text:
Students must complete the Military Social Work Culture Seminar Course. The students will
have two weeks to complete this seminar
Each instructor will provide log in information to
each student. Students must also submit a
2 page typed paper summarizing your learning from this training that may influence your future practices as a social worker. write in the first person,
specific areas( suicide rate in the military, PTSD(rate o PTSD is 11, 20 %) and women in the military) discuss how each will influence your practice as a social worker.
Provide examples of these areas and specific experiences, readings or discussions to
support your analysis.
Show an awareness of the emotional impact of these experiences, issues and topics (i.e.
counter transference, relating personally or professionally to the topic on an emotional
Specifically discuss new insights and awareness.
Clearly discuss the influence of these insights on future practices as a social worker.


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Water: Beach Grants
Appendix 4E1: Training
This appendix provides supplemental discussions, examples, and additional references that may be helpful to beach program managers. It does not create additional requirements beyond those in the main guidance document.
Training volunteers to do their jobs properly is an essential component of a successful monitoring program. Training is a dynamic process and does not simply begin and end with a kickoff classroom session. For example, follow-up training should occur to resolve specific operating problems discovered in an ongoing program. Even experienced staff benefit from occasional continuing education sessions, which help everyone stay in touch with the program and foster the ideal of team effort.
According to USEPA (1991), training should be planned from three basic perspectives:
- Training new staff
- Training experienced staff (teaching the use of new equipment or improved methods)
- Solving specific operating problems
Each of the three training perspectives should include the presentation of unique material. The training processes involved in presenting this material, however, are similar and consist of the following components:
- Creating a Job Analysis
- Planning the Training
- Presenting the Training
- Evaluating the Training
- Providing Follow-up Coaching, Motivation, and Feedback
Additional sections include:
1. Creating a Job Analysis
The job analysis phase can be the hardest but most important part of training development. The outcome of the job analysis is a list of all the tasks staff should accomplish when sampling a parameter. The tasks should be identified to ensure that procedures are performed consistently throughout the program. This list should include a list of sampling tasks, the required quality level for each task, the job elements that compose each task, and a sampling protocol (standard operating procedure) or job description handout that will be referred to and followed by staff members each time they collect water samples or perform laboratory analyses.
2. Planning the Training
Once the job analysis has been completed and the job description prepared, the actual training session should be planned. Training might take place in a group setting or individually. Group training saves money and time, especially when many staff are trained simultaneously. For extensive water sampling efforts throughout a county, however, this approach has drawbacks. Each beach has unique characteristics, and certain circumstances or problems can be addressed only on an individual basis. In practice, it is often best to structure the training program so that there are group sessions as well as individual follow-up sessions.
The training should stress the importance of samples being representative of the waterbody from which they are taken, including the theory behind indicator organisms and quality samples, QA/QC activities and following the protocols specified in SOPs and the monitoring program plan. Ensuring that staff understand how to carry out the protocols to meet those requirements is the primary concern. Training to collect water samples, for example, should also include how to plan sampling activities, how to make field notes describing the sampling site and station, and how to perform on-site inspections. The safety aspects of field sampling and laboratory analysis are an important component as well.
3. Presenting the Training
A well-organized, well-paced training session is essential to facilitate understanding and motivate staff. The lesson planning phase provides the trainer with the basic agenda for the session. The trainer, however, is responsible for adapting the lesson to the expectations, knowledge, and experience of the audience. The person presenting the training should know the material and should be organized. Lectures, activities, and discussions should be planned and kept to a timetable. Similarly, demonstration materials, audiovisual equipment, and handouts should be accessible and easily incorporated into the presentation. The trainer should be able to anticipate and respond to problems and questions that might occur during an actual training session. A relaxed presentation that fulfills the education objectives is the basic goal. Although trainers will bring their own styles to the training session, they should incorporate basic public speaking techniques, such as establishing rapport with the audience, enunciating clearly and distinctly, using effective body language and eye contact, and encouraging questions and comments.
Whether in the classroom or in the field, staff should be allowed to demonstrate what they have learned. The trainer should observe closely and offer immediate feedback in the form of positive reinforcement or corrective assistance. This portion of the session is usually when the real learning takes place. During the review portion of the training session, the trainer should summarize what was learned and the staff have an opportunity to ask questions. The session should close with the reassurance that staff will continue to receive training throughout their tenure with the monitoring program.
4. Evaluating the Training
Training evaluation should encompass the entire training process. It includes the trainee's perspective, as well as that of the training program designer and trainer, on how effective the session has been. To gain immediate feedback about training, staff should fill out evaluation forms at the end of the session. Volunteer Beach Monitoring Programs Across the Nation.
Alabama Coastal Foundation volunteers data are used for trend research by the Alabama Department of Environmental Management, Dauphin Island Sea Lab, and Mobile Bay National Estuary Program.
Alabama Water Watch is a statewide citizen volunteer water quality monitoring program. More than 50 active groups monitor about 250 sites on 100 waterbodies in 20 to 30 counties in Alabama and Georgia. Six chemical parameters are measured, and several groups are beginning to test for pathogen indicators. The program is coordinated from Auburn University, where the central database is maintained.
The Surfrider Foundation is an environmental organization dedicated to the protection and enhancement of the world's waves and beaches through conservation, research, education, and local activism. The Blue Water Task Force, particularly chapters from Southern California coastal counties, analyzes water samples collected at beaches for bacteria and posts results on the Internet.
The Citizen Stewards Program trains volunteers to assist the Casco Bay Keeper in monitoring the water quality of Casco Bay, Maine. Volunteers gather data at more than 100 selected sites along the 500-mile shoreline, collecting surface water and performing tests monthly from April through October. The data are entered into a comprehensive computer database for management and interpretation. Water column profile data are also collected from the BayKeeper's boat at offshore sites, and water is sampled at closed clam flats to test for bacteria.
The Environmental Quality Laboratory at Coastal Carolina University monitors water and sediment quality in the Waccamaw River and 45 sites from the North Carolina state line to Bucksports, South Carolina, using EPA-approved methods. Monthly physical, chemical, and biological analyses are performed, and occasional measurements of nutrients and heavy metals are taken. Results are interpreted using in situ instantaneous U.S. Geological Survey data on water stage and flow. The sampling plan is designed to identify nonpoint pollution sources. Results are shared with South Carolina's Department of Health and Environmental Control.
The Salt Pond Watchers currently monitor fecal coliform bacteria levels in approximately 30 stations in seven coastal salt ponds on Rhode Island's Atlantic coast. Data are provided to the Rhode Island Department of Environmental Management and local communities to help determine areas unsuitable for fishing and swimming.
In Maine the Clean Water/Partners in Monitoring program provides coordination, information, support, and technical assistance to groups of volunteers and students who want to monitor their local waters. Active programs include water quality, phytoplankton, and marine intertidal diversity monitoring. Training is also provided to certify volunteers to monitor water quality in shellfish-growing areas.
In Hawaii the Hanalei Heritage River Program uses volunteers from the community help take a "snapshot" of the Hanalei's waters by simultaneous sampling all along the bay, up the river, and in its tributaries. This sampling has identified "hotspots" where bacteria counts far exceed standards. The volunteer program provides these data to the Department of Health, which then conducts its own bacterial sampling. If possible, it is often effective if a 'hands-on' session can be included where trainees can observe staff in action as they collect or process samples. If there are problems or if techniques are not performed according to the desired protocol, trainers might need to apply new methods in subsequent training sessions.
5. Providing Follow-up Coaching, Motivation, and Feedback
As stated previously, training should be conducted throughout the life of the monitoring program. Follow-up coaching is an integral part of the training process. Coaching usually occurs on a one-on-one basis to maintain communication between team members, resolve problems, instill motivation, and implement new or improved techniques. The key to follow-up coaching is personal contact to increase staff satisfaction. That personal contact should be maintained throughout the life of the program.
6. Volunteer Monitoring Programs
EPA acknowledges that citizen volunteers often can be used to perform some beach monitoring program functions. Using volunteers to collect water samples and transport them to a laboratory for analysis is one way to save on program monitoring costs and, at the same time, establish a partnership with local citizens. Some citizen monitoring programs also perform water quality analyses, and a few determine bacterial indicator levels. Program planning officials, however, need to be aware that establishing a volunteer monitoring program requires a commitment of time and resources to ensure that volunteers are properly trained and managed and that data quality objectives are met. Officials should not view citizen volunteers as unpaid adjunct staff. Typically, their motivation to participate in a monitoring program is not based on a desire to help reduce agency costs; rather, they donate their time and energy to serve as guardians and stewards of their local waters. This recognition should be considered in every aspect of the volunteer monitoring program development process.
The EPA document Volunteer Water Monitoring: A Guide for State Managers (USEPA, 1990) lists seven "basic ingredients" for developing a successful volunteer program:
- Develop and articulate a clear purpose for the use of the data.
- Produce "data of known quality" that meet the stated data quality objectives.
- Be aware that volunteer monitoring is cost-effective, but not free.
- Thoroughly train and retrain volunteers.
- Give

source: HuggingFaceFW/fineweb-edu


text:
I was preparing for the GRE exam, and was wondering what the difference was between a premise and an assertion. Any example which highlights the difference would be immensely helpful (something I haven't been able to find online).
An assertion is a statement of a fact or belief, while a premise is a statement from which another is inferred. For example, if we use the assumption X to conclude Y, then the premise X has been used to make the assertion Y.
Yes, they do seem very similar in that they are both related to 'assumption' or 'axiom' in an argument. You can read their dictionary definitions which will tell you what each are but it doesn't tel you what is important in the comparison.
A 'premise' is an assumption that is usually discovered, implicitly understood, or passively waiting (possibly even hiding), found by working backwards in an argument to a starting point.
An 'assertion' is an actively stated starting point, one made to eliminate there possibilities in forming an argument.
Both, like 'assumption' or 'axiom', are the starting points or base data of an argument, One may question all of these but for the validity of the argument one is expected to accept them as given. One may alter them but then that's a different situation for the argument.


