliminated (The Telegraph, 2009). Even though, the Tobin tax was supposed to reduce speculation regarding currency trades, it can potentially be applied to every kind of financial trade such as on stocks and derivatives. In this case, one refers to it as a financial transaction tax (Haq et al., 1996; Spiegel Online, 2016). Based on the concept of Tobin, the tax will be imposed on every kind of trade and also to every kind of trader. Not only short-term oriented traders will be affected by the introduction of a transaction tax but also long-term oriented traders. In general, short-run oriented, destabilizing traders will be pushed out ofthe markets due to increased costs of trading on a high-frequent level and a fiscal revenue will be gained in addition (Westerhoff, 2003a). This particular effect will be scrutinized in the course of the following thesis. Furthermore, it comes to mind that taxation affects trade in a negative way and that the price building process usually should not be interfered with externally. Defenders of the transaction tax however state that if the percentage with which trades should be taxed is chosen correctly, stability in the relevant market will be improved (Westerhoff, 2003a). Regarding the external interference into the price building process, it can be assumed that if one compares it [the transaction tax] to other financial reform proposals connected to this topic, the level of interfering is by far not as high as one might expect (Menkhoff, 1995). So far, the introduction of a transaction tax might sound reasonable to governments and financial supervisors, but its implementation is a complex process. One factor that hinders the agreement on a transaction tax is the fear of losing national or international competitiveness. Another one is represented by the difficulties in technical execution. (Spiegel Online, 2016; Spahn, 1996). After this brief introduction it becomes clear that the realization of a financial transaction tax would predominantly serve the goal of preventing future financial crises by reducing instability in financial markets (high volatility).
In the following thesis, the author will first set up a model displaying a financial market with two heterogeneous agents to explain to what extent their trading behaviours have an impact on the stability of the relevant market.
In a second step, the model will be extended to two relevant markets the agents can choose to trade in and the effects of an application of a transaction tax will be depicted. Due to the fact that the reaction of financial markets to a tax introduction depends on various factors the main goal of this work will be to test to what extent the market liquidity in combination with an imposed transaction tax has an impact on the price adjustment process across several periods. For this reason, the set-up model will be programmed in'mathematica' where after the output will be interpreted. Furthermore, a possible influence of upcoming political events will be elucidated briefly before the results of the main question are stated and discussed. To represent a succinct perspective there will be a brief analysis about the odds of a tax introduction and a mentioning of possible further research.
2. Modelling a Scenario including theTransaction Tax in Financial Markets
In the upcoming section, the basic financial market model will be set up and explained in detail. The overall aim of the model is to show a set of stylized facts that are common to financial markets and therefore, a suitable tool to represent financial markets in a realistic way. According to Schmitt/Westerhoff (2013), excess volatility, returns that are not normally distributed (i.e. fat tails), bubbles and crashes, uncorrelated returns and volatility clustering can be understood as these stylized facts. The model aims to present the interaction of two types of traders - Chartists and Fundamentalists - whose strategies will be depicted later on. After explicating the dynamics of the basic model, a transaction tax will be introduced into the setup followed by a detailed analysis of its effects on market dynamics. The impact of a possible tax introduction on market liquidity and the resulting price adjustment processes will be exemplified afterwards.
2.1. Introduction of the Model including two heterogeneous Agents
For reasons of simplicity, the following model will first deal with a hypothetical financial market in which agents (also named traders) are able to freely perform speculative actions regarding their price development expectations (Westerhoff, 2003a). According to a study by Menkhoff (1997), there are two types of professional traders following two different set of rules regarding their trading strategies. Both kind of traders are considered to be bounded rational. Following Simon (1955), the available information is incomplete and agents in general are not capable of processing it perfectly. This can be further applied to financial agents as well. On the one hand, there are Chartists who give their orders following a technical analysis [named positive feedback trading (Westerhoff, 2003a)], meaning that they form their orders by relying on price trends from the past. More precisely, they [Chartists] expect prices to reflect all information needed to predict future price trends (Murphy, 1999). In general, technical traders expect the price of an asset to follow a certain trend and try to extrapolate future price developments from past trends. In other words, agents following technical trading rules buy the asset if the price has been increasing in the past because they expect a further rise. Vice versa they [Chartists] sell the


The Chronicles of Narnia Wiki
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Cats were aloof, intelligent mammals that live in the world of Narnia and Earth.
They maintain a strict sense of decorum amongst themselves, and are always prim and proper. They are also a bit condescending to others who aren't the same, but are very self-assured, as it takes a very great deal to rattle a cat's nerves.
Cats can also be seen in any different color and sizes.
Notable Book Appearances
In The Magician's Nephew, two cats were mentioned when they came out of the ground after the world of Narnia was created.
In The Last Battle, one cat named Ginger was interested with Shift's fake story about Aslan as Tash, and Tash as Aslan, for the combination as "Tashlan". Ginger agreed to assist Shift, in order to allow every Narnian to believe in this false story about Tashlan, after the Calormenes invaded the land of Narnia. Ginger was the first one to enter the stable, as part of Shift's ruse. It backfired when Ginger found the real Tash in the stable. Tash attacked Ginger, causing him to run out of the stable with a shriek and then, to the shock of the Narnian beasts, revert to a dumb beast. He climbed up a tree, and was never seen again.
In the Prince Caspian (Disney movie), while during the Attack on Miraz's Castle, Reepicheep and his fellow mice had infiltrated the tower, so as to secure the controls for the drawbridge, which they could then lower down to allow the other Narnians to enter. While they were there, they came upon a sleeping cat (presumably an ordinary non-talking one). Reepicheep ordered his mice to fall back, while he had a mischievous look on his own face.
They ended up binding and gagging the cat, similar to the way that Aslan was bound on the Stone Table at his sacrifice.
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the bitmap is used to access the actual data from the sales table. Only those rows that are required for the end user's query are retrieved from the fact table. At this point, Oracle has effectively joined all of the dimension tables to the fact table using bitmap indexes. This technique provides excellent performance because Oracle is joining all of the dimension tables to the fact table with one logical join operation, rather than joining each dimension table to the fact table independently.
The second phase of this query is to join these rows from the fact table (the result set) to the dimension tables. Oracle will use the most efficient method for accessing and joining the dimension tables. Many dimension are very small, and table scans are typically the most efficient access method for these dimension tables. For large dimension tables, table scans may not be the most efficient access method. In the previous example, a bitmap index on
product.department can be used to quickly identify all of those products in the grocery department. Oracle's optimizer automatically determines which access method is most appropriate for a given dimension table, based upon the optimizer's knowledge about the sizes and data distributions of each dimension table.
The specific join method (as well as indexing method) for each dimension table will likewise be intelligently determined by the optimizer. A hash join is often the most efficient algorithm for joining the dimension tables. The final answer is returned to the user once all of the dimension tables have been joined. The query technique of retrieving only the matching rows from one table and then joining to another table is commonly known as a semijoin.
The following typical execution plan might result from "Star Transformation with a Bitmap Index":
SELECT STATEMENT SORT GROUP BY HASH JOIN TABLE ACCESS FULL CHANNELS HASH JOIN TABLE ACCESS FULL CUSTOMERS HASH JOIN TABLE ACCESS FULL TIMES PARTITION RANGE ITERATOR TABLE ACCESS BY LOCAL INDEX ROWID SALES BITMAP CONVERSION TO ROWIDS BITMAP AND BITMAP MERGE BITMAP KEY ITERATION BUFFER SORT TABLE ACCESS FULL CUSTOMERS BITMAP INDEX RANGE SCAN SALES_CUST_BIX BITMAP MERGE BITMAP KEY ITERATION BUFFER SORT TABLE ACCESS FULL CHANNELS BITMAP INDEX RANGE SCAN SALES_CHANNEL_BIX BITMAP MERGE BITMAP KEY ITERATION BUFFER SORT TABLE ACCESS FULL TIMES BITMAP INDEX RANGE SCAN SALES_TIME_BIX
In this plan, the fact table is accessed through a bitmap access path based on a bitmap
AND, of three merged bitmaps. The three bitmaps are generated by the
MERGE row source being fed bitmaps from row source trees underneath it. Each such row source tree consists of a
ITERATION row source which fetches values from the subquery row source tree, which in this example is a full table access. For each such value, the
ITERATION row source retrieves the bitmap from the bitmap index. After the relevant fact table rows have been retrieved using this access path, they are joined with the dimension tables and temporary tables to produce the answer to the query.
In addition to bitmap indexes, you can use a bitmap join index during star transformations. Assume you have the following additional index structure:
CREATE BITMAP INDEX sales_c_state_bjix ON sales(customers.cust_state_province) FROM sales, customers WHERE sales.cust_id = customers.cust_id LOCAL NOLOGGING COMPUTE STATISTICS;
The processing of the same star query using the bitmap join index is similar to the previous example. The only difference is that Oracle will utilize the join index, instead of a single-table bitmap index, to access the customer data in the first phase of the star query.
The following typical execution plan might result from "Execution Plan for a Star Transformation with a Bitmap Join Index":
SELECT STATEMENT SORT GROUP BY HASH JOIN TABLE ACCESS FULL CHANNELS HASH JOIN TABLE ACCESS FULL CUSTOMERS HASH JOIN TABLE ACCESS FULL TIMES PARTITION RANGE ALL TABLE ACCESS BY LOCAL INDEX ROWID SALES BITMAP CONVERSION TO ROWIDS BITMAP AND BITMAP INDEX SINGLE VALUE SALES_C_STATE_BJIX BITMAP MERGE BITMAP KEY ITERATION BUFFER SORT TABLE ACCESS FULL CHANNELS BITMAP INDEX RANGE SCAN SALES_CHANNEL_BIX BITMAP MERGE BITMAP KEY ITERATION BUFFER SORT TABLE ACCESS FULL TIMES BITMAP INDEX RANGE SCAN SALES_TIME_BIX
The difference between this plan as compared to the previous one is that the inner part of the bitmap index scan for the
customer dimension has no subselect. This is because the join predicate information on
customer.cust_state_province can be satisfied with the bitmap join index
The optimizer generates and saves the best plan it can produce without the transformation. If the transformation is enabled, the optimizer then tries to apply it to the query and, if applicable, generates the best plan using the transformed query. Based on a comparison of the cost estimates between the best plans for the two versions of the query, the optimizer will then decide whether to use the best plan for the transformed or untransformed version.
If the query requires accessing a large percentage of the rows in the fact table, it might be better to use a full table scan and not use the transformations. However, if the constraining predicates on the dimension tables are sufficiently selective that only a small portion of the fact table needs to be retrieved, the plan based on the transformation will probably be superior.
Note that the optimizer generates a subquery for a dimension table only if it decides that it is reasonable to do so based on a number of criteria. There is no guarantee that subqueries will be generated for all dimension tables. The optimizer may also decide, based on the properties of the tables and the query, that the transformation does not merit being applied to a particular query. In this case the best regular plan will be used.
Queries with a table hint that is incompatible with a bitmap access path
Queries that contain bind variables
Tables with too few bitmap indexes. There must be a bitmap index on a fact table column for the optimizer to generate a subquery for it.
Remote fact tables. However, remote dimension tables are allowed in the subqueries that are generated.
Tables that are already used as a dimension table in a subquery
Tables that are really unmerged views, which are not view partitions
The star transformation may not be chosen by the optimizer for the following cases:
Tables that have a good single-table access path
Tables that are too small for the transformation to be worthwhile
In addition, temporary tables will not be used by star transformation under the following conditions:
The database is in read-only mode
The star query is part of a transaction that is in serializable mode