text:
Full Program »
21. Are you looking at me? Neural oscillation abnormalities in schizophrenia during eye gaze discrimination
Eye gaze discrimination deficits in schizophrenia (SZ) contribute to chronic functional impairment. Previous work in populations with similar gaze deficits (e.g., autism) has shown that this deficit may originate from abnormal neural oscillation. However, there have been no studies of neural oscillation during gaze discrimination in SZ. The current study tried to address this gap by examining neural oscillation during a gaze discrimination task comprised of face stimuli that varied in gaze direction (direct or averted), emotion (neutral or fearful), and head orientation (forward or deviated). A total of 28 SZ and 34 demographically matched healthy controls (HC) completed the task. Time-frequency analysis of electroencephalography (EEG) using event-related spectral perturbation (ERSP) showed reduced beta-band oscillation (12-30 Hz) in SZ compared with HC for both direct and averted eye gaze. Further analyses will examine interaction between facial stimuli emotion (neutral or fearful), gaze direction, and head orientation, anchoring to our previous findings of abnormal N170 in SZ. These preliminary findings suggest that beta-band oscillation abnormalities may contribute to altered gaze perception in SZ and should be further investigated as a potential treatment target to improve social functioning in SZ.

source: openbmb/Ultra-FineWeb


text:
In a time of ecological, social and financial crisis, trust in managers is very low. Management education in general is being scrutinized for its impact on society and business schools have been described as'silent partners in corporate crime.' This book outlines how business schools can get out of the line of fire by presenting the cornerstones of a humanistic business education. As with any cure, it starts with an in-depth analysis of the root causes and then with a humanistic management education model details more promising ways forward. It outlines the implications of this next generation management education model for the administration of business schools as well as their core tasks of research and teaching.
- Publication Date:
- 09 / 08 / 2011


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FLA Theory of Change
FLA seeks to develop youth resiliency and leadership to create long-lasting systemic change by empowering and mobilizing youth leaders to advocate for policies that improve their lives and the lives of their peers in the Central Coast.
Build Youth Resiliency and Leadereship
Mobilize Youth Leaders to Build Resilient Communities
Through year-round programming, FLA youth are supported in dissecting community issues affecting their lives. Youth are also given advocacy skills to mobilize and address the social ills affecting the Central Coast. Through these grassroots campaigns, youth become agents of social change.
Leverage Youth Leadership
FLA's unique programming creates a culture of resiliency, accountability, and investment, which is leveraged for a growing effort in long-term organizational sustainability and broader social impact through continued community engagement, mobilization, and advocacy.


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Image-Intuitive Modes of Perception Physical-Mathematical Modes of Perception Differential Education
Institute of Information Theories and Applications FOI ITHEA
In article the problems of mutual adapting of the humans and computer environment are reviewed.
Features of image-intuitive and physical-mathematical modes of perception and thinking are investigated. The
problems of choice of means and methods of the differential education the computerized society are


Average Weather Data for Diamond, Missouri
Monthly Averages
January February March April May June July August September October November December
Average Monthly high in °F: 46° 50° 59° 68° 77° 85° 89° 90° 81° 71° 59° 48°
Average Monthly low in °F: 22° 26° 35° 44° 54° 63° 67° 66° 57° 45° 36° 25°
Yearly Averages
What's The Average High Temp in Diamond? 68.6 °F
What's the Average Low in Diamond? 45 °F
What's the Average Temperature in Diamond? 56.8 °F
How Many Inches of Rain per year does Diamond get? 46.37 inches
How Many Rainy Days a year are there in Diamond? N/A
How Much Sunshine each year is there in Diamond (in hours)? N/A
How much, if any, snow falls each year in Diamond? 6 inches
Diamond Temperature and Rain Graphs
Average high in °F
Average low in °F
Average precipitation in inches


text:
- copy data to or from a kernel image or running system
cc [ flag… ] file… -lkvm [ library…] _TAG_ ssize_t kvm_read(kvm_t *kd, uintptr_t addr, void *buf, size_t nbytes);
ssize_t kvm_write(kvm_t *kd, uintptr_t addr, void *buf, size_t nbytes);
The kvm_read() function transfers data from the kernel image specified by kd (see kvm_open(3KVM)) to the address space of the process. nbytes bytes of data are copied from the kernel virtual address given by addr to the buffer pointed to by buf.
The kvm_write() function is like kvm_read(), except that the direction of data transfer is reversed. To use this function, the kvm_open(3KVM) call that returned kd must have specified write access. If a user virtual address is given, it is resolved in the address space of the process specified in the most recent kvm_getu(3KVM) call.
The kvm_read() and kvm_write() functions are obsolete and might be removed in a future release. The functions described on the kvm_kread(3KVM) manual page should be used instead.
On success, these functions return the number of bytes actually transferred. On failure, they return -1.
See attributes(5) for descriptions of the following attributes:


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INTRODUCTION: Borderline personality traits (BPT), which have a negative effect on the prognosis in substance use disorder (SUD), may increase the frequency of self-harming behavior (SHB) and suicidal behavior (SB). A determination of BPT may be a protective measure against SHB and SB. The objective of this study was to analyze the predictive role of BPT on SHB and SB in individuals diagnosed with SUD. The participants' sociodemographic data were also analyzed for contribution to the context.
METHODS: This cross-sectional research was conducted with inpatients at a single, private hospital psychiatric ward who had been diagnosed with SUD (n=122). The data were collected using the Borderline Personality Inventory, the Inventory of Statements About Self-Injury, and the Suicidal Behaviors Questionnaire.
RESULTS: The results demonstrated a predictive role of BPT and gender on SHB in individuals diagnosed with SUD. BPT, socioeconomic status, and education were found to be predictors of SB in individuals diagnosed with SUD.
DISCUSSION AND CONCLUSION: The results of the research demonstrated that the risk evaluation of SHB and SB in SUD is highly significant. BPT must be handled independently from substance abuse with the appropriate psychological interventions. The findings also indicated that the education and socioeconomic level of the patient were significant factors and that psychosocial support is essential for this high-risk group. Additional research could provide valuable information that would enable more efficient, targeted treatment strategies.


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The Unbalanced Magnetron
An unbalanced magnetron possesses stronger magnets on the outside resulting in the expansion of the plasma away from the surface of the target towards the substrate. The effect of the unbalanced magnetic field is to trap fast moving secondary electrons that escape from the target surface. These electrons undergo ionizing collisions with neutral gas atoms away from the target surface and produce a greater number of ions and further electrons in the region of the substrate considerably increasing the substrate ion bombardment. Effectively a secondary plasma is formed in the region of the substrate. When a negative bias is applied to the substrate, ions from this secondary plasma are accelerated to the substrate and bombard it; this ion bombardment is used to control the many properties of the growing film. To find out more about the properties of the growing film click coating nucleation and growth.
An unbalanced magnetron, the outer North poles are stronger than the inner South poles therefore the field lines stretch further into the vacuum chamber
With the development of the unbalanced magnetron the substrate ion current that could be achieved and therefore the quality of the coatings increased dramatically but more was to come with the development of multi-magnetron geometry with magnetic field linkage.
Closed-field Magnetron Sputtering
The magnets within the magnetrons are arranged such that alternating poles are next to each other resulting in the linkage of field lines. This prevents electrons escaping to the chamber walls resulting in much higher ion current densities and dense, hard well adhered coatings.
A closed-field magnetic arrangement. The magnets form an electron trap to increase the level of ionization.
To find out exactly what a magnetron is click the link.


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Problem: Determine if a number is prime, with an acceptably small error rate.
Solution: (in Python)
import random def decompose(n): exponentOfTwo = 0 while n % 2 == 0: n = n/2 exponentOfTwo += 1 return exponentOfTwo, n def isWitness(possibleWitness, p, exponent, remainder): possibleWitness = pow(possibleWitness, remainder, p) if possibleWitness == 1 or possibleWitness == p - 1: return False for _ in range(exponent): possibleWitness = pow(possibleWitness, 2, p) if possibleWitness == p - 1: return False return True def probablyPrime(p, accuracy=100): if p == 2 or p == 3: return True if p < 2: return False exponent, remainder = decompose(p - 1) for _ in range(accuracy): possibleWitness = random.randint(2, p - 2) if isWitness(possibleWitness, p, exponent, remainder): return False return True
Discussion: This algorithm is known as the Miller-Rabin primality test, and it was a very important breakthrough in the study of probabilistic algorithms.
Efficiently testing whether a number is prime is a crucial problem in cryptography, because the security of many cryptosystems depends on the use of large randomly chosen primes. Indeed, we've seen one on this blog already which is in widespread use: RSA. Randomized algorithms also have quite useful applications in general, because it's often that a solution which is correct with probability, say, is good enough for practice.
But from a theoretical and historical perspective, primality testing lied at the center of a huge problem in complexity theory. In particular, it is unknown whether algorithms which have access to randomness and can output probably correct answers are more powerful than those that don't. The use of randomness in algorithms comes in a number of formalizations, the most prominent of which is called BPP (Bounded-error Probabilistic Polynomial time). The Miller-Rabin algorithm shows that primality testing is in BPP. On the other hand, algorithms solvable in polynomial time without randomness are in a class called P.
For a long time (from 1975 to 2002), it was unknown whether primality testing was in P or not. There are very few remaining important problems that have BPP algorithms but are not known to be in P. Polynomial identity testing is the main example, and until 2002 primality testing shared its title. Now primality has a known polynomial-time algorithm. One might argue that (in theory) the Miller-Rabin test is now useless, but it's still a nice example of a nontrivial BPP algorithm.
The algorithm relies on the following theorem:
Theorem: if is a prime, let be the maximal power of 2 dividing, so that and is odd. Then for any, one of two things happens:
- for some.
The algorithm then simply operates as follows: pick nonzero at random until both of the above conditions fail. Such an is called a witness for the fact that is a composite. If is not a prime, then there is at least a 3/4 chance that a randomly chosen will be a witness.
We leave the proof of the theorem as an exercise. Start with the fact that (this is Fermat's Little Theorem). Then use induction to take square roots (the result has to be +/-1 mod p), and continue until you get to.
The Python code above uses Python's built in modular exponentiation function pow to do fast modular exponents. The isWitness function first checks and then all powers. The probablyPrime function then simply generates random potential witnesses and checks them via the previous function. The output of the function is True if and only if all of the needed modular equivalences hold for all witnesses inspected. The choice of endpoints being 2 and are because 1 and will always have exponents 1 mod.


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Sheriff Walter B. Butchart
Walter B. Butchart, aged 21, was appointed to fill out the unexpired term of his father, William B. Butchart, also known as "Old W. W.", when the later died in his sleep Aug. 28, 1904. The following day, Walter pinned on the gold star and became the youngest sheriff on record in St. Louis County and one of the youngest in the nation.
Walter B. Butchart was educated in the Duluth Schools. At the outbreak of the Spanish-American War he enlisted with Company G, 14th Minnesota regiment. (Source: Minn. 920 W628 Who's Who In St. Louis County; Collier. 1932)
Byron Butchart is pictured with the badges worn by his family during their law enforcement history.


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The Randolph County Strategic Plan is focused on optimizing Public Health, Safety, and Well-Being, by answering four broad questions: Where have we been?; Where are we now?; Where do we want to be?; and How do we get there?
Facilitated by County staff with technical support from the Piedmont Triad Regional Council, this initiative includes a wide range of local governments, organizations, and citizens from across the county. The process began with the development of a detailed Environmental Data Scan to provide a clear picture of the county – past, present, and future. Steering Committee members used this information to identify and prioritize key strategic issues impacting Randolph County communities. Our 60-member Steering Committee includes the Chair of the Board of County Commissioners, mayors, city managers, health care professionals, educators, human service providers, public safety providers, chambers of commerce, economic development, and planning professionals, and citizens representing a broad cross-section of county interests. In addition, more than 100 citizens served on three task forces (Public Health, Public Safety and Well-Being) with various sub-committees, and met monthly to discuss issues and develop strategic goals and strategies. Significant input from other planning processes was also integrated into the plan. The Steering Committee and Task Force members worked diligently to develop an action plan that focuses limited resources on key strategic issues facing the county to make a positive, lasting impact on the communities we serve.
Common themes emerging from our work together include:
- Improving development and recruitment of qualified workers for industry, agriculture, health care, education, and critical government services.
- Making tangible quality of life improvements to enhance our county's recruitment and marketing efforts.
- Developing proactive prevention programs to reduce the debilitating and costly effects of existing and emerging community and mental health challenges.
- Reducing barriers to critical services. Aligning resources to increase the efficiency and effectiveness of services by: -reducing silos between organizations; -increasing communication, cooperation and collaboration among public agencies, private agencies and institutions to gain a better mutual understanding of issues and challenges; and -developing mutually-beneficial solutions.


text:
For Immediate Release
November 11, 2009
Canale Communications for Orion Genomics
The Malaysian Palm Oil Board (MPOB) and Orion Genomics today announced that a consortium co-led by the Advanced Biotechnology and Breeding Centre of MPOB and Orion Genomics has sequenced three oil palm genomes from two oil palm species, an important food and biofuel crop. This genome sequencing effort provides a comprehensive genetic blueprint of E. oleifera and E. guineensis including the pisifera and dura palms. In commercial seed production, the pisifera is frequently used as the paternal line and the dura serves as the maternal palm.
Oil palm plantations on average produce 3.9 tons of oil per hectare per year, nearly ten times more than other productive oil bearing crops. Therefore, it has the potential to meet growing demand for food and renewable fuel. Used in cooking oil, margarine, baked goods and other foods, palm oil is the most consumed edible oil in the world. It feeds more than 3 billion people in 150 countries worldwide, and it is also a common ingredient in soaps and cosmetics. In 2008, Malaysia produced 17.7 million tons of crude palm oil and exported RM65.2 billion (US $17.6 billion) of palm oil products. New technologies are now enabling palm oil to be transformed into biodiesel, a promising renewable fuel.
The oil palm family has two species, the E. guineensis which originates from Africa and the E. oleifera, which is native to South America. Because of its high productivity, the E. guineensis is the commercial variety planted in Malaysia. However, the E. oleifera has many interesting traits such as low height increment, increased resistance to disease and produces higher quantities of unsaturated fats - traits that will add value if incorporated into commercial E. guineensis lines.
"Knowledge of the genomic sequence of these oil palm varieties enables researchers to understand genetic differences between trees that are, for example, higher yielding or more resistant to disease than usual," said Datuk Dr. Mohd Basri Wahid, the Director-General of MPOB. "Our goal in completing the oil palm genome sequence is to dramatically improve oil yields both for the production of food, feed and fuel."
The consortium included St. Louis, Missouri-based Orion Genomics, MOgene LC and The Genome Center at Washington University, South Korea-based Macrogen Inc., and Adelaide, Australia-based GeneWorks Pty Ltd. In addition to sequencing and assembling the genomes of the three oil palm varieties, the consortium sequenced the expressed genes (or transcriptome) from multiple tissue types for all three types of oil palm. Transcriptome sequence will aid oil palm researchers as they seek to understand the genes responsible for yield, disease resistance and resistance to environmental stress. The initiative generated the most comprehensive genetic and transcriptional maps to date of this important crop.
MPOB and Orion, along with MOgene, LC, also unveiled plans to study the epigenetic makeup of oil palm in 2010 in an effort to improve yields.
"Epigenetics is the study of the pattern of chemical groups that influence whether specific genes are turned on or off", said Nathan Lakey, President and Chief Executive Officer of Orion Genomics. "We theorize that by studying oil palm epigenetics, we may be able to help to speed the development of varieties of oil palm that produce more oil, rapidly increasing the per acre efficiency of this crop, which already is the single largest producer of edible oils world-wide."
The Malaysian Palm Oil Board (MPOB) was established on May 1, 2000 with the principal objective of promoting, developing and advancing the Malaysian palm oil industry. As the steward of the nation's palm oil industry, MPOB is responsible for providing the scientific and technological support to the Malaysian palm oil industry. MPOB's commitment to the industry is not limited to Research and Development (R & D), but also encompasses dissemination of information, technology transfer, commercialization, registration, licensing and enforcement activities.
Orion Genomics, the Second Code Company, develops epigenetic research tools and molecular diagnostic products to fulfill the promise of personalized medicine. Orion's lead product is a simple blood-based test that is being developed to identify people at elevated risk for colorectal cancer. The company has active biomarker discovery programs in cancers of the bladder, breast, lung, ovaries and colon, and the company offers genomics services to the medical, agricultural and bio-fuels research communities. Orion Genomics is located in the Center for Emerging Technologies in St. Louis. For more information, visit the Orion Genomics website at _URL_.
Macrogen is a Korean bio-venture company established in 1997. As a leading biotechnology company, Macrogen has provided high-quality DNA sequencing service to more than 10,000 researchers in over 100 countries worldwide with sequencing platforms such as 3730xl, GAIIx, SOLiD3, and GS-FLX. It also has subsidiary laboratories in USA, Japan, and Netherlands for more localized and customized service. Macrogen fully sequenced and annotated the whole genome of a Korean individual, which was published in Nature on 20th August, 2009. NGS (Next Generation Sequencing) and capillary sequencing platforms were combined to accomplish the project. With these accumulated experiences, Macrogen has shown its successful performances in numerous large scale sequencing projects. In addition, Macrogen has also launched 'Asian 100 Genome Project' in June this year to identify Asian specific markers related to diseases. For more information, visit the website of Macrogen Inc. at _URL_.