source: HuggingFaceFW/fineweb-edu


Wednesday, December 7, 2011
Indexing an Array with a Variable
Sometimes, in the context of a mathematical program, someone wants to use a variable $x$ to index a vector $y$, as in \[z = y[x].\] As a starting point, we should assume that $x$ is an integer variable whose domain equals, or at least is a subset of, the index set of $y$. If you try to set $z=y[2.71828]$, or $z=y[5]$ when $y$ is indexed by ${1,\dots,4}$, you should expect Bad Things To Happen.
With that stipulation, $z=y[x]$ poses no problem in a constraint program. It cannot, however, be expressed directly in a mathematical program. If the domain of $x$ is not too large, it can be implemented somewhat obliquely in a mathematical program using binary variables.
Let's assume that $y$ is indexed over $1,\dots,N$ (with $N$ known at the outset), and that $y$ is a parameter. (We'll treat the case where $y$ is a variable in a minute.) Create $N$ binary variables $x_1,\dots,x_N$ and add the constraint \[x_1+\dots+x_N=1,\] which makes $\{x_1,\dots,x_N\}$ a type 1 special ordered set (SOS1). Then define $z$ via \[z=\sum_{i=1}^N y[i]*x_i.\]
You can do exactly this when $y$ is a vector of variables, but it adds a nonconvex quadratic constraint to the model, which likely prevents you from finding a guaranteed optimum, and greatly restricts what algorithms/software you can use. If we know a priori lower and upper bounds for $y$, say \[L_i \le y[i] \le U_i \forall i\in {1,\dots,N}\] with $L_i$ and $U_i$ parameters, we can add the $x_i$ as above and use the following set of constraints to define $z$: \[\begin{eqnarray*}y[i] -z \le (U_i - \hat{L})(1-x_i) \forall i\in {1,\dots,N}\\ y[i] - z \ge (L_i - \hat{U})(1-x_i) \forall i\in {1,\dots,N}\end{eqnarray*}\]where $\hat{L}=\min_{i=1,\dots,N} L_i$ and $\hat{U}=\max_{i=1,\dots,N} U_i$.
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Trenchers Utah Excavation
The most obvious use of trenchers is to create a trench, of course. But, this kind of machinery also has many other uses and here at Utah Excavation, we make the most out of it for different construction projects.
What are Trenchers?
A trencher is a piece of equipment for earthmoving that uses a teethed metal chain made of high strength steel for ripping into the ground just like the way chainsaws do into trees.
Just like excavators, trenchers rip the soil up as well as the roots that are in the way to form a trench. Manually digging trenches could take several workers and hours to complete. Thanks to this equipment, it is possible to cut down the number of people and amount of time required for finishing the project.
Trenchers and Their Different Types
Ride-on trenchers or walk-behind trenchers are the two types you can choose from. Portable trenchers or walk-behind trenchers make it easier to dig trenches even in more narrow spaces. A ride-on trencher can give higher performance and even cover more digging depths unlike their walk-behind counterparts.
Chain trenchers and wheel trenchers are the two types that you can find today:
Chain trenchers are trenchers designed like chainsaws. This trencher makes use of a digging chain or belt for cutting the ground. The belt wraps around the metal frame or boom and can be adjusted for controlling the cut's depth. The bucket-type excavator helps in cutting hard ground. Their flexibility allows chain trenchers to cut deep and narrow trenches for the utility companies.
On the other hand, wheel trenchers feature toothed metal wheel that can be used for soft or hard soils. A wheel trencher works best in places with numerous rock formations. These trenchers that are also known as rockwheels can cut pavement and form access beneath the roads for the utility companies.
These feature 6 to 8 cutting elements in the wheel and the design lets the wheel cut at different depths. Ejectors and spacers move away excavated materials from the edges of the trench.
Common Uses of Trenchers
Forming drainage
Use chain trenchers to form drainage trenches for sewage or water runoff to save time and money required for digging several feet of soil.
Cutting pavement
Wheel trenchers can be used for cutting through concrete, pavement or rock. These can be operated on difficult ground conditions and create straight and clean trenches.
Digging for the electrical wires
Chain trenchers can come in handy for digging underground for telecommunication or electrical wires from power poles to households.
For homeowners who want to save themselves from long hours of tiresome shoveling that can result to blistered hands, smaller walk-behind trenchers have the ability in reducing the time required to finish the project.
Snipping roots
Aside from cutting concrete and forming rows in the soil, a portable trencher features a blade that can act as a rotary mower blade that can sever roots. When working the soil and roots are discovered, the chain blade of the trencher should be held place as the blade spins. Inch the blade forward little by little and allow the blade to snip the roots.


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Definition of hatched
imp. & p. p. - of Hatch 2
The word "hatched" uses 7 letters: A C D E H H T.
No direct anagrams for hatched found in this word list.
Words formed by adding one letter before or after hatched (in bold), or to acdehht in any order:
t - thatched
Shorter words found within hatched:
ace aced ache ached act acted ad ae ah at ate cad cade cadet cat cate chad chat cheat chetah cheth dace dah date de death detach each eat eath ed edh eh et eta etch eth ha had hade hae haed haet hah hat hatch hate hated hath he head heat heath heh het heth ta tace tach tache tad tae tea teach ted thae the theca
List shorter words within hatched, sorted by length
All words formed from hatched by changing one letter
Browse words starting with hatched by next letter

source: openbmb/Ultra-FineWeb


What is the difference between 'Can I help you with' and 'Can I help you'?
please teach me how they are different.
 - It's not syntactically valid to end your utterance with the preposition with (it must refer to something - a noun, pronoun, demonstrative, or similar, such as Can I help you with that?). Valid prepositions that can stand alone include Can I help you out? (implied metaphorical...out of your problematical situation) and Can I help you up? (implied literal...up from your low seating position). Jul 18 '17 at 12:31
Can I help you? is an "open-ended" question; it does not place any explicit limitations on what help the person being asked may request. There may be implicit limitations imposed by context; for example, a store employee approaching you while you are looking at the counter they are responsible for may ask the open-ended Can I help you?, but is really only inquiring if you need assistance with the products being sold at that counter.
Can I help you with {whatever}? is a limiting question; the person asking is explicitly specifying that their willingness or ability to assist is limited to {whatever}.
Your Answer


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Why It Is Done
A galactosemia test is done to:
- Determine whether a newborn has the enzymes needed to change galactose into glucose.
- Monitor the effectiveness of diet changes for a child with galactosemia.
|By:||Reference Healthwise Staff||Last Revised: Reference March 29, 2011|
|Medical Review:||Reference Sarah Marshall, MD - Family Medicine
Reference Siobhan M. Dolan, MD, MPH - Reproductive Genetics


Constantly seeking to expand his movement language, Kristopher Estes-Brown has worked in multiple dance idioms and on many theater arts projects. He has worked as a dancer, teacher, director, technical director, choreographer, and consultant. His interests range from the studio to the stage and every step in the middle.
CoNcept zero
CoNcept zero
American Youth Ballet
American Dance Center
Through the unique aesthetic of Artistic Director Kristopher Estes-Brown, Concept Zero creates theatrical productions that are experienced like a work of art. The contemporary dance idiom is expanded to explore the nature of the 21st century world. The limits of movement are explored as a median to evoke human understanding. Searching out an experience of dance and imagery that is visceral and involuntary.
"Working for Kristopher was such a pleasure of mine. He lead the group of dancers in a professional manner with high expectations, yet was positive and offered moments of comic relief to the intense rehearsals which is always appreciated! He valued each artist's unique sense of movement and choreographed to their strengths without sacrificing his intentions as a choreographer."
-Nadia Iozzo
Alberta Ballet and Kansas City Ballet
A not for profit performance company, the American Youth Ballet is dedicated to presenting quality original dance performances and creating future generations of dance artists. The company consists of pre-professional dancers who aspire to achieve a high level of excellence in performance. Kristopher Estes-Brown and Jennifer Tierney are the founding Artistic Directors of the American Youth Ballet.
"Teaching the American Dance Center students was an absolute joy. they are incredibly strong dancers, daring in their approach to movement and possessing a clear sense of weight and energetic focus. In addition, they pick up material at lightning speeds and exhibit a curiosity and an openness essential to processing new ways of movement. Behind these great young students are their guiding teachers, Kristopher and Jennifer, fighting the great fight in shaping a new generation of professional dancers and artists."
— Katarzyna Skarpetowska,
NYC based freelance choreographer


How to Respond to Tragic Events and CalamitiesQuiz
This quiz is a complementary resource for activity 3 of this lesson: How to Explain Calamities and Tragic Events to Madrassah Children
Through this quiz students are tested on their understanding of how a believer responds to tragic events emotionally, physically and intellectually. Additionally, they are tested on their correct understanding of the concept of Qadar in relation to calamities that no one has control over, ones that are self-caused and ones that are caused by others to us.