January, 2008
 - Wriju's BLOG
 ADO.NET : OleDbCommand Parameterized Query Sequence Rule
 While working with MS Access database with OleDbCommand you might have faced issue that your parameterized update statement is not working. The most frustrating part is that it also does not throw any runtime error. So ideally you paralyzedJ.
 Golden rule is that you need to maintain the exact sequence of parameters you have specified in the sql statement. So while adding the parameter value sequence is very important.
 Command parameter collection addition sequence has to match with the sql statement sequence.
 String sSQL = "UPDATE PHONEDB SET [NAMES] = _USER_ WHERE [ID] = _USER_";
 OleDbConnection conn = new OleDbConnection("ConnectionString");
 OleDbCommand cmd = new OleDbCommand();
 cmd.Connection = conn;
 cmd.CommandType = CommandType.Text;
 cmd.CommandText = sb.ToString();
 cmd.Parameters.AddWithValue("_USER_", "Your Name");
 cmd.Parameters.AddWithValue("_USER_", 12345);
 Now if you alter the sequence like,
 cmd.Parameters.AddWithValue("_USER_", 12345);
 Things would not work as expected.
 - Wriju's BLOG
 LINQ to SQL : Understanding Mapping
 In LINQ to SQL you play with pure.NET objects and write your LINQ on top of that. But question might arise how this magic happens. Though we say that it is object, the question might arise in our mind that there has to be a mechanism through which it connects. Yes, there is. That is DataContext which controls the background transaction. But again how it understands that your class is actually representing a database object, is only though Attribute magic.
 There could be different database components,
 Database Æ DataContect
 Table Æ Class
 Column Æ Property/Field
 Relationship Æ Property/Field
 View Æ Class
 Stored Procedure Æ Function
 Now when we write code for that how we define them?
 Let us have a database TestDB and a table Emp.
 CREATE TABLE [dbo].[Emp](
 [Id] ASC
 ) ON [PRIMARY]
 Step 1:
 Create a table representation,
 public class Employee
 public int Id { get; set; }
 public string Name { get; set; }
 Now map this class for dbo.Emp table through attribute.
 public class Employee
 public int Id { get; set; }
 public string Name { get; set; }
 Step 2:
 Now you need to map columns,
 [Column(IsDbGenerated=true, IsPrimaryKey=true)]
 public int Id { get; set; }
 Now this is because the Id column is Primary Key and automatically generated column.
 public string Name { get; set; }
 Notice here I am not specifying the "Name=" is because the property name and the column names are identical.
 Step 3
 You have Database which ideally DataContext should be able to handle, so if you do not want to create class for that, you can very well do that. Like
 DataContext db = new DataContext(@"Connection String");
 var query = db.GetTable();
 But if you really would like to get the strongly typed behavior with statement completion then the approach would be little different.
 public class TestDB : DataContext
 public TestDB(string sConn): base(sConn){}
 public Table Emps;
 Now if you start writing the same code this will give you the itellisense and statement completion,
 TestDB db = new TestDB(@"Connection String");
 var query = db.Emps;
 var query1 = from e in db.Emps
 where e.Id == 1
 select e;
 Hope you liked this.
 - Wriju's BLOG
 Funny but real SDLC
 I was browsing _URL_
 A nice view which is self explanatory reality
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 MSDN Tech Posters
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If I have a matrix $A \in R^{(m \times n)}$ with $m \leq n$. All rows in matrix a are linearly independent and therefore $A$ has a full row rank. I can decompose matrix $A$ such that $A = [B|N]$ with $B \in R^{(m \times m)}$ and $N \in R^{(m \times (n-m))}$
How can the following statement in Griffin, C; p70 be justified, "we know that $B$ is invertible since $A$ has a full row rank". $B$ is invertible as comes from having been constructed from $m$ linearly independent columns Griffin, C; p45. Would it be fair to say that, if a $A$ has full row rank, there will therefore always exist some matrix $B$ such that $A=[B|A]$ with $B$ having linearly independent columns and therefore being invertible?
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2 Answers 2
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Yes that is always true. when $m\leq n$ and $A\in\mathbb{R}^{m \times n}$ has linearly independent rows.
To be more precise...
The column rank of a matrix A is the maximum number of linearly independent column vectors of A.
The row rank of a matrix A is the maximum number of linearly independent row vectors of A.
Equivalently, the column rank of A is the dimension of the column space of A, while the row rank of A is the dimension of the row space of A.
A result of fundamental importance in linear algebra is that the column rank and the row rank are always equal
Since your matrix has row rank m, you can always find m linearly independent columns. Those columns will compose matrix B you're looking for.
For a more detailed proof check: wikipedia rank of matrix
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Read page no:45 of that reference.
The author explains how he forms the matrix $A$. $A$ corresponds to a set of linear equations. $B$ corresponds to the $m$ linearly independent columns in set of linear equations, which are then "re-arranged" (which are equivalent to rearranging the linear equations) so that the first $m$ columns of (new) $A$ are linearly independent.
EDIT: op updated his question which is now equivalent to asking if row rank and column rank of matrix is same.
Yes, it is
User epsilon has already pointed out this. A proof which depends only on basic linear algebra is given here and also here
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Yes Sir, i did get that. Sorry, I still miss the connecting however. I rephrased my question in that regard. – entropy Jan 2 '13 at 16:39
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text:
What does it do:
When purchasing Gift Cards online, the recipient is now simply sent an email, informing them that they have a new Gift Card, and prompting them to claim it by creating an account (or adding their Gift Card to their existing account if they already have one).
What you need to know:
When purchasing a Gift Card online, previously, the purchaser was required to create an account for the recipient (or add the Gift Card to the recipients existing account).
Why is this good:
For privacy reasons, it is no longer possible for the purchaser to create an account on behalf of the recipient. The recipient is asked to create their own account. Each customer is therefore in full control of their own account and personal information.
What does it look like:


text:
Dictionary Results for small|
1. small - noun
· the slender part of the back
2. small - noun
· a garment size for a small person
3. small - adjective
· limited or below average in number or quantity or magnitude or extent; "a little dining room"; "a little house"; "a small car"; "a little (or small) group"
4. small - adjective
· relatively moderate, limited, or small; "a small business"; "a newspaper with a modest circulation"; "small-scale plans"; "a pocket-size country"
Synonym(s): minor, modest, small-scale, pocket-size, pocket-sized
5. small - adjective
· (of children and animals) young, immature; "what a big little boy you are"; "small children"
6. small - adjective
· slight or limited; especially in degree or intensity or scope; "a series of death struggles with small time in between"
7. small - adjective
· low or inferior in station or quality; "a humble cottage"; "a lowly parish priest"; "a modest man of the people"; "small beginnings"
Synonym(s): humble, low, lowly, modest
8. small - adjective
· lowercase; "little a"; "small a"; "e.e.cummings's poetry is written all in minuscule letters"
Synonym(s): little, minuscule
9. small - adjective
· (of a voice) faint; "a little voice"; "a still small voice"
10. small - adjective
· have fine or very small constituent particles; "a small misty rain"
11. small - adjective
· not large but sufficient in size or amount; "a modest salary"; "modest inflation"; "helped in my own small way"
12. small - adjective
· made to seem smaller or less (especially in worth); "her comments made me feel small"
Synonym(s): belittled, diminished
13. small - adverb
· on a small scale; "think small"
or unscramble the word you need to complete that puzzle or to finish that
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text:
More than 76 million people get food poisoning every year, and eating spoiled shellfish is one of the more common causes. Symptoms of food poisoning can include severe vomiting and diarrhea. That's not exactly the way you want to follow up your seafood meal. Shrimp is a type of shellfish used in many recipes, and it's vital that you spot the signs of spoiled shrimp in order to keep yourself and those you cook for healthy.
Spoilage vs. Pathogens
Spoiled food isn't the same as the food pathogens that can cause things like E. coli or noro virus. Food spoilage happens when food gets too old. You can usually smell, see and taste the spoilage. If you don't eat fresh shrimp soon enough, you'll notice those changes that indicate spoilage.
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Food pathogens can contaminate shrimp at any point even if they're not old or spoiled. You usually can't detect the food pathogens as they don't cause changes in appearance, smell or taste. Pathogens might include bacteria, viruses and parasites, and they can cause different types of illnesses, sometimes severe.
Spoiled Shrimp Smell
Using your senses is the best way to figure out whether or no the shrimp is still good. Smell the shrimp before you purchase it. Since you can't smell shrimp through plastic packaging, it's safer to buy fresh shrimp over the counter in a supermarket or from a fishmonger.
Fresh shrimp should have little to no odor and smell slightly salty, like sea water. If the shrimp smells like ammonia, or if it generally smells slightly "off," don't purchase it. The ammonia or "off" smell is caused by the growth of bacteria in the spoiled shrimp, which is likely to cause food poisoning if eaten.
Fresh shrimp have firm bodies that are still attached to the shell. They should also have clear and clean shells with a pearl-like color. If the bodies appear loose within the shell or if there are black spots on the shell, it's likely that the flesh has started to decompose inside.
Also ensure that the shells are firm and glossy. If the shells are broken and slippery or slimy, the shrimp is likely to be spoiled and shouldn't be purchased. Again, it's easier to check this by looking directly at fresh, loose shrimp rather than prepackaged shrimp.
Make sure that the shrimp aren't discolored on the heads and on the shells. If you're buying raw shrimp, they should be white and slightly transparent. If you are buying cooked shrimp, they should be pink. Bad shrimp look discolored, and that discoloration might indicate that the flesh is spoiled.
Also, look to see if the shells appear yellow or gritty. This may indicate that a chemical such as sodium bi-sulfate has been used to bleach the shells. The chemical may have been used to disguise the fact that the shrimp are old.
Buying shrimp with their heads still on can help you to identify whether or not they're spoiled. The eyes should be prominent and shiny. If they look shrunken or dried out or are missing altogether, you should be wary of how fresh the shrimp are. To be on the safe side, purchase your shrimp elsewhere.
Frozen Shrimp Appearance
Issues with frozen shrimp include freezer burns and thawing and refreezing. Frost or ice crystals in the packaging or on the shrimp can indicate either of these issues. Freezer burn on shrimp happens when the shrimp is stored for a long time. Tears in the bag can also indicate an issue.
You can generally still eat freezer burned shrimp. Spending too much time in the freezer can change the flavor and texture of the shrimp. Unless you notice an off smell or other signs of spoiled shrimp, the seafood should be safe to eat.
- Help With Cooking:Help With Cooking: Choosing and Buying Fresh Prawns and Shrimps
- Food Info: Scombrotoxin
- Wild American Shrimp: Shrimp Tips
- U.S. Food and Drug Administration: Selecting and Serving Fresh and Frozen Seafood Safety
- Food Gear: Freezer Burnt Shrimp: Know How to Make Them Safe to Eat
- Michigan State University: Food Spoilage and Food Pathogens, What's the Difference?


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The Bat Falcon (Falco rufigularis) is a small, colorful falcon that lives along tropical rivers and at the edge of rainforests. In the Tambopata region, this beautiful raptor is frequently seen by guests of the Rainforest Expeditions eco-lodges as they travel along the meandering, coffee-colored Tambopata River. It sometimes reveals its presence with a rapid series of notes similar to the sounds made by the American Kestrel. More often, it is noticed by guides and guests as it perches atop a tall snag at the riverís edge.
Bat Falcons prefer to spend their time at the edges of rivers to catch unwary birds and bats that happen to fly across the waterway. The unobstructed view and flying space favors the falcon and keeps many birds from flying across the river. For this reason, small birds adapted to the forest understory rarely fly across a waterway as wide as the Tambopata and therefore tend to become isolated from populations of the same species that reside in the forests on the opposite bank. Birds with rapid flight such as parakeets and swifts donít hesitate in flying across rivers but they still do so with care and in flocks because they tend to be the birds that the Bat Falcon preys upon the most.
Some interesting facts about the Bat Falcon:
How to see Bat Falcons on an Amazon rainforest adventure:
Take a family friendly Peruvian jungle tour with Rainforest Expeditions to see Bat Falcons and other beautiful wildlife in the Amazon rainforest.
As Seen In


__Virtual Machines__ * Underlying architecture has to cause a trap before it does anything that would interfere with the virtual machine - x86 architecture is not properly virtualizable * An x86 process can tell whether it is running under supervisor or user state. - If running an OS on the VM, the OS can read the state in a register. It expects supervisor, but since it is running virtualized, it will read user. * There are supervisor state instructions that you can execute in user mode without trapping and produce incorrect results - example: popf changes different flags in user state and supervisor state. Traps in neither case. * But people still build virtual machines on x86. How? - VMware uses "runtime binary translation": * Go through code, identify instructions that are not properly virtualized, and rewrite the code to fix the problem. * This is done as the code is encountered at runtime, but only once for each segment of code. * Question: Why not interpret all of the instructions? - Performance issuethis would run around 100x slower. - We want to run as much natively as we can, and trap on anything that would interfere with the VM. __Performance Evaluation__ * A little less concerned with performance these days because faster computing is cheaper than it used to be. * Techniques: - Analytic modeling - Simulation modeling (hw1) - System tuning - Design improvement * To improve performance, you need to know what the current performance is. * One of the most difficult issues is measurement. - Collecting the data is usually the most time-consuming part. * Measurement - Hardware monitoring * Connect probes to parts of the system - But if you can't get to a part of the chip, then you can't monitor it - Need the hardware manufacturer to bring the symbols to the periphery of the chip or to registers - Unfortunately, performance connections are usually the first part of a design to be tossed out due to deadlines. * Hardware monitors usually have some logic built in for data reduction. * Sampling randomly is important. - Software monitoring * Can sample on interrupts - The drawback is that you can never sample in the middle of non-interruptible code. * Compiler can build in profiling instructions to compiled code. * Microcoded machine - could instrument microcode if the computer allows it. * Overhead is an issue - need to make sure the monitoring doesn't dominate - this will mess up the performance analysis * Examples: IBM's GTF, invoked on traps and interrupts to dump data to a file or tape. Designed for debugging. - Hardware counters * Built-in counters than can be used to count certain values, and can be read at different intervals - Can count, for example: cache misses, main memory accesses, types of instructions, numbers of branches * Workload Characterization - Need to know what sort of workload will be run on a system to measure performance. - Executable workloads: Collect a sample of actual workloads to test with. Must assume that its representative. - Synthetic executable workload: Make a reasonable guess about what would be a representative workload. - Synthetic is required if a new system is being tested for which no real workloads yet exist. - How to characterize a workload: * Know your parameters. * Statistical methods - Not necessarily as important as understanding how the system works. - Can usually get by with some simple statistical tools: means, variances, distributions, factor analysis, some modeling. * Analytic Models - Markov chains - Other stochastic processes - Queueing theory models * Queueing theory goes back ~100 years. Was driven by telecommunications. * Problems in queing theory (as in many other fields) fit a "hockey stick curve" with problem difficulty vs. difficulty to solve. - easy to intermediate problems solvable without much work. - as soon as the problems get somewhat difficult, the difficulty to solve goes up pretty quickly. * Queueing networks - HW1 was a very simple queing network with one server, one queue. - BCMP type queueing networks can be solved with some boilerplate (but exponential in the number of states): * Different customer types * Transition probabilities between servers and types * Different server types allowed: - FCFS exponential (runtime of serve is exponential); models I/O - Processor sharing (each of N servers gets 1/N of processing power); models CPU - Infinite server (each customer gets the full rate of the server); models customer thinking * Discrete Event Simulation - Events can come from a trace of a real system, with time and type information. - Or, generate events with a random number generator as in HW1 * Continuous Simulation - Not usually used for computer system modeling - Example: Find the area of some amoeba-looking curve-bounded region using a stochastic method * Bound it with a box with known aread, sample random points in the box. The proportion of points that fall in the boundary of the curve multiplied by the box's area is the region's area. * This is a Monte Carlo sampling method. - Continuous simulation used to solve non-CS problems (ex. aerodynamics problems). * Can solve differential equations numerically rather than symbolically. * Regenerative Simulation - Find a regeneration point in the model. - We can restart the simulation from this point with different events from this point - IID (independent, identically distributed) events * Back of the Envelope Calculations - Sufficient in many cases. Use common-sense information to approximate the answer to some question. - Ex: How much water flows down the Mississippi every day?


text:
SDH and DWDM Fundamentals
Strategic or technical managers, consultants, communications professionals, IT professionals, system engineers, marketing and sales professional and others who plan on using, evaluating, designing or working with SONET/SDH, DWDM and optical networks.
[Classroom: 5 days / LIVE Virtual*: 35 hours]
- A minimum of 6 or more participants are required for a company-based LIVE Virtual course to commence
- LIVE Virtual courses can be conducted for 5 hours or 7 hours daily. Please note that the number of training days will be extended if you opt for 5 hours daily.
This course provides an understanding of the SONET/SDH and DWDM networking technologies and elements that are required to build evolving transport networks. It provides participants with a solid business and technical foundation in optical networks, services and applications development.
- Executive Summary
- Overview of Fiber Optics Communications
- SDH Architectures & Services
- What are the Benefits of SDH?
- SDH Overhead
- SDH Synchronization and Timing
- SONET / SDH Network Architecture
- SONET / SDH Network Topologies and Configurations
- Span Engineering
- Managing SONET / SDH Networks and Services
- DWDM Components and Architecture
- SDH, IP, ATM, WDM and DWDM Integration


text:
Give a page biography of cristianos past his struggles his upbringing and mention his struggles 1 page
following page segway to talking about a sport psychology concept called catastrophe theory
CATASTROPHE THEORY… OCCURS WHEN? WHAT DOES THE GRAPH LOOK LIKE
- Arousal: is a blend of physiological and psychological activity in a person and it refers to the intensity dimensions of motivation at a particular moment. It ranges from not aroused, to completely aroused, to highly aroused; this is when individuals are mentally and physically activated.
- Performance increases as arousal increases but when arousal gets too high performance dramatically decreases. This is usually caused by the performer becoming anxious and sometimes making wrong decisions. Catastrophes is caused by a combination of cognitive and somatic anxieties. Cognitive is the internal worries of not performing well while somatic is the physical effects of muscle tension/butterflies and fatigue through playing.
- The graph is an inverted U where the x line is the arousal and the y is the performance. Performance peaks on the top of the inverted U and the catastrophe happens in the fall of the inverted U
This is a brief description on the theory cover this in detail about ronaldo and how this applies when he plays football 2 pages
HIGH TRAIT ANXIETY ATHLETES… HOW DO THEY PERCEIVE COMPETITION?
get some quotes on him mentioning competition and how he perfromance in it
- Anxiety: is a negative emotional state in which feelings of nervousness, worry and apprehension are associated with activation or arousal of the body
- Trait Anxiety: is a behavioral disposition to perceive as threatening circumstances that objectively may not be dangerous and to then respond with disproportionate state anxiety.
- Somatic Trait Anxiety: the degree to which one typically perceived heightened physical symptoms (muscle tension)
- Cognitive Trait Anxiety: the degree to which one typically worries or has self doubt
- Concentration Disruption: the degree to which one typically has concentration disruption during competition
People usually with high trait anxiety usually have more state anxiety in highly competitive evaluative situations than do people with lower trait anxiety. Example two athletes are playing basketball and both are physically and statistically the same both have to shoot a final free throw to win the game. Athlete A is more laid back which means his trait anxiety is lower and he doesn't view the final shot as a overly threatening. Athlete B has a high trait anxiety and because of that he perceives the final shot as very threatening. This has an effect on his state anxiety much more than expected in this specific scenario.
HIGHLY SKILLED ATHLETES EXPERIENCE LESS STATE ANXIETY AND MORE CONFIDENCE
- State Anxiety: an emotional state characterized by subjective consciously perceived feelings of apprehension and tension accompanied by or associated with activation or arousal of the autonomic nervous system.
- Cognitive State Anxiety: moment to moment changes in worries and negative thoughts
- Somatic State Anxiety: moment to moment changes in perceived physiological arousal
- Perceived Control State Anxiety: the degree to which one has the resources and ability to meet challenges
Example player playing basketball at the start of the game he or she may have a slightly elevated level of anxiety before tip off ( nervous feeling heart pumping), lower level once he/she settles into the pace of the game, and then an extremely high level in the closing minute of the game (feeling nervous with his/her heart racing)
HOW ATHLETES PERCEIVE THEIR ANXIETY AND PERFORMANCE
- There is a direct relationship between a person's level of trait anxiety and state anxiety. Research shows that the athletes who score high on trait anxiety measure a high state anxiety in competition. But this varies a highly trait anxious athlete may have a lot of experience in a particular situation and therefore not perceive it as a threat and have a high state anxiety.
Mention all this of the second concept and how it motivates ronaldo all these concepts need to be covered in detail to get a good understanding of ronaldos motivations and how he performs under pressure and how he deal with it 2 pages with quotes from him and sources
4 STAGE COMPETITIVE PROCESS/ OBJECTIVE AND SUBJECTIVE COMPETITIVE SITUATIONS/ MOST IMPORTANT DETERMINANT OF INTRINSIC MOTIVATION= SUBJECTIVE PERCEPTIONS OF PERFORMANCE
- The objective competitive situation
- The persons objective and goal is set
- Martens states that it is better studied when the objective is told to another person
Example Athlete A runs a mile in 8 min and his goal is to hit under 8 today this is competition because only you are aware of the standard of excellence you are striving to beat. Marthens run with a friend and tell him that his goal is to run under 8 min the situation would be competitive because your friend is aware of the criteria.
- The subjective competitive situation
- How the person perceives, accepts, and appraises the objective competitive situation
Example Athlete A is looking forward in competing in the UEFA Champions League, whereas another athlete, Athlete B which is facing the same objective situation may not be looking forward to competing
- The response
- If the decision is not to compete then the response stops there
- Response to compete can occur at the behavioral, physiological or psychological level or at all three levels
Example Behavioral what type of opponent you might want to fight with whether it's a tough opponent, easy, or better than you. Physiological level heart starts to beat faster and your hands become cold and clammy. Psychological motivation confidence, can be internal or external.
- The consequences of the response
- Are seen as either positive or negative
- The perception of the consequence is more important than the objective outcome
Example Athlete A loses the match the athlete might still perceive the outcome as positive if he played well and met his own standard of excellence.
All the pages are double spaced