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| Volunteer Fire Assistance
Congress has determined that the protection of rural areas and rural communities from fire is of national interest therefore, there is a Federal role.
The purpose of the Volunteer Fire Assistance (VFA)
Program, formerly known as the Rural Community Fire Protection (RCFP)
Program, is to provide Federal financial, technical, and other assistance
to State Foresters and other appropriate officials to organize, train
and equip fire departments in rural areas and rural communities to prevent
and suppress fires. A rural community is defined as having 10,000 or less
population. This 10,000 population limit for participation in the VFA
Program facilitates distribution of available VFA funding to the most
needy fire departments.
In spite of the abundance of nearby water, Missouri homes on the Lake of the Ozarks could be threatened if wildland fire strikes. Local, volunteer fire departments are the first line of defense for these houses nestled among the trees.


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An AC bridge circuit can be used to measure the unknown capacitance of a sensor, such as a relative humidity sensor.
An AC bridge circuit can be used to measure the unknown capacitance of a sensor, such as a relative humidity (RH) sensor. Some RH sensors have a transfer function of capacitance vs %RH. Usually the value of the capacitance change (∆C) from 0% to 100% is quite small. Using the NCD2400 digitally programmable capacitor array with high step resolution can help determine the value of the unknown capacitance and the RH using a standard AC bridge circuit.
The NCD2400 is an I2C controlled device in a tiny DFN package that offers a wide capacitance range and non-volatile operation with 512-state digital capacitor states. Data is written to it over a standard I2C 2-wire bus. Figure 1 shows the typical circuit.
The circuit functions as a simple AC bridge circuit with matching resistor values and a stable fixed frequency source. Cbulk can be fixed at the 0% RH capacitance of the particular RH sensor that will be used. For example, in Figure 2, the 0% bulk capacitance is about 270pF. Setting a fixed capacitor in the bridge of this approximate value allows the NCD shunt capacitance to be swept from 12.5pF to 60pF in 355fF steps (133 discrete values in this example). This swept capacitance correlates to a span of 282.5pF to 330pF or 0% to 100% RH based on the graph in Figure 2.
As capacitance is swept by writing to the NDC2400 from low capacitance to high capacitance, the differential amplifier outputs the difference voltage in the bridge. When the voltage minima is detected by the ADC/µC, the capacitance value of the NCD matches the RH sensor capacitance. At this point the capacitor value can be used to determine the RH%.
Calibration of the system is critical, and the system is usually calibrated in a humidity chamber to determine the calibration curve of the sensor. Since the relationship between RH and capacitance is not necessarily linear, the calibration will more likely yield a quadratic transfer function in the form:
Replacing Cp transfer function with the capacitance value obtained using the NCD and nulling the circuit will yield the RH result. The RH result, along with the measured temperature value from the temperature sensor in Figure 1, is then used to calculate the temperature compensated RH result as this will yield the most accuracy.
RH measurement is a complex task and all measurement uncertainties should be taken into account. Fortunately, if calibration is performed at the system level, many of the stray capacitances and branch impedances cancel and repeatability is good.
- How do you measure humidity?
- Humidity sensing--Capacitive sensing controllers in non-user-interface applications
- Generate proportional feedback from a bang-bang sensor with a "take back half" controller
- Film capacitors: Characteristics and uses in power applications
- Sensor basics: Types, functions and applications
- Design Ideas submission guide


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- About 4-H
- Lake Cumberland 4-H Educational Center
- Programs and Events
- Animal Sciences
- Dog Programs
- Science, Engineering, and Technology
- Shooting Sports
- State Fair
- Family & Consumer Science
- Natural Resources
- 4-H Camp
- County Offices
- 4-H Access
Shooting Sports events are listed on the calendar to the right and on the Calendar of Events tab under Shooting Sports!
The Shooting Sports Education Program began in Kentucky in 1988, mirroring the same program in Texas. The program grew rapidly where now it involves approximately 6,000 youth and 900 volunteers statewide.
The program believes that:
- Youth development is the number one goal of the Shooting Sports Education Program
- It provides an effective tool for human growth and development for youth and adults
- It is an introduction to the safe and responsible use of firearms and archery equipment which is a valuable life skill.
- It trains youth to handle and shoot firearms safely. It teaches leadership and responsibility in a non-formal environment while offering fun activities for youth and adults. While competition is not the main focus, the program does offer opportunities to participate in shooting events, competing in various disciplines and age groups.
The disciplines included in the program are Shotgun (12 and 20 gauge); Rifle (.22 cal. Bolt action, Air and BB); Pistol (Air and.22 cal.); Muzzleloader (Rifle and Pistol); Archery (Compound Bare and Recurve, Bow Hunter and Target); and Hunter Challenge. All clubs and events are coordinated and supervised by nationally and state trained volunteers.
To become involved in a club in your county, contact your local University of Kentucky, Cooperative Extension Office.


Sorry, Darling, how much child benefit data is missing?
UK chancellor Alistair Darling recently admitted that discs containing personal details of families claiming child benefit had been lost
How much information can be in each record if there are 25m child benefit records on two CDs? David Baxter
A standard CD-R will hold 703MB of data -- about 737m characters -- so two discs will hold 1.474bn. That would only be 59 characters per record. However, it seems there are only 7.25m records, each record being a family with one or more children. That would provide 203 characters of data per family, which is enough to include names and dates of birth, an address and bank details.
The simplest way to put a single database on to two CDs is to zip it using an archiving program such as WinZip. This would allow password protection, and would also compress the data. Text can easily be compressed into less than half the space, allowing more data to be stored on the discs. In this case, it could provide from 300 to 400 characters per family.
And remember, with coding, many data fields take up very little space. Country of birth, for example, only needs two characters.


PBS KIDS GO!dragonflytv
Find out when DragonflyTV is on in your town.
Do It
photo of rainbow paper disc grab
 - a piece of string about two feet long
 - a cardboard circle about 6 inches in diameter, painted with rainbow colors. Poke two small holes near the center of the circle, about 1 inch apart
 1. Thread the string through one of the holes in the circle in one direction, then come through the other hole in the other direction. Tie the string ends into a loop. Center the cardboard circle on the loop.
 2. Hold the ends of the loop and twirl the wheel so the string winds up. Pull the ends of the string, and watch the wheel spin!
 3. Do you see the separate colors anymore? What do you see?
what happened?
Try the experiment, tell us what happens and watch DFTV for your results! What do you see when the color wheel spins quickly?
 view results
dragonflytv PBS Kids Go!


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Where can I find Accessibility Demonstration Experiences (ADEs)?
Accessibility Demonstration Experiences (ADEs) are a set of on-line tutorials that include activities specifically designed to help software and user interface designers understand the needs and expectations of users with disabilities. Developed by the Usability Engineering Lab (USER Lab) at the University of Saskatchewan, each ADE contains a number of hands-on exercises that help users to appreciate the types of experiences encountered by people with disabilities, and to learn about current solutions to these issues.
The ADEs are categorized by either accessibility issues (alerts designers to potentially inaccessible features) or accessibility options (alerts designers to inaccessible design and provides possible solutions to the eliminate or reduce the issue). A list of the ADE activities in each category follows.
- Before and After Considering Accessibility
- Automatic Accessibility Evaluations
- Cognitive Issues
- Cultural and Linguistic Issues
- Secondary Encoding
- Operating System-Based Accessibility Settings and Services
- Replacing Vision: Using a Screen Reader
- Assisting Vision: Using Colour Shifting and Shading
- Replacing Hearing: Using Captioning
- Replacing Touching: Using Voice Recognition
- Assisting Touching: Using Single Switch Input
- Assisting Vision: Using Magnifiers
Project staff actively seek new topics for ADEs. If you have any suggestions please contact them at _EMAIL_.
Last update or review: January 18, 2013


text:
Copyright © University of Cambridge. All rights reserved.
'Big Fibonacci' printed from _URL_
Let the first two terms of the sequence be $a$ and $b$ respectively.
Then the next three terms are $a+b$, $a+2b$, $2a+3b$. So $2a+3b = 2004$.
For $a$ to be as large as possible, we need $b$ to be as small as possible, consistent with both being positive integers.
If $b=1$ then $2a=2001$, but $a$ is an integer, so $b\not=1$.
However, if $b=2$ then $2a=1998$, so the maximum possible value of $a$ is $999$.
This problem is taken from the UKMT Mathematical Challenges.View the previous week's solutionView the current weekly problem


text:
Definition of C (cytosine)
C (cytosine): C stands for cytosine, a DNA nucleotide that which is one member of the base pair in DNA consisting of guanine and cytosine. This base pair is conventionally abbreviated G-C (or GC).
The other base pair in DNA is adenine and thymine which is conventionally abbreviated A-T (or AT).
Each base pair forms a "rung of the DNA ladder." A DNA nucleotide is made of a molecule of sugar, a molecule of phosphoric acid, and a molecule called a base. The bases are the "letters" that spell out the genetic code. In DNA, the code letters are A, T, G, and C, which stand for the chemicals adenine, thymine, guanine, and cytosine, respectively. In base pairing, adenine always pairs with thymine, and guanine always pairs with cytosine.Source: MedTerms™ Medical Dictionary
Last Editorial Review: 6/14/2012
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Discernment is essential for spiritual growth. It's in the Bible, Hebrews 5:14, TLB. "You will never be able to eat solid spiritual food and understand the deeper things of God's Word until you become better Christians and learn right from wrong by practicing doing right."
Discernment comes to those who are humble. It's in the Bible, Psalms 25:9, NIV. "He guides the humble in what is right and teaches them His way."
Spiritual things are spiritually discerned. It's in the Bible, I Corinthians 2:13,14, NIV. This is what we speak, not in words taught us by human wisdom but in words taught by the Spirit, expressing spiritual truths in spiritual words. The man without the Spirit does not accept the things that come from the Spirit of God, for they are foolishness to him, and he cannot understand them, because they are spiritually discerned."


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Just Ask is an after-school support project located in the heart of Dublin's North West Inner City which transforms the lives of children and young people aged 6-18 years living in extremely challenging circumstances through educational support. It provides weekly activities for up to 120 children, teens and their families.
After School Club Monday to Thursday
(Primary & Secondary age children)
Just A.S.K. activities include:
- Provides nutritious meals for children after school
- Promotes learning of core skills such as literacy and numeracy through homework assistance, particularly for those struggling with the education system
- Provides fun activities where they can exercise, be creative and build relationships
- Rewards young people with outings, Summer camps and weekend retreats throughout the year
- The 12 step programme seeking to challenge teens to think ahead and prepare for their future.
- Provides them with an opportunity to participate in group work that inspires them socially and physically
- Provides vital educational support for students as they make the transition from primary and progress through secondary school
- Reduces antisocial behavior young people engage in by providing appropriate and meaningful alternatives
- Organises regular trips out of the area (e.g. to Howth), residential camps and projects during school holidays
- Leads to more young people in the area completing school
- Provides young people from an area of high unemployment, social problems and negative stereotypes with a structure and positive path, which in turn instills confidence, a pride in their community and increased opportunities to achieve success in their lives.
Just A.S.K. also run school based work that helps young people adjust to the change from primary to secondary education.
As part of our extensive summer programs Just A.S.K. runs 3 residential summer camps for Children 7-12, Teens and a Family camp.


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Australia is typical of many countries in that it has an extensive network of rainfall recording stations which record rainfall data in various forms ranging from a daily time step down to 6-min resolution. However, while the length of historical daily records is often large, there are very few 6-min (pluviograph) records available of significant length. Not only does this lack of significant short time scale data impose a major obstacle in the application of a Monte Carlo approach to risk estimation, it also inhibits the application of rainfall simulation models that use this data for direct calibration. While the advent of numerous stochastic rainfall models provides methods for extending historical rainfall records, without adequate historical rainfall data available for calibration their accuracy is questionable. This paper describes the development of a new technique which significantly extends the applicability of stochastic point rainfall models that require historical data for calibration. The technique uses a new 'master–target' scaling relationship. A model calibration is undertaken at a 'master' site with a long pluviograph record, which is then scaled to the 'target' site using the information from the target site in form of either a short pluviograph or a daily rainfall record. This approach removes the need for significant pluviograph data at the 'target' site and enables the stochastic rainfall model to be applied at sites with either short pluviograph or daily rainfall records. The master–target scaling technique is demonstrated using an existing high-resolution point rainfall model based on wet-dry alternating storm events. Extensive testing using numerous pairs of Australian sites demonstrates its validity.
Journal of Hydrology Vol. 393, Issue 3-4, p. 163-173


The San Francisco Museum of Modern Art (SFMOMA) is undergoing a substantial expansion that will more than double its exhibition space (1). While closed for construction, its Public Dialogue Department is engaging with the Bay Area arts community as a "Museum-on-the-Go."
Recently the department convened four day-long Public Dialogue workshops with local thinkers, artists, designers, and others working to nurture community arts and culture. This was an opportunity for reflection about the issues that impact Bay Area visual artists.
The department requested The Grove's graphic-recording services to support discussions in each of the four workshops and weave together their inputs into a coherent synthesis. Senior Consultant Giselle Chow was The Grove's project lead, teaming with Senior Associate Paula Hansen to record four days of rich conversation.
Four Workshop Themes
Each workshop delved into one of four core themes:
- Reskilling: What does it mean for individuals and organizations to reimagine their skill sets as their fields and environments undergo fundamental change?
- Resilience: How can educators and art practitioners in the Bay Area foster collective agency and civic culture in the communities they work amidst?
- Storytelling: How can we increase our capacity to build community through storytelling?
- Visibility: How can research, information, communities and creative practices be made visible to wider publics? (2)
The workshops shared a common structure. For each, participants set the context, discussed a glossary of shared language, and brainstormed a toolbox of key elements and approaches.
Challenging Times for Bay Area Artists
Giselle recorded three of the four sessions. A longtime art educator and San Francisco native, she says, "I was well acquainted with the issues they were describing and the context in which they are working, as well as the process of what it means to be an artist and create things."
In the discussions about context, many participants mentioned the challenges of living and working in San Francisco in a time of extreme gentrification and tech influx. Sharply rising housing costs make it difficult or impossible for many working artists to continue living and working in San Francisco.
Art That Lifts Up a Community's Concerns
Social practice also emerged as a thread that wove throughout the conversations (3). In the social practice model, artists work within a community. They become familiar with that community's core issues as well as its hopes and visions. Then they collaborate in a public or shared space to express these artistically. The resulting artworks shine light on the community's issues of concern when they are viewed in museums or other public settings.
A Focus on Storytelling
For the Storytelling workshop, the emphasis was on writing stories for change. A group of journalists, creative writers, community organizers, and cultural historians—people who use story as their vehicle of communication—explored how one becomes a strong storyteller who sparks civic imagination through the power of story. Participants brainstormed a "toolbox" of promising methods and tools (see below).
Public Dialogue's Program Associate Stella Lochman reports, "People were impressed with being able to see all of the ideas up on the walls surrounding them. At the end of the day they were sitting in the midst of their ideas. Everyone in the room wanted to know how they could get a Giselle to come into their meetings. She is the 'secret weapon!' "
Summing up, Stella says: "I have been to numerous workshops, daylong getaways and offsites. This is one of the first ones that I went to where people thoroughly enjoyed it and had something tangible to walk away with at the end of the day. A lot of that had to do with the fact that we were building our conversations around a visual takeaway, in contrast to being focused on a list of agenda items. Watching someone draw in front of you, you want to complete the picture."
1. Learn more about the SFMOMA expansion. The museum is scheduled to reopen in Spring 2016.
2. The summaries of the four themes are from a communication that went out to workshop participants.
3. View a video about the field of social practice, a joint production of SFMOMA and public television station KQED.
4. Grove Associate Paula Hansen created the "Resilience/Resistance: Systems" chart, mapping forces, trends and vulnerabilities for initiatives in this area.
5. Grove Senior Consultant Giselle Chow created the Storytelling Toolbox chart.


Memory Alpha
Neural scan interface
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Neural scan interface
Barclay utilizes the neural scan interface.
A neural scan interface was a technology invented by Lieutenant Reginald Barclay while under the influence of a Cytherian probe in 2367.
After having his intelligence drastically increased by the probe, Barclay used the holodeck to create the necessary equipment, and tied his brain into the USS Enterprise-D's main computer core, instructing the computer on how to perform the procedure. This had the effect of integrating Barclay's thought processes into the Enterprise-D itself, essentially allowing him to act as the ship's computer. Utilizing this interface, Barclay generated a highly-charged graviton field from the warp nacelles, creating a powerful subspace distortion which transported the Enterprise-D 30,000 light years away, to the center of the galaxy. There, the crew encountered the Cytherians, who disconnected Barclay from the computer and returned his intelligence to normal. (TNG: "The Nth Degree")
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To deduce is defined as to come up with an answer by logic or by putting pieces of information together.(verb)
An example of deduce is when police figure out who the killer is by looking at information they obtain.
See deduce in Webster's New World College Dictionary
See deduce in American Heritage Dictionary 4
transitive verb de·duced, de·duc·ing, de·duc·es
Origin: Middle English deducen
Origin:, from Latin dēdūcere, to lead away or down
Origin: : dē-, deOrigin: + dūcere, to lead; see deukin Indo-European roots.
Learn more about deduce


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Groundwater Field Station for Geoscience Students
Paul F. Hudak January-February 1999 Journal of Geography v98 n1 p23-28
This article from the Journal of Geography describes how to create a low-cost groundwater field station for a college hydrogeology course. The article discusses how students use the station to collect and interpret data from wells, and to study spatial hydraulic-head measurements to learn about groundwater flow. The article also discusses why hands-on activities are a valuable addition to a hydrogeology course.
Subject: Education Resource Type: Pedagogic Resources:Research Results, Activities:Lab Activity, Journal Article Special Interest: Field-Based Teaching and Learning Grade Level: College Upper (15-16) Learning Environment: Field-Based Research on Learning: Ways Of Learning:Active/Kinesthetic/Experiential, Geoscience Expertise:Complex Systems Topics: Education
CMS authors: link to this resource in your page using [resource 14983]