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Case Study
Ansys + Apollo Tyres
"Ansys Fluent software helped in analyzing the hydroplaning risk of passenger car tyres by calculating the lift force on the tyres."
— Sowntharya L, Scientist, Tyre Simulation / Apollo Tyres
Hydroplaning occurs when a layer of water builds up between the tires and the road surface, which leads to loss of contact that prevents the vehicle from responding to control inputs, such as steering, braking or accelerating. The tread design and dimensions play an important role in expulsion of water, thus reducing the risk of hydroplaning. Predicting the speed of onset of hydroplaning and the lift force experienced by the tire aids in optimizing the tread pattern.
Hydroplaning in tires is a safety criterion. Hence, there is a need to minimize the loss of contact by modifying the groove design while keeping the development cost low. Experimental testing is highly expensive and limited, which affects the validation of the simulation results. Also, hydroplaning and tire noise are conflicting phenomena, and they should be optimized with proper balance.
Engineering Solution
Computational fluid dynamics (CFD) analysis using Ansys Fluent simulated the water flow through the car tires. The developed simulation methodology predicted the lift force and hydroplaning speed.
The developed methodology helps in:
- Selecting the best tire pattern to minimize hydroplaning.
- Optimizing water flow channel in tires to delay the onset of hydroplaning.
- Increasing the wet grip potential of tires.
Ready to make the impossible possible?
Contact us
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Converting the FileSystemObject's Column Property
Windows PowerShell
Definition: When reading through a line in a text file one or more characters at a time, Column contains the current character position within the line.
PowerShell reads file contents into an array, so the character position can be determined by the array item.
This example returns the character at column 4 (item 3 in the array):
$b = "a string"
An example that more closely maps to the intent of Column would be an example that reads through a line in the text file. Again, the column will be the array index plus 1 (because arrays start at 0).
$a = get-content c:\scripts\test.txt -totalcount 1
for ($i = 0; $i -lt $a.length; $i++)
 "Column is " + ($i + 1)
Note that this solution works only on a single line at a time.
See conversions of other FileSystemObject methods and properties.
Return to the VBScript to Windows PowerShell home page
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© 2014 Microsoft


text:
SyncBack is a program for directory synchronization. It can be used:
- To make backups of files.
- To synchronize directories between computers.
- To synchronize USB keys or removable disks.
It is capable of making differential savings, and only transfers the modified files.
Although SyncBack is the free version of SyncBack, it is full feature freeware :
- United or bi-directional synchronization.
- Filters file and directory names.
- Filters the file types (compressed NTFS, coded or not, etc.)
- File compression
- Can make synchronizations between several files at the same time.
- Manual or planned synchronization (in thorough task)
- Simulations of synchronization (to see what would be transferred)
- Option of integrated restoration (with simulation)
- Comparison of file by date / hour, size or sum of control (as you prefer)
- Synchronization with a directory or a local disk, a network reader or a FTP server
- Automatic ejection of the support at the end of synchronization
- Automatic closure of certain programs before launching synchronization (that is practical to avoid locked files)
- Sends automatic email for the follow-up of synchronization progress.
All that makes SyncBack a powerful software of synchronization, as functional as its commercial counterparts.
You can use one of the predefined parameter setting, or customise :
SyncBack supports synchronization with a FTP server, very practical to publish one's Web site :
You can also synchronize with a network reader by specifying different logins /pass words :
Note that if you wish to synchronize a very large volume of data, it can be more useful to use tools such as Unison and rsync: these tools transfer only the modified parts of files (SyncBack always transfers the entire file when a modification has been detected).


text:
Die strafregtelike aanspreeklikheid van en straftoemeting aan regspersone / deur Pieter Gerhardus du Toit
Du Toit, Pieter Gerhardus
MetadataShow full item record
Modern juristic persons often are powerful entities and they play an influential role in society. Their activities are often accompanied by serious transgressions that have a severely detrimental impact on human beings and their environment. The effective prosecution of juristic persons is therefore necessary. The juridical foundations of the liability of juristic persons are, however, one of the most controversial issues in criminal law theory. Individualistic theories postulate that juristic persons are merely collections of individuals. The conduct and fault of individuals constituting a juristic person must therefore form the basis of the criminal liability of the juristic person. In the United States, for instance, the foundation for the criminal liability of corporations on federal level is vicarious liability. Another individualistic model (mostly associated with English common law jurisdictions) is the so–called doctrine of identification. Only the conduct of individuals who are regarded as the 'directing minds' of the organisation may be attributed to the organisation. These approaches deny the complex structures and decision making processes that exist especially in big corporate entities. According to realistic theories juristic persons are entities which are not dependant on their composite members. Each juristic person has its own unique personality. The culture and ethos of a juristic person influence the conduct of individuals attached to it as well as the degree in which the juristic person abides by the law. The identity of a corporation can be established by investigating the internal structure thereof. The existence of monitoring mechanisms and educational programmes within the organization, as well as the degree to which the organisation condones or disapproves of unlawful conduct, are some of the factors which may be indicative of the corporate culture. This approach is a development of the late twentieth century and has recently been adopted in the legislation of some foreign legal systems, most notably Australia. Section 332(1) of the Criminal Procedure Act 51 of 1977 provides the basis for the criminal liability of juristic persons in South Africa. In essence the conduct and fault of functionaries (and sometimes even outsiders) are attributed to the juristic person. In terms of the provisions of the Criminal Procedure Act juristic persons may only be fined upon conviction. This approach reflects the individualistic view of corporate criminal liability. In this study recommendations are made for the purpose of improving the South African law in this regard so as to reflect a more realistic approach. The recommendations are based on an examination of realistic models proposed by legal and social theorists and legislation adopted by foreign countries which are based on these theories. It is also recommended that more sentencing options must be made available to bring about the restructuring of corporations which have committed crimes.
- ETD@PUK