Project LooM
Gujarat Places
Ajrakh: Part 5: Web of connections
Ajrakh's web of connections
It takes a village to raise a child, goes the old saying. Well, it takes a village to make Ajrakh as well.
Using wood blocks to create designs on fabric is a technique that goes back centuries. Ajrakh belongs to this class of crafts. It originated in Sindh and came into Gujarat.
Step 1: Let us begin with the wood blocks. Ajrakh block carving is itself a highly specialised craft. Today there are just a few Ajrakh block carvers in Pethapur, Gandhinagar, Gujarat. The wood that is most suitable comes from local indigenous trees such as babur (Acacia farnesiana), keekar (Acacia arabica) and sisham (Dalbergia sisso). The main trunk of the tree is cut into square blocks of a particular size. Then comes the carving of the design. Negative areas are skilfully carved out to make a wood block that is used for printing.
Step 2: Saaj. The cotton cloth is torn, traditionally by hand, into lengths that are specific and suitable for use. This cloth is soaked overnight in a mixture of soda, castor oil, water and animal dung (cow, camel or goat) to dislodge the starch. The next day, the fabric is watched in running water. The fabric is beaten with a mallet until it is cleaned of starch and other impurities.
Step 3: Kasanu: The next step is to dip the fabric in myrobalan (harda) solution. This prepares the fabric to absorb colour. The solution is made by mixing dry myrobalan powder with castor oil and water.
Step 4: Kiryana: The outlines are drawn. A mixture of gum arabic with lime and water is made into a thick paste. This lime is the main resist with whitening powder, which helps ensure a smooth texture without any cracks and makes the surface impermeable. The same pattern is repeated on the other side of the fabric if the Ajrakh needs to be a double sided one.
Step 5: Kat: Iron acetate is used for the black patterns. It is made by fermenting iron scrap with water, gram flour or besan and molasses for 10 days. This is boiled further to make a thick emulsion by adding tamarind powder and edible oil. This gives a dark black colour. Alum is added to get a greyish tone. If the background of the fabric has black colour, it is painted black using a brush instead of printing the background with blocks.
Step 6: Pah: A mixture of tamarind seeds, alum and water is boiled to make the printing paste red in colour. Since alum is colourless, usually some red colour is mixed in so that the colour is visible and the blocks can be properly aligned. This red colour will wash out. The printed area/alum will develop red colour when the fabric is boiled in alizerine or madder.
Step 7: Gachh: Millet flour is mixed with water and boiled till it becomes a paste. This paste is then mixed with fuller's earth or clay, alum and molasses until all the ingredients are thoroughly dissolved. This thick paste is spread over the fabric and ground cow dung or ground saw dust is sprinkled immediately over it. The fabric is dried under the sun for a few hours. Areas which need to be resisted from the next process of indigo dyeing are printed with this resist paste.
Step 8: Bodaw: The Indigo vat is a deep earthenware pot sunk into the ground. Indigo, lime, soda and dates are the ingredients for making indigo dye. The fabric is carefully pleated and dipped in the vat in parts. The folds are slightly opened to ensure even dyeing. The fabric is taken out, slightly squeezed and spread under the sun. Oxidation takes place in about 20 minutes. The fabric is then folded and rolled into a large bundle ready to be washed the next morning.
Step 9: After indigo dyeing, the fabric is washed to degum the resist print. This will remove the excess indigo, clay, sawdust and other colouring materials which may not have penetrated the fabric's fibre. The fabric is thoroughly washed in running water and laid flat to dry in the sun.
Step 10: Rang: A solution of alizerine (madder), alum and water is boiled in a large container. The fabric is dipped into this boiling solution along with dhawai phool or Woodfordia fruiticosa. The fabric is boiled in the solution until the desired red colour is achieved. Then the fabric is washed, squeezed and dried in the sun.
Step 11: Minakari: To achieve two shades or darker shades of indigo and read, a process called Minakari is followed. This literally means repeating the work So that the earlier steps are repeated to make the shade darker.
Thanks to Abduljabbar Mohammad Khatri for explaining and providing this content.
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Mola Ram
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For the Indiana Jones villain, see List of Indiana Jones characters#Mola Ram.
A painting by Mola Ram: Abhisarika nayika, "the heroine going to meet her lover". She turns back to look at a golden anklet, which has just fallen off. There are also snakes below and lightning above.
Mola Ram (1743–1833)[1] was an Indian painter, who originated the Garhwal branch of the Kangra school of painting.[2] He was also a poet, historian and diplomat.[3] Much research about him was done by Mukandi Lal.[4]
Life and Career[edit]
He was born in Srinagar, and worked for the Garhwal Kingdom from 1777 until its annexation in 1803.
It is said[5] that two miniature painters of the Mughal imperial court at Delhi, Sham Das and his son Har Das (or Kehar Das[3]), accompanied Sulaiman Shikoh, the son of Dara Shikoh, when he escaped from his uncle Aurangzeb in 1658 and sought refuge from Prithvi Shah of the Garhwal kingdom, which had its capital in Srinagar. The painters remained in Srinagar as the royal tasbirdar (picture-makers), and developed the Garhwal style of miniature painting. Mola Ram was one of their descendants.[5] The inception of the Garhwal school of painting is also sometimes credited to him. His son Jwala Ram and grandson Atma Ram continued the tradition, but further descendants suspected a curse and gave up painting.[3] However, one of his descendants, Tulsi (often confused with Tulsi Mistri, another contemporary painter) was also a painter.[1]
Mola Ram himself initially painted in the Mughal style until visiting Kangra,[6] e.g. his painting Mastani is in the Mughal idiom,[7] while his later paintings, e.g. Vasakasajja Nayika,[8] are in the Garhwal style. Some of his paintings are signed.[2]
He wrote the historical work Garharajavansh ka Itihas (History of the Garhwal royal dynasty) which is the only source of information about several Garhwal rulers.[9][10] He starts with Sham Shah and goes on to describe Dula Ram Shah, Mahipati Shah, Pritam Shah, Medini Shah, Lalit Shah, and Jayakrit Shah.[11] He also wrote Ganika Natak or Garh Gita Sangram in 1800.[12] Mola Ram himself played a part in politics, helping Jayakrit Shah obtain help from Raja Jagat Prakash of Sirmaur to quell a rebellion at the battle of Karparoli.[13][14]
 1. ^ a b Kamboj 2003, p.119
 2. ^ a b Coomaraswamy 1969, pp.75–76
 3. ^ a b c Kamboj 2003, p.25
 4. ^ Chaitanya, p. 77
 5. ^ a b Hāṇḍā 2002, p.129
 6. ^ Kamboj 2003, p.28
 7. ^ Chaitanya, p. 80
 8. ^ Chaitanya, p.32
 9. ^ Hāṇḍā 2002, p.120
 10. ^ Hāṇḍā & Jain 2003, p.21: "Mola Ram was witness to the collapse of dynastic rule, rise and fall of the tyrannical Gurkha hegemony through which he could steer well, and the British dominance in Garhwal. The upheavals through which the Garhwal kingdom passed during those days are most authentically recorded in his Garh Rajvansh ka Itihas. This work of Mola Ram covers the history of Garhwal from the period of Sham Shah (AD _PHONE_) to the tyrannical days under the Gurkhas and British rule."
 11. ^ Hāṇḍā 2002, pp. 120–144
 12. ^ Rawat 2002
 13. ^ Hāṇḍā 2002, p.144
 14. ^ Chaitanya, p.78
External links[edit]


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During this unit, we have focused on strategies for transforming the organization's culture to be conducive for diversity and inclusion. For this assignment, you will use the results from your….
Academic Resilience in Homeless and Highly Mobile Children
There are three essay questions, you must answer them all! No outside research is necessary.
REMINDER: I am not accepting late essay exams – Plan accordingly!
1. Resilience and Juvenile Justice (8 points)
In this essay, you will pretend that you are the newly hired Chief Probation Officer for San Francisco County in their department of Juvenile Justice. You have been tasked with designing an evidence-based intervention program to address the challenges faced by youth currently served by the San Francisco County Juvenile Justice system. Because mental health issues are significant contributer to entry to the Juvenile Justice system, as well as to repeat offending, you will want to tailor your intervention program to address mental health needs (see the NCCP report on San Francisco youth for additional demographic and mental health information).
You will draw on risk factors indicated by Burt, Simmons, and Gibbons (2012), and use information from Ungar (2005) and Lee et al. (2013) to design an intervention. Specifically, your intervention should reduce the three major risk factors (associated with discrimination), as well as the risk for future offending, described by Burt et al., (2012) by using intervention strategies described by Lee et al. (2013) for youth with severe emotional and behavioral problems combined with points made by Ungar (2005) about more effective ways to provide services to at-risk youth.
This essay should be detailed enough that your intervention plan could be easily put into action fairly quickly. Thus, you will want to clearly identify how each risk factor will be reduced (intervention), how service will be delivered (by who, where, how often, how long, etc.), and how the overall service delivery system will be updated to better addres the needs of youth in the system. You will also need to use the data/information in these three articles to demonstrate that your intervention is likely to be effective (i.e., that it is evidence based).
2. Academic Resilience in Homeless and Highly Mobile Children (8 points)
As was found in the study by Cutuli et al. (2013), about 45% the children who were homeless or highly mobile showed academic resilience. However, as also noted by Cutuli and colleagues, there is little information about how these children end up being academcially resilient in the face of severe adversity. In this essay, you will be exploring potential ways to promote academic resilience in homeless and highly mobile children.
Begin by listing and describing possible factors in homeless and highly mobile children's lives that place them at risk for poor developmental, especially academic, outcomes. You may draw on both Cutuli et al. (2013) and Edwards et al. (2007) for data on risk for academic failure.
Next, explore the prevention framework for students at risk of failure described by Edwards et al., (2007). Specifically, take an educated guess and describe what internal and external developmental assets may be at play in academically resilient homeless and highly mobile children. Explain why you think these assets may be promoting resilience in these children.
Finally, develop an intervention plan to promote at least six developmental assets (three internal and three external assets) in homeless and highly mobile children who are not showing academic resilience. Be specific, describe each asset, why you chose it (i.e., cite and discuss Edward's et al., 2007) and how you will ensure that homeless/highly mobile children develop the internal assets/have access to the external assets.
3. Designing an Effective Resource for Teachers of At-Risk Adolescents (14 points)
Begin by watching this (20 minute) video that profiles a range of at-risk adolescents produced by the National Institutes of Health and the National Institute of Child Health and Human Development: _URL_
Teachers are often the professionals who first notice an at-risk adolescent or notice that an at-risk adolescent is heading toward very serious negative outcomes. In other words, they often are the "first responders" for youth like those described in the video. However, teachers rarely know about available resources to assist the adolescent. They also rarely have enough knowledge about risk and protective factors to make informed decisions about appropriate options to help the child.
The goal of this essay is to design an on-line resource for teachers to help them make informed decisions about how to help at-risk adolescents, like those in the video, and that they see in their classrooms on a daily basis. (You do not need to design the website, just describe the content you would put there). The information you provide should include the following:
A. Choose one type of risk to focus on by addressing the issues faced by one of the youth in the video (don't pick the first one, watch the entire video). (You can assume your website will have tabs for variety of issues, but to simplify this essay, you will create a page in the website for a specific risk issue). Describe the youth you selected and the issues that youth faces – case studies are often good ways to illustrate problems.
B. Choose an appropriate developmental theory or framework (see the "Developmental Theory" overview posted with the essay questions or use any of the articles assigned to date to help you). Describe the theory/framework you chose and why that is a good theory/framework to use for this risk issue.
C. Present information about risk and resilience in general, drawing on: Fraser, Kirby, and Smokowski, (2004); Vanderbilt-Adriance and Shaw, (2008a); and Luthar, Sawyer, and Brown, (2006). The goal is to provide teachers with an overview of (or basic information about) risk factors, risk chains, protective factors, protective chains, and how to best promote resilience in at-risk youth.
D. Provide teachers with at least one website that can provide them with expert advice related to the issue you are focusing on. List the website (name, URL) and provide a three or four sentence summary of why the website is likely to be helpful; describing its mission, objectivity, credibility, expertise, and evidence of the effectiveness of its advice. In this section, you also should explain how/why and the extent to which the website avoids Hoffman's major critiques of modern sources of parenting advice.
E. Conclude this essay with some tips to help teachers create a classroom based prevention program for socially vulnerable children/adolescents. You should draw on Richaud (2013) to guide your development of these tips.
BE CONCISE, ESSAY #3 SHOULD NOT EXCEED FIVE (5) PAGES
Please Note; For essay #3 you will need the following two items to help you write the essay:
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text:
- 8 ½" x 11" piece of cloud paper (or you can use a piece of light blue construction paper and add your own clouds to it)
- Brown and white construction paper
- Images of furniture such as a bed, chair, dresser, or wardrobe, and objects that represent things you like. Or, images of things that are important to you, such as animals, books, sports equipment, favorite toys, as well as things that remind you of your favorite places or people. You can use photos or realistic images you find in magazines and catalogues.
- A pencil or black pen
- What objects do you see in this painting?
- In your mind's eye, change the size and scale of the objects in this painting. How does that affect your response to the work?
- If you could enter this space, would you be standing inside or outside? What do you see that makes you say that?
- Make an argument for why this painting is true to life. Make an argument for why it is not.
- What might the objects in this work tell us about the artist or about the time and place in which he lived?
- Cut your pieces of brown and white construction paper so that they each measure 2" x 11".
- Place them on top of each other so they are lined up. Cut the corners off both ends at an angle to make an isosceles trapezoid (the bottom edge should still measure 11" long and the diagonal edges should be equal in length).
- Glue the brown trapezoid to the bottom of your cloud paper and the white trapezoid to the top. These will become the floor and ceiling of your room.
- Using a pencil or a black pen, draw a vertical line to connect the inside corners of your floor and ceiling to create three walls in your room.
- Cut out images from magazines, catalogues, or photos that represent things, people, places, and ideas that are important to you. Be sure to include at least one piece of furniture.
- Select five or six objects to include in your room.
- Experiment with the arrangement of your objects until you are happy with the composition.
- Glue your objects in place.
René Magritte originally called this painting The Clear Field but he changed the title when a friend suggested Personal Values. The word "values" can refer to the importance, worth, or usefulness of something, and it can also refer to someone's judgement about what is important in life. Magritte wrote to his art dealer that this painting took him two months to paint. He considered every detail carefully and revised it until it had reached what he called "a state of grace."
- How do the different objects in your work reflect what is important to you?
- Is the size and scale of your objects important? If so, why?
- What inspired you to arrange the objects the way you did?
- What title did you give to your artwork? Why did you select that title?


text:
- Stan Brakhage |
- 1963 |
- 4 minutes |
- COLOR |
Rental Format(s): 16mm
Essence of lepidoptera re-created between two strips of clear mylar tape: an anima animation. What a moth might see from birth to death if black were white and white were black.
"Brakhage made MOTHLIGHT without a camera. He just pasted mothwings and flowers on a clear strip of film and ran it through the printing machine." - Jonas Mekas "MOTHLIGHT is a paradoxical preservation of pieces of dead moths in the eternal medium of light (which is life and draws the moth to death); so it flutters through its very disintegration. This abstract of flight captures matter's struggle to assume its proper form; the death of the moth does not cancel its nature, which on the filmstrip asserts itself. MOTHLIGHT is on one level a parable of death and resurrection, but most really concerns the persistence of the essential form, image, and motion of being." - Ken Kelman
Awards: Brussels Int'l Film Festival, 1964; Spoleto Film Festival, 1966.


Go sightseeing on the Qiantang River
Hangzhou News 2021-03-19 14:22 Source:ehangzhou.gov.cn
A sightseeing route offering riders picturesque views along the Qiantang River will soon set sail from Hangzhou, local media outlets reported.
As the only water route connecting Hangzhou and Quzhou, the four-day-three-night tour will bring visitors to more than 10 scenic spots along the Qiantang River, including Tongjun Mountain, Yan Ziling's fishing platform, Meicheng ancient town, Longyou Grottoes, Xin'an Lake, the Temple of Southern Confucianism, and Qianjiangyuan National Park.
Here are some renowned sites along the route.
Tongjun Mountain
Tongjun Mountain is a small mountain located in the downtown area of Tonglu. The name Tonglu is believed to come from a legend that says there was once an old man named Tongjun who made medicine on the mountain. He is revered as the originator of Chinese medicine.
Meicheng ancient town
Meicheng ancient town is renowned for its waterside views, as Fuchun River, Xin'an River, and Lanjiang River all pass through it.
Yan Ziling fishing platform
Yanziling fishing platform is an ancient site of the Eastern Han Dynasty (25-220). Boasting views of Fuchun River and lush mountains, the platform is regarded as one of the most beautiful fishing platforms in China.
Longyou Grottoes
The caves of the Longyou Grottoes are adjacent but not interlinked with each other. They feature intricate carvings and have been honored as the "Ninth Wonder of the World" and "the ancient Greek shrine of China".
Temple of Southern Confucianism
The Temple of Southern Confucianism is one of the only two Confucius ancestral temples in China, with the other being located in Qufu, Shandong province.
Jianglang Mountain
Jianglang Mountain is a World Natural Heritage Site and lies at the intersection of Zhejiang, Fujian, and Jiangxi provinces.
Qianjiangyuan National Forest Park
Qianjiangyuan National Forest Park is located at the source of the Qiantang River and is known for its abundance of deep canyons, dense forests, waterfalls, streams, and some endangered animals.
Author： Editor：Zhang Di


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Here's one more unexpected challenge for space travel: drugs crucial for treating everything from a mild headache to a serious infection don't work properly in the radically different environment away from Earth...and yes, radiation might be part of the problem.
On Earth, medicine can generally remain effective for about two years, as long as it's stored correctly. Proper storage generally involves keeping it away from direct sunlight and in a cool, dry space. But there are plenty of conditions that we take for granted on Earth that are nothing like those we find in space, where "radiation, excessive vibrations, microgravity, a carbon dioxide rich environment and variations in humidity and temperature" are all potential issues.
To figure out what effect all that might have on medicine, the researchers sent up four boxes of drugs containing 35 different medications up to the International Space Station. At the same time, they kept the same set of drugs in ideal conditions at the Johnson Space Center. The space drugs came back at different times - some just a couple weeks later, some more than two years later - but they all consistently showed reduced effectiveness at much faster rates than if they had remained on Earth.
This means that Earth-made medicines may not be useful on long-term space missions, such as a first crewed mission to Mars. In all likelihood, the drugs will need to be modified to take into account the vastly different conditions of space. Still, space drugs can have their advantages, as Dr. Colin Cable, the science information adviser at the Royal Pharmaceutical Society, explains:
"On Earth, medicines are tested to assess the effects of, for example, temperature, moisture, oxygen and light, and are packaged and stored to ensure they remain stable and effective over their shelf life. Repackaging of medicines into containers that do not give the medicines the protection required to moisture, oxygen and light can have a detrimental effect on their stability. One potential benefit of keeping medicines in a Space Station is that the medicines will be exposed to a carbon dioxide-rich environment, this may help minimise the degradation of those medicines prone to oxidation, such as adrenaline, vitamin C and vitamin A."
Via BBC News.


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Tropical Forest Insect Pests
A comprehensive resource providing a clear, theoretical understanding of pest population dynamics and forest insect outbreaks. Tropical Forest Insect Pests promotes a better theoretical understanding of pest population dynamics, and causes of forest insect outbreaks in the tropics. Covering pests of both natural forests and plantations, it examines the diversity of tropical forest insects, their ecological functions, the concept of pests, and the incidence of pests in natural forests, plantations, and stored timber. General issues on which foresters and forest entomologists hold strong traditional views, such as the severity of pest incidence in plantations vs. natural forests, in plantations of exotics vs. indigenous tree species, and in monocultures vs. mixed plantations are discussed. The final section looks in detail at specific insect pests of the common plantation tree species across the tropics, with recommendations for their control. This is a comprehensive resource suitable for graduate students and researchers in forestry and tropical forest entomology, and for forest plantation managers in the tropics.
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The Shoals
Set near Muscle Shoals in the northeast corner of the state, The Shoals lies in the scenic Tennessee Valley region. Each of its two courses is named for a famous person: the links-style Fighting Joe course is named for Confederate general Joe Wheeler and overlooks Wilson Lake; The Schoolmaster, named for President Woodrow Wilson (who was known as the "schoolmaster of politics"), is a more difficult course that follows the hilly, wooded terrain that borders the Tennessee River.
Courtesy of Michael Clemmer


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[en] Pulsations ; oscillations ; and stellar seismology ; Low-amplitude blue variables ; Main-sequence: early-type stars
[en] γ Doradus (γ Dor) are F-type stars pulsating with high order g-modes. Their instability strip (IS) overlaps the red edge of the δ Scuti δ Sct) one. This observation has led to search for objects in this region of the HR diagram showing p and g-modes simultaneously. The existence of such hybrid pulsators has recently been confirmed and the number of candidates is increasing (e.g. ). From a theoretical point of view, non-adiabatic computations including a time-dependent treatment of convection (TDC) predict the existence of γ Dor/δ Sct hybrid pulsators (, ). Our aim is to confront the properties of the observed hybrid candidates with the theoretical predictions from non-adiabatic computations of non-radial pulsations including the convection-pulsation interaction.