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Polarized Light Microscopy
Preparing specimens for observation and digital imaging in polarized light is a relatively simple task. The easiest and fastest method is melt-recrystallization of common organic chemicals that undergo a melting phase without subsequent decomposition. The illustration in Figure 1 shows a scientist holding a pair of beaker tongs that are gripping a microscope slide during a melt-recrystallization specimen preparation experiment.
The microscope slide in Figure 1 is being heated with a Bunsen burner adjusted to produce a relatively low temperature. After the chemicals on the slide have completely melted, the slide is carefully placed on a cool surface (the bench top) and allowed to sit until crystallites reform from the melted chemical. This can take anywhere from a couple of seconds to a several years, but most chemicals will recrystallize in a time frame of a few minutes to an hour or two. When preparing samples using the melt-recrystallization procedure there are several tips that will save quite a bit of time and increase the chances of making good samples.
To begin with, use only very small amounts of the chemical to be recrystallized when you prepare a microscope slide. In most instances, a few grains (couple of milligrams) will be sufficient to produce beautiful patterns in polarized light. Too much of the chemical will lead to very thick layers of crystals that absorb most of the microscope light, and lack the vivid color of thin crystalline preparations. To start, carefully sandwich a couple of grains of the chemical (pure chemicals work best) between a microscope slide and coverslip, and do this at one end of the slide instead of in the center. Grab the end of the slide lacking the coverslip/chemical sandwich with a pair of beaker tongs or insulated pliers and slowly heat on the Bunsen burner.
The grains of chemical will slowly start to melt when the temperature of the microscope slide approaches the melting point of the chemical. After the chemical has completely melted, quickly place the microscope slide down on a protected surface and use the tip of the beaker tongs or nose of the pliers to drag the coverslip from one end of the slide to the other. This produces a sheet of molten chemical across the surface of the microscope slide where the coverslip has passed. The chemical spreading action is done to produce flat sheets of crystals (Figure 2) that are formed on top of the slide but in areas that are not directly underneath the coverslip. We highly recommend this method for making samples for use with the QX3 microscope.
An alternative method for making samples with the melt-recrystallization technique is to press the coverslip on top of the melted chemicals without dragging it across the microscope slide. In this case, the pressure will flatten the melt, resulting in crystallites that are thinner and will have a better chance of displaying a wider spectrum of colors. Use this method for sample preparation when the specimens are to be imaged with a research-grade microscope that has objectives corrected for coverslip glass thickness and refractive index. Unfortunately, the QX3 microscope has no such correction, and specimens imaged through a cover glass tend to lose a significant amount of contrast. For this reason, we suggest making crystal preparations without a coverslip.
The laboratory chemicals found in high school and college chemistry stockrooms provide an excellent source of samples for recrystallization and imaging with polarized light. Most crystals are anisotropic and birefringent, which means they will cause interference between doubly refracted light rays passing through. Both constructive and destructive interference occurring at the microscope analyzer will cause the formation of beautiful patterns that can be captured as digital images by the QX3 microscope.
Many chemicals available at local drug stores and supermarkets can also be effective specimens under polarized illumination. These chemicals include vitamins, moth balls and crystals, aspirin and other painkillers, pharmaceuticals, darkroom chemicals, sugars, and some dairy products.
Occasionally, chemicals decompose upon heating and will be poor subjects for examination under the microscope. Salts are notoriously bad candidates for the melt-recrystallization process. The melting point of most salts is usually very high and any organic portion of the molecule undergoes degradation before melting, and this is often accompanied by rapid oxidation (burning) of the salt.
Another very effective method of preparing recrystallized chemicals for observation with polarized light microscopy is to allow soluble chemicals to slowly form crystallites while undergoing radical concentration increases during solvent evaporation. This method is especially useful when trying to prepare salts for examination under crossed polarized illumination.
To prepare samples using this method, first dissolve the chemical sample in a suitable solvent (illustrated in Figure 3) such as water, ethanol, isopropyl alcohol (rubbing alcohol), acetone (fingernail polish), or mineral spirits. After the chemical has completely dissolved, place a drop onto a microscope slide (Figure 4), and then carefully form a sandwich by placing a coverslip over the solution. Often, chemicals can be made to dissolve much more quickly by applying some heat to the solvent, either through the use of a hot plate or stove.
The solution containing dissolved chemicals will flow underneath the coverslip and fill the entire volume between the coverslip and microscope slide. If too much solution is placed on the slide, then excess solution will gather at the edges of the coverslip. Alternatively, when the drop is too small, the entire volume between the microscope slide and coverslip will not be completely filled. When the solvent overruns the edges of the coverslip, large quantities of crystallites often form in areas that contain the excess solvent. These crystallites usually occur at the boundary between the coverslip edge and the glass slide, where they often form very beautiful crystalline aggregates.
After the sandwich of solution between the microscope slide and coverslip has been made, set the slide away for a day or two while the solvent slowly evaporates. These specimens are also ideal candidates for time-lapse cinemicrography using the QX3 microscope. Evaporation times will vary depending upon the vapor pressure of the solvent, with highly volatile solvents, such as acetone, evaporating very rapidly (30 minutes to an hour) and less volatile solvents (water) taking a few days to completely evaporate.
To record time-lapse sequences of crystallite formation due to evaporation, first prepare the specimen and then place it onto the microscope stage and configure the software for the proper time interval using the QX3 Time-Lapse feature. If the solvent is acetone or another volatile, set the interval time at 30 seconds to a minute. This setting should allow between 30 and 100 images to be captured for the time-lapse sequence. When a less volatile solvent is used, increase the time interval for image capture to anywhere from five minutes to an hour.
It is often difficult to find the correct microscope focus when starting the time-lapse sequence, because there are no crystals upon which to focus the microscope, and the field of view is very dark due to the presence of crossed polarizers. The best solution is to focus on the edge of the coverslip and then move the slide until the center of the coverslip is being imaged by the microscope. As the time-lapse sequence is recorded, crystals will spontaneously form at nucleation centers and they will grow with time as the solvent evaporates. These sequences can be very dramatic as they unfold.
A number of other types of birefringent specimens can also be imaged with the QX3 microscope under crossed polarizers. These include rock thin sections that are commercially available from Ward's. A variety of hairs, furs, natural and synthetic fibers, and mineral reference sets are also available on the Web from The McCrone Group. Bone thin sections display beautiful patterns when imaged in polarized light, and can be purchased from either Ward's or Carolina Biological Supply. There are no companies selling pre-prepared crystal slides (of which we are aware), but purified chemicals are available from many distributors directly through their websites. The companies mentioned above are also good sources of other supplies, such as microscope slides, solvents, and coverslips.
Questions or comments? Send us an email.
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text:
2010 is the Year of Africa on World Streets, and here you have the first of what we intend will develop into an engaging series of articles, ideas and information on problems, attitudes, responses, barriers and the ingenious work-arounds that African children and adults are so often obliged to find on their own.
This publication was funded by The Africa Community Access Programme (AFCAP) to help us better understand how children look at and deal with day to day challenges of transport and mobility in three African countries.
Recent research has shown that some of the common challenges faced by children walking to school in Ghana, Malawi and South Africa are the long distances travelled and the domestic chores that must be completed before setting out. This can result in lateness or untidy appearances, both of which can be punishable by lashing, whipping and duties such as weeding. Children are also scared of wild animals (snakes and dogs) and bandits that they may encounter on their journey.
The University of Durham lead research project 'Children, Transport and Mobility in Ghana, Malawi and South Africa' focused on main three issues:
1. The mobility constraints faced by girls and boys in accessing health, education, markets and other facilities.
2. How these constraints impact on children's current and future livelihood opportunities.
3. The lack of guidelines on how to tackle them.
The principal project aim was to generate knowledge that can serve as evidence to help change transport policies and practices, especially where these have impact on the educational and health opportunities for children and young people.
The journey to fetch water:
The idea for the book came from the young researchers themselves. They wanted a vehicle for sharing their experiences and research findings with a wider audience. They worked hard to sift through all of the materials that they had collected, picking out the key themes that had emerged from the research. They also reflected on their experiences as young researchers in the different contexts in which they had worked. The result is very much their own work, indeed most of the book was written by the young researchers, in their own words.
A foreword from the young researchers: 4
A foreword from the adult researchers: 6
1.1. The journey to school 11
1.2. The journey to the market, shops and town 12
1.3. The journey to the health centre 12
1.4. The journey to fetch water 13
1.5. The journey to fetch firewood 14
1.6. The journey to the farm 15
1.7. The journey to the maize mill 15
1.8. The journey to church 16
2.1. What did we like about the project? 18
2.2. What did we find challenging about the project? 20
2.3. What skills have we learnt and what has the impact been? 21
2.4. Particular challenges encountered by girls 23
2.5. "Surprises" or things we didn't expect 24
3.1 Ghana (Forest Zone) young researchers 26
3.2 Ghana (Coastal Zone) young researchers 26
3.3 Malawi young researchers 27
3.4 South Africa young researchers 27
4.1. Individual Interviews 29
4.2. Focus Group Discussions or Group Interviews 30
4.3. Diaries 31
4.4. Accompanied walks 32
4.5. Observation or Counting by looking 33
4.6. Pictures 34
4.8. Life Histories
About this booklet:
This booklet arose from a workshop in Ghana, held at the end of the research project, bringing together some of the young researchers from the three countries.
The idea for the booklet came from the young researchers, who wanted a medium for sharing their experiences and research findings with a wider public. They worked hard to sift through all of the materials that they and the other young researchers had collected, picking out the key themes that had emerged from the research. They also reflected on the experiences of being a young researcher in the different contexts in which they had worked.
The result is very much the young researchers' work. Most of the booklet was written by the young researchers themselves, in their own words. Some sections were written collaboratively between the young researchers and adult facilitators, who helped them to bring their ideas together. The adult researchers have added occasional footnotes where they felt clarification was needed. We hope you enjoy the result and find it useful!
Download the beautifully illustrated book here:
(Acrobat pdf 2.2 MB)
Find out more about the Children, Transport and Mobility Project here: _URL_
Production of the book has been funded by AFCAP _URL_
Ghana: Cyril Agbley, Daniel Aidoo Borsah, Emmanuel Cornelius Ampong, Exinovsky Ntim Asare, Emmanuel Owusu Danquah, Evans Egyir, Euodia Kumi-Yeboah, Emmanuel Teye Owusu, Lawrencia Tabuaa, Charity Tawiah, Dorothy Tawiah, Victoria Yeboah.
Malawi: Manes Banda, Alie Bwanali, Tendai Chiwawula, Lawrence Godfrey, Mary Kamphangwe, Dalitso Kaunda, Gift Kawanga, Bernadetta Kuchonde, Christopher Lyson, Ludovicco Magola, Esther Malimusi, Christopher Mbeza, Anthony Merrick, Brasho Moff art, Towera Mwaungulu, Smart Ng'oma, Alinafe Ntewa, Tionge Phiri, Georgina Pwere, Thokozani Tembo, Nenani Thinbo, Micklina Welesani, Monica William, Tisunge Zuwaki.
South Africa: Nokulunga Bara, Poniswa Protect Chauke, Buhle Dambuza, Noluvo Diko, Xhalisile Elliot, Kholwakazi Joseph, Nthahla Kelem, Tholakele Kelem, Vuyiseka Keyisi, Esrom Kgapola, Hope Lehabe, Zintle Mapetshana, Nelly Mathebula, Nosiphiwo Mbanzi, Sannie Molefe, Matshidiso Motaung, Zimkhita Moyakhe, Mzoyolo Matsili, Ntlatywa Mlondolozi, Matthews Mothupi, Zanoxolo Mseswa, Thembinkosi Msimanga, Mandilakhe Mtambeki, Sinathi Ndamashe, Felicia Ntuli, Odwa Noraqa, Christina Ramongane, Noah Setshedi, Wisdom Shuma, Ncumisa Thungilizwe.