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Synchronous Channels using MVars
An MVar in Haskell is a shared variable that is either full, or empty. Trying to write to a full one, or read from an empty one, will cause you to block. It can be used as a one-place buffered asynchronous channel. Consider if you didn't want choice, or conjunction or any of the fancy features of CHP, but you do want to build a synchronous channel using MVars. How would you do it?
MVars — The Obvious Way
There is a very straightforward way to turn asynchronous channels into synchronous channels: you form a pair of channels, and use one for the writer to send the reader the data, and the other for the reader to send the writer an acknowledgement:
data SimpleChannel a = SimpleChannel (MVar a) (MVar ()) newSimpleChannel :: IO (SimpleChannel a) newSimpleChannel = liftM2 SimpleChannel newEmptyMVar newEmptyMVar writeSimpleChannel :: SimpleChannel a -> a -> IO () writeSimpleChannel (SimpleChannel msg ack) x = putMVar msg x >> takeMVar ack readSimpleChannel :: SimpleChannel a -> IO a readSimpleChannel (SimpleChannel msg ack) = takeMVar msg <* putMVar ack ()
Let's assume that context-switching is the major cost in these algorithms, and examine how many times a process must block in the above algorithm. We know that this must be at least one; whoever arrives first will have to block to wait for the second participant.
We'll start with what happens if the writer arrives first. The writer arrives, puts the value into the data MVar, then blocks waiting for the ack. The reader arrives, takes the data and sends the ack, at which point the writer wakes up. So in this case: one block.
If the reader arrives first, it will block waiting for the data MVar. The writer will arrive, put the value into the data MVar, then block waiting for the ack. The reader will wake up, take the data and send the ack; then the writer will wake up. So here we had two blocks. The writer blocking is unnecessary; if the reader was already there waiting, there is no need for the writer to wait for an ack, it could just deposit the value and go — if it knew the reader was there.
MVars — The Faster Way
There are several ways to remove that second block. One way is to have an MVar as a sort of status MVar. When the reader or writer arrives, they try to put into this MVar. If they succeed, they are first and they wait on a second MVar. If they fail, they are second and act accordingly, emptying the status variable and waking up the first party:
data FastChannel a = FastChannel (MVar (Maybe a)) (MVar ()) (MVar a) newFastChannel :: IO (FastChannel a) newFastChannel = liftM3 FastChannel newEmptyMVar newEmptyMVar newEmptyMVar writeFastChannel :: FastChannel a -> a -> IO () writeFastChannel (FastChannel sts ack msg) x = do first <- tryPutMVar sts (Just x) if first then takeMVar ack -- will block else takeMVar sts >> putMVar msg x readFastChannel :: FastChannel a -> IO a readFastChannel (FastChannel sts ack msg) = do first <- tryPutMVar sts Nothing if first then takeMVar msg -- will block else (fromJust <$> takeMVar sts) <* putMVar ack ()
This version is, in my benchmarks, twice as fast as the first version, which suggests that context-switching really is the expensive part of these algorithms. In fact, I started out with the first version in thi spost, but CHP's more featured and complex algorithms were coming out faster because I only ever block once. It was only when I improved the MVar version to the second one above that the results were as I expected.


Southdown's June Star Student Award recipients are an exceptional group of boys and girls.
Southdown Closes Year by Honoring its Stars
June 30, 2021
As the school year drew to a close, Southdown Primary School faculty and staff members wanted to present a final round of Star Student Awards before everyone headed for the exits and summer vacation.
The last Southdown Splash Assembly, which once again was held in a virtual format, recognized some really outstanding youngsters. Principal Scott Oshrin was excited to announce the names of the award recipients. A short assembly video was piped into classrooms and available to those who were participating in a distance learning program.
The honorees include:
Universal Pre-Kindergarten: Autumn Stancil-Moore, Brianna Uzho; Kindergarten: Tayla Quin, Anthius Vanbrakle, Ashley Hernandez Velasquez, Alexander Zavala Nunez, Jake Bradshaw, Angel Rodriguez Rodriguez, Bella Coppinger, Jay Fuentez; First Grade: Justin Banegas Galdamez, Kaileen Silva, Jadyn Adam, Harrison Weston, Addison King, Nancy Yanes Ulloa, Valerie Morales Campos, Ashley Flores Canales, Katherine Sorto Lopez, Genesis Velasquez Aguilar; Second Grade: Kimberly Gonzalez, Michael "Mikey" Spagnoletti, Amora Ingram, Andy Velasquez Arevalo, Mileidy DePaz Cruz, Eddyll Jaco Oliva, Theodore Fischer, Evangeline Pearce; Third Grade: Ashley Avalos Cedillos, Stephen Pagan, William Duenas, Luis Ponce Reyes, Hazzell Perez Argueta, Jeremy Godoy Calderon
Two Southdown students were selected from every class in the building for formal recognition at the "splash" assembly. The school considers these youngsters to be its stars of the month. Teacher Theresa Duffy was June's faculty award recipient in recognition of everything she does around the building.
Mr. Oshrin announced the names of each award winner. The virtual assembly was held during the regular school day so that students in school and at home could view the proceedings simultaneously. Click on this link to view the short film:
Every Splash Assembly has a special focus that highlights an important educational component. During last week's program teacher Pamela Schwarting discussed being safe and having fun this summer. Everything from wearing sun block to reading good books was covered during the short session.
The phrase Splash Assembly is a takeoff on the school's mascot, which is a dolphin, an aquatic mammal that's known for flipping around in the water and splashing anyone nearby. Think 1960's television show Flipper.


How To Breed A Bay Roan Horse?
How do you breed a bay roan?
The roan gene must be inherited from at least one parent known to carry the roan gene, and the black points must be inherited from at least one parent that is black or has black points. Bay roans have a uniform mixture of white and red hairs on a large portion of the body and a darker head.
What is the difference between a bay and a roan?
Bays often have a reddish sheen, and when affected by the roan gene, the horse looks similar to a red roan. However, a bay roan will have black points, whereas a red roan will have dark red points.
How do you make a horse roan?
What do you breed to get a blue roan horse?
Blue Roan Horse Breeds These include many European draft breeds such as the Brabant, Italian Heavy Draft, Rhenish-German Cold-Blood, etc. Blue Roan horses are also quite common in North American breeds such as Paint horses, Paso Finos, the Quarter Horse, Standardbred, Mustang, and Tennessee Walking horse.
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What is the rarest horse color?
Can you breed a roan to a roan?
I have heard, but this might be an old wives tale, that you shouldn't breed roan to roan or the offspring can die, its a fatal combination or something. This is very true. If you put two roans together that contain the O gene you have a high possibilty that the foal will die shortly after birth.
What does a bay roan look like at birth?
Bay foals exhibit slightly reddish coats with black-tipped ears, light coloring on their lower legs, and small black patches on the rear of their heels. They are born with dark skin and are frequently mistaken for a chestnut.
Do blue roan horses turn white?
Note that the head/face is darker than the body. This horse will not turn white, and will always retain black legs, mane, tail, and head.
How rare are blue roan horses?
Are blue roan horses rare? Blue roans are likely the rarest roan color. But no, they aren't rare, but they are definitely not as common as many other equine colors.
What does a roan horse look like?
Roan is a horse coat color pattern characterized by an even mixture of colored and white hairs on the body, while the head and "points"—lower legs, mane and tail—are mostly solid-colored. The silvering effect of mixed white and colored hairs can create coats that look bluish or pinkish.
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What color looks good on a blue roan horse?
For the purpose of finding what colors you should wear with your horse, your horse will be in one of the following color groups: Black – black is universal and can wear any color. Brunette (Bay, Black, White, Gray, Blue Roan ) – these horses look good in bright jewel tones such as blue, purple, pink and red.
Does Blue horse exist?
Although no one has real evidence that blue horses exist, there are many tales of sightings across the region from legions of true believers. Legend has it that a horse called "Big Lex" turned blue from grazing in nourishing bluegrass pastures his entire life.
Is a palomino horse?
How do you get a blue roan calf?
The blue roan color in cattle is usually the result of breeding a black cow (or bull) to a white bull (or cow) and results in a wide variety of blue coloration depending on the ratio of black to white hairs. To get a solid blue calf you want to mate a solid colored (not spotted) animals.
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Hamilton Woolen Company Historic District
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Hamilton Woolen Company Historic District
Hamilton Woolen Mill Southbridge.jpg
Hamilton Woolen Company Historic District is located in Massachusetts
Hamilton Woolen Company Historic District
Location Roughly bounded by McKinstry Brook, Quinebaug River, and Mill St., Southbridge, Massachusetts
Coordinates 42°4′56″N 72°2′37″W / 42.08222°N 72.04361°W / 42.08222; -72.04361Coordinates: 42°4′56″N 72°2′37″W / 42.08222°N 72.04361°W / 42.08222; -72.04361
Built 1836
Architectural style Greek Revival, Classical Industrial
Governing body Private
MPS Southbridge MRA
NRHP Reference # 89000594[1]
Added to NRHP June 22, 1989
The Hamilton Woolen Company Historic District encompasses the well preserved "Big Mill" complex of the Hamilton Woolen Company, built in the mid 19th century. Located at the confluence of McKinstry Brook and the Quinebaug River in central Southbridge, Massachusetts, the complex consists of a cluster of mill buildings and a rare collection of 1830s brick mill worker housing units located nearby.[2] The district was listed on the National Register of Historic Places in 1989.[1]
The site of the Hamilton Company's mill had been used as a mill site since 1750, when the first water privilege was granted to William Plimpton. In 1812 James and Perez Wolcott established a cotton mill on the site, building in 1814 what was at the time the world's largest cotton mill. The Wolcotts continued to expand their business, until a dam they built gave way, irreparably harming their business. Its remains were acquired by Boston investors, who formed the Hamilton Woolen Company in 1831. They rebuilt the dam to a higher level, and in 1836 embarked on a major expansion of the premises.[2]
Among the buildings erected in 1836 are the Big Mill, a five story brick structure that is the dominant feature of the complex. Extensively modified in 1850, the most distinctive feature of this building is an end stairwell which is capped by a tower with a Romanesque belfry. Immediately adjacent to the mill Brick Square was established. This was a cluster of brick housing units arranged around a quadrangle. This area, now bounded by Mill Street, Canal Street, and Brick Row, includes five surviving worker houses. Built in the then-popular Greek Revival style, one of them was later adapted for company offices.[2]
In the second half of the 19th century Hamilton was the dominant employer in Stockbridge, producing primarily woolen products, especially after the American Civil War cut off cotton supplies. It remained a major presence in town, although it had been eclipsed in size by the American Optical Company, until a strike in 1934 closed its doors forever. Its complex underwent expansion in the late 19th century, but many of these buildings have not survived. The company added several buildings to the complex in 1929, most notable the dye building, which features a large segmented arch window, but is not in a prominent position of visibility in the complex.[2]
See also[edit]
 2. ^ a b c d "MACRIS inventory record for Hamilton Woolen Company Historic District". Commonwealth of Massachusetts. Retrieved 2014-01-02.