Waves Intro Remote Lab  A gold star indicates high-quality, inquiry-based activities that follow the PhET design guidelines.
Download Sau puteţi descărca toate fişierele într-o singură arhivă.
Please DO NOT request edit access to the Google activity.
Titlu Waves Intro Remote Lab
Descriere This lab is inquiry based lab for students working remotely. Learning Goals: Students will be able to: 1. Make waves with water, sound, and light and see how they are related. 2. Discuss wave properties using common vocabulary. 3. Explain how changing the frequency and amplitude affects the characteristics of the wave. 4. Design an experiment to measure the speed of the wave.
Subiect Earth Science, Physics
Nivel High School, Undergrad - Intro
Tip Lab, Remote Learning
Răspunsuri incluse No
Limbă English
Cuvinte cheie Amplitude, Frequency, Light, Sound, Water, Wave Speed. Wavelength
Simularea Unde - Introducere (HTML5)
Autori Trish Loeblein
Email _EMAIL_
Şcoală / Organizaţie PhET
Prima transmisie 16.04.2020
Ultima verificare 21.04.2020


Page last updated at 16:07 GMT, Friday, 6 June 2008 17:07 UK
Missile practice for Moon mission
By Judith Burns
BBC News
Penetrator missiles were fired into a wall of sand at 1,100km/h (700mph)
Tests on a UK-led technology at the heart of a planned Moon mission have been a spectacular success, according to the experts involved in the project.
Three penetrator missiles were fired into a sand bunker in Wales, designed to mimic the lunar surface.
Professor Alan Smith, of the Mullard Space Science Laboratory, told BBC News the results had exceeded expectations.
He is a leading figure in the Moonlite mission, which hopes to fire instruments into the Moon in 2013.
A BBC team witnessed the final day of the tests at the Ministry of Defence (MoD) test site at Pendine, near Tenby.
The site has been open since 1940 but is now operated by Qinetiq, the privatised MoD spin-off company which developed the penetrator technology.
Three projectiles were tested on three consecutive days at the end of May.
They look like missiles but, rather than exploding on impact, they are designed to stay intact to protect the scientific instruments inside.
An animation of the penetrator missile hitting the lunar surface
The Moonlite mission plans to fire four penetrators into the lunar surface from an orbiting spacecraft. They will come to rest three metres (10ft) underground.
The onboard instruments will send back a mass of information, everything from seismic activity and mineral composition to the underground temperature.
Sand blasted
Security at Pendine was tight - we had to show passports to gain entry. The high-speed test track is set in a large area of sand dunes paradoxically full of birds and flowers.
Professor Alan Smith explains how the penetrator missiles are tested
It's a hard hat site; during the firing itself, all staff must take cover. We were actually confined to the control centre.
Earlier, we saw scientists loading instruments into the third and final penetrator to be tested.
The purpose of the test firings was to check how well the penetrators would withstand being slammed into several tonnes of sand at 1,100km/h (700mph) and whether the instruments inside would survive.
The difference between the penetrators that had already been fired and the one that had yet to be tested was striking.
The blue paint on the fired ones was scraped off and the steel nose cones were distorted.
But despite their battered appearance, Peter Truss of Qinetiq confirmed that they had done their job and protected the instruments inside: "our confidence is growing with every test".
Qinetiq not only contributed to the missile derived design of the penetrators themselves, but to the batteries and communication systems they will carry.
Ultimately, the plan will be to apply this technology to other rocky planets and moons in the Solar System, particularly to Jupiter's icy moon Europa, which may have an ocean below its frozen surface.
Other candidates include Saturn's moons Titan and Enceladus.
Deep space
Until now, missions have only been able to scrape the surface of other planets.
"We're developing the technologies now to enable a much more in-depth analysis of these planetary bodies and with the increase in technology that we can apply to these problems, all sorts of possibilities open up," explained Peter Truss.
Graphic of a penetrator missile (Image: MSSL/UCL)
The other advantage of penetrators is that it's easier to fire into a rocky planet than to land gently on the surface.
Loading and safety checks complete, the penetrator was driven out to the test track. This stretches 1,500m through the sand dunes but the penetrator and its rockets were strapped to a firing sled 300m from the target.
We retired to the control room and looked on as scientists waited anxiously for the final countdown. When it came, the firing shattered the quiet with a reverberating bang. There were cheers from the scientists at the completion of the last test.
Then it was time to break cover and head down to the sand bunker with a metal detector and some shovels to locate the penetrator and dig it out. Researchers measured how far it had pushed into the sand and collected samples.
In each test, the penetrators described a curved trajectory upwards through the sand, ending up only slightly below the surface.
Intruigingly, they also turned the sand they touched black, possibly as a result of its high coal content reacting to the heat.
Speaking later, back at the Mullard Space Science Laboratory, Professor Smith said Nasa and the European Space Agency were showing interest.
"The results have been spectacular and the space agencies are sitting up and taking notice," he said.
"Before now it had all been on paper. Now we have real hardware to show them."
Britain's Moon shot takes shape
06 Jun 08 | Science/Nature
EADS seeks Surrey Satellite deal
07 Apr 08 | Science/Nature
Ministers consider UK astronauts
14 Feb 08 | Science/Nature
Britain plans first Moon mission
10 Jan 07 | Science/Nature
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text:
Ventricular tachyarrhythmias in 106 Cats
|Title||Ventricular tachyarrhythmias in 106 Cats: associated structural cardiac disorders|
|Author(s)||E. Cote, R. Jaeger|
|Journal||Journal of Veterinary Internal Medicine|
|Abstract||Background: Ventricular tachyarrhythmias occur in association with cardiac and extracardiac disorders in many species of animals, but information identifying concurrent disorders in cats with such arrhythmias is scarce.Methods: We investigated coexisting diseases by retrospectively evaluating medical records of cats with ventricular tachyarrhythmias seen during a 51-month period at 1 institution. For comparative purposes, we evaluated records of dogs with similar arrhythmias during the same time period. All cats and dogs had premature ventricular complexes, accelerated idioventricular rhythm, ventricular tachycardia, or some combination of these arrhythmias, and all had undergone echocardiography during the same visit that led to the diagnosis of ventricular tachyarrhythmia.Results and Conclusions: Most (102/106; 96%) cats had at least 1 echocardiographically apparent abnormality concurrent with ventricular tachyarrhythmias. Ventricular tachyarrhythmias in cats were most commonly associated with myocardial disease (eg, left ventricular concentric hypertrophy [n = 66], restrictive or unclassified cardiomyopathy [n = 17], and dilated cardiomyopathy [n = 6]). When comparing dogs and cats that had ventricular tachyarrhythmias and were diagnosed on the same clinical service of the same institution, an echocardiographically apparent cardiac lesion was seen more often in cats (102/106, 96%) than in dogs (95/138, 69%) (P <.001).|
Using APA 6th Edition citation style.
Times viewed: 64


text:
Making Sense of SCIENCE: Going Deep to Go Far by Linking Science and Literacy Instruction
SchoolsMovingUp at WestEd
February 8, 2012 @ 10:30 a.m.–12 p.m. (Pacific Time)
Tel: _PHONE_ Email: _EMAIL_
Register for the Making Sense of SCIENCE: Going Deep to Go Far by Linking Science and Literacy Instruction webinar.
If leadership tomorrow depends on how we educate our students today, then what can we do to facilitate deep conceptual learning, both for students and teachers?
In this webinar, Kirsten Daehler, Senior Research Associate at WestEd and Director of Understanding Science for Teaching, and Kathy Huncosky, Science Instructional Resource Teacher from the Madison Metropolitan School District, will share facilitation strategies and principles that get learners to dive deeper into science, reason about ideas in evidence-based ways, and communicate using multiple languages of science.
All teachers and teacher educators can use the strategies and principles featured to support science learning, regardless of their curriculum.
During this webinar, Daehler and Huncosky will:
- Draw examples from Making Sense of SCIENCE (MSS) professional development
- Share findings from a national randomized controlled study showing significant positive effects in science learning for teachers and their students, including English learners, students with disabilities, and students who otherwise struggle with science
- Provide tips for helping teachers and science educators:
- Keep conversations evidence-based
- Make thinking visible
- Go beyond one explanation
- Separate science ideas from individuals
- Explore ideas with words, actions, images, and symbols
- Classroom science teachers K–16
- Science instructional coaches
- Science educators
- Curriculum supervisors/consultants
- District personnel in charge of teacher professional development and inservice


text:
Background: Although the extant literature on patient safety is rich, few studies have specifically examined safety from the patient perspective. In addition, little is known about how patients decide whether they are safe or satisfied with their care. From a foundation of attribution theory, we suggest that patients may interpret service quality lapses as risks to their safety, and this will influence their evaluations of their care.
Purpose: The aim of this study was to examine the relationships among service quality, patient safety perceptions, and patient satisfaction by testing a model that hypothesized a mediating role for patient safety perceptions.
Methodology: Acute care patients with recent inpatient visits at three hospitals were surveyed (Hospital 1, n = 486; Hospital 2, n = 279; Hospital 3, n = 231) to examine the relationships among service quality, safety, and satisfaction.
Findings: Analysis found that patient safety perceptions partially mediated the relationship between service quality and satisfaction in Hospital 1 and fully mediated the relationship in the Hospitals 2 and 3. Thus, patient safety perceptions explained the relationship between service quality and satisfaction. Consistent with previous research, patients who reported service quality problems perceived risks to their safety.
Practice Implications: Although practitioners focus heavily on the technical aspects of care, this study suggests that it would be worthwhile to pay closer attention to how patients evaluate processes of care, in particular, the processes they may use to infer their safety in the hospital.


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After working in air fed suits,operatives are required to give samples from their nasal passages by blowing their nose into a tissue,which is then counted in a noseblow counter. How does this work?
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The big risk for people working in the nuclear industry is if they breath in particles of anything that emits alpha particles. The problem is that the dust particles lodge in the lungs and sit there pumping alpha particles into the surrounding lung tissue, which eventually becomes cancerous. By contrast contamination on the skin will be washed off, rubbed off or just fall off as the skin cells are shed.
Your nose contains filters to remove large particles of dust, so if you've breathed in contaminated dust there's a good chance some will have lodged in your nose, and of this some will be expelled when you blow your nose. So if you blow your nose and the expelled mucus contains contaminated dust you're in trouble and need treatment immediately.
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