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Examples of a food that starts with the letter "L" include lasagna, lamington, lamb, lettuce, lemon meringue pie, lentils, lollipop and lobster. Two well-known beverages that begin with the letter "L" are lemonade and limeade.Continue Reading
A lamington is a type of cake that is commonly found in Australia. It is made by cutting a cake into cubes. The cubes are dipped into chocolate and then dipped into shredded coconut.
Lasagna is an Italian dish made with sheets of pasta layered with ingredients such as meat and cheese. Different regions of Italy have their own style of lasagna. For example, in Liguria, it is commonly made with pesto sauce. Salted ricotta is a common ingredient in the region of Calabria. In Tuscany, lasagna is made with sugo alla bolognese and bechamel sauce, while Neapolitans make a Carnival-style lasagna with ingredients such as ricotta.Learn more about Food Facts


Physical Property Definition in Chemistry
Measuring cups
huePhotography / Getty Images
A physical property is a characteristic of matter that can be observed and measured without changing the chemical identity of the sample. The measurement of a physical property can change the arrangement of matter in a sample but not the structure of its molecules. In other words, a physical property might involve a physical change but not a chemical change. If a chemical change or reaction occurs, the observed characteristics are chemical properties.
Intensive and Extensive Physical Properties
The two classes of physical properties are intensive and extensive properties:
 - An intensive property does not depend on the amount of matter in a sample. It is a characteristic of the material regardless of how much matter is present. Examples of intensive properties include melting point and density.
 - An extensive property, on the other hand, depends on sample size. Examples of extensive properties include shape, volume, and mass.
Examples of physical properties include mass, density, color, boiling point, temperature, and volume.


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A delicate Indonesian silver bracelet in the form of a Naga
Java, 19th/early 20th century, apparently unmarked
Diam. of the opening: 5.5 cm / largest width: 8 cm (possibly enlargeable)
Naga (Sanskrit for serpent) in Hinduism is a mythical half-snake half-human being. They live in the underground Kingdom called Naga-loka, which is filled with resplendent palaces, beautifully ornamented with precious gems. They are guardians of treasure and also associated with water, sea, lakes and rivers. They are potentially dangerous but often beneficial to humans, and only dangerous to the truly evil.


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Set up a backup payment method
If you use automatic payments, you'll need to have one payment method that's designated as a primary. You can also add a backup credit card to your account, to serve as a safety net. If your primary payment method doesn't work for some reason, we'll charge your costs to your backup credit card. This ensures that your ads keep running.
Follow these steps to set up a backup payment method.
- Sign in to your Adwords account.
- Click the gear icon and choose Billing & payments. Go to Billing
- Click the Payment methods link on the side of the page.
- Find your payment method, and click the Set as Primary or Set as Back up link.
You can designate a credit card or (in most countries) a debit card as a backup, but not a bank account.


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Did You Know? Different traffic whistles in Mexico mean different things
Mayhem prevails in many Mexican cities during rush hours. The traffic in some big cities rarely seems to let up, or slow down, as vehicles jockey for the best position before becoming ensnarled in a tangled web of blocked intersections and jam-packed avenues.
Even thirty years ago, a standing joke (pun intended) in Mexico City was that the city's largest parking lot was actually the ring-road or periférico. Built originally as a means of diverting traffic away from the downtown areas, the periférico (much of it 6 lanes wide in each direction) was swallowed up in the 1960s and '70s as the city's boundaries pushed inexorably further and further into the state of Mexico. The periférico no longer helped drivers escape the clutches of Mexico City's traffic; it actively ensured that many would get trapped in it with no possible means of escape.
A casual observer of the traffic flows in most large Mexican cities could easily be forgiven for thinking that the entire experience is one best described as out-of-control anarchy.
But amazingly, some parts of the apparently chaotic daily movement of tens of thousands of vehicles between home and workplace are very carefully choreographed by traffic signs and police officials.
While most road signs, traffic signals and police gestures are self-evident, and unlikely to cause much confusion, there are some which newcomers need help to interpret correctly.
To help drivers out, police gestures are usually accompanied by penetrating whistles. These are delivered with wonderful over-statement by many traffic policemen, making them fully paid-up members of the Guild of Street Entertainers. It was several years before I discovered that their incessant whistles actually had very specific and well-defined meanings.
In Mexico City and the state of Mexico, a single short whistle means "Stop!", while two short whistles means "Carry on!". A single long whistle, however, means "Everyone stop!" Newcomers should be advised that the difference between one short and one long whistle may only become apparent when the vehicle immediately in front of them screeches to a complete, and totally unexpected, halt.
The system sounds simple enough, but, like so many facets of Mexico, it is not quite so simple as it first appears. Almost all traffic regulations are determined at either the municipal or the state, not federal, level. The fine print of traffic statutes therefore varies from one state to the next. The precise body positions used by the police when giving hand gestures (at least those used in directing traffic...), as well as the number, length and meaning of whistles, are all defined in the regulations.
Almost all states agree that one short whistle means "Stop!", while two short whistles still means "Carry on!". For other indications, though, the airwaves are somewhat more crowded.
For instance, in the states of Guanajuato and Nuevo León, three or more short whistles means "Speed up!" This is deceptively similar to the situation in Jalisco, where four short whistles means "Speed up!". However, while in Jalisco, you'd better be aware that three "regular length" (i.e. neither long nor short) whistles are an indication for "All traffic to stop!" Newcomers who slam their brakes on when they hear three normal whistles in Guadalajara should beware of any Guanajuato or Nuevo León plated vehicle immediately behind them, whose driver may already be pressing his or her foot hard down to the accelerator...
Making matters even more complicated, while we have already seen that a single long whistle in Mexico City means "Everyone stop!", in Jalisco, it officially means "Take care!" or "Proceed with caution!"
So, next time you're caught in rush hour, or hopelessly lost while trying to navigate through an unfamiliar city, listen carefully, and at least avoid infringing, even accidentally, any of the many sound (pun intended) commands issued by traffic officials.
Drive safely, and remember, "Your children are waiting for you" and "Better late than never!"
Your mileage may vary: the information contained in this article should not be construed in any way as legal advice. No responsibility is accepted for any use or abuse of the information contained herein.
Traffic regulations (full Spanish-language text) on-line:
Text © Copyright 2006 by Tony Burton. All rights reserved.


What is Loopback Interface in a Cisco Router
What is loopback interface in a Cisco Router?
A Loopback interface is a virtual interface which is logical and not like normal physical interfaces (Ethernet or Gigabit).
The loopback interface is really helpful as it is never down. It is popularly used in OSPF configurations where, the loopback IP address is used for OSPF Router ID. Since this loopback interface is always up, it is also used with BGP (Border Gateway Protocol). Even if there is some physical outbound interface is down, the logical interface (loopback) helps maintain the neighbor ship to be up.
The loopback interface is basically a software interface that acts similar to a physical interface where IP address can be assigned.
The loopback interface needs to be created manually on the router.
See the below output, there are no loopback interfaces.
no loopback interfaces
Now we will create a loopback interface, using the command "int loopback1"
int loopback1
Now we assign the IP address to the loopback interface, this is similar to assigning IP to a normal physical interface.
physical interface
We check again using "show ip int brief" and see the loopback created.
show ip int brief
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The horizontal location of an origin relative to an object, e.g., a Billboard. For example, the horizontal origin is used to display a billboard to the left or right (in screen space) of the actual position.
staticconstantHorizontalOrigin.CENTER :Number
The origin is at the horizontal center of the object.
staticconstantHorizontalOrigin.LEFT :Number
The origin is on the left side of the object.
staticconstantHorizontalOrigin.RIGHT :Number
The origin is on the right side of the object.