text:
Published in Proceedings of the 44th International Symposium on Microelectronics: Long Beach, CA, October 9, 2011.
Copyright © 2011 International Microelectronics and Packaging Society.
One of the challenges in an experimental study of solder joint reliability is to determine when cracks occur in a solder joint or when a solder joint fails. Cracks in a real solder joint are difficult to identify using an X-Ray system. Cross-sectioning and scanning electron microscopy (SEM) is a destructive method. A common non-destructive test method is to monitor resistance increase in a solder joint or a daisy-chain. However, no scientific research has been done in establishing the relationship between the crack area of an interconnection and the change in resistance of the interconnection. This paper proposes a method of defining failure criteria as the resistance increase in a solder joint exceeding a threshold. The threshold is determined by k times the range over the natural variation in resistance measured by a measurement system. The natural variation by random cause is judged using X-bar and R charts. The principles of defining failure criteria are to be able to detect failure of solder joints as early as possible with minimum false detection due of measurement system error/variation. An experimental study confirmed that a full crack of an interconnection occurs when the increase of resistance in the interconnection is 10 times the natural variation of resistance change. The results of this study could be used to narrow the definition of failure in consensus standards IPC 9701A, JESD22-B111, and IPC/JEDEC-9702.
Industrial Engineering | Manufacturing


Pattern Pattern Pattern
Showing 1 entry for tag: Mount Erymanthos
Pattern Pattern Pattern
Robert (Bob) Blaisdell, Althea (Thea) Kliros
Hercules narrates his story, beginning with his birth as the mortal son of a god. He talks of how he was child prodigy in warfare, but failed at learning music. After killing the teacher that belittles him about failing at music, Hercules goes out into the world to learn what he can. After Hera challenges Zeus to prove Hercules is worthy of being immortal, Hercules jumps at the opportunity and completes twelve labours. (...)
YEAR: 1997
COUNTRY: United States of America


text:
This is a PLC Program to Operate Light as an Emergency Signal.
Boiler is being operated and monitored using a PLC. Temperature set point of boiler is 600°C and maximum temperature limit is 610°C. If temperature rises above its maximum limit. Hooter and emergency lights are activated in order to inform operator. Implement this in PLC using Ladder Diagram programming language.
- There are two methods to solve this problem. One is by using stack operation and the other one is by using sequencer output method.
- Sequencer output method is best suited for this problem since very less configuration is needed and program length is also reduced.
- In this method, we need to assign SQO instruction by configuring all the parameters given in the instruction.
- Alarm signal must be continuous until operator turns it off manually.
- Sequencing of Lights and Hooter is done here by using SQO Sequential Output to operate lights and hooter.
- Set timer to activate and deactivate hooter and lights or to be précised, change sequence of output.
- Let's say, these both outputs are energized for 1sec and de-energized for next 1sec.
- In sequencer output, the start position is all zeros. So to start the actual function of output sequence, Position 1 is determined as starting sequence while programming.
Here is PLC program to Operate Light as an Emergency Signal, along with program explanation and run time test cases.
List of Inputs and Outputs I:1/0 = Start (Input) I:1/1 = Stop (Input) O:2/0 = Master Coil (Output) T4:0 = Timer to update output sequence (Timer) SQO = Sequencer output (Sequencer) O:2/0 = Emergency Red Light (From O:2) (Output) O:2/1 = Hooter (From O:2) (Output) R6:0 = Control Register (Register) N7:0 = File register (Register) -(RES)- = Reset outputs and Position of SQO (Logical)
- File; _TAG_:0 and File length is 2, hence output sequence is varied from N7:0 and N7:1 with each input.
- Destination is set to O:2 hence with each transition, N7:0 and N7:1 are moved to O:2 with masking.
- O:2/0 and O:2/1 are used as the output address to Emergency Light and a Hooter, hence Mask has value 0003h which means data flow of N7:0/0, N7:0/1, N7:1/0 and N7:1/1 are passed to O:2/0 and O:2/1, and remaining bits are blocked.
- Control parameters are assigned to register R6:0.
- Sequence of Light and Hooter to be operated are stored in the registers N7:0 and N7:1 as following.
- Time base is set to 1sec, hence after every 1sec, output sequence is changed to its next register pattern output which is then transferred to O:2 and O:2/0-O:2/1 are energized accordingly.
- As we can see, N7:1 and N7:2 have the exact opposite bit pattern. So, these bits are set to 1 for 1 cycle and reset for the next cycle. These bits are used to operate Hooter and a Light.
- So when I:1/0 is pressed, during position 0, outputs and remain in OFF condition and are energized when SQO is at position 1.
- When Stop PB with address I:1/1 is pressed, Position is reset to 0 and all the outputs are de-energized.
Sanfoundry Global Education & Learning Series – PLC Algorithms.
To practice all PLC programs, here is complete set of 100+ PLC Problems and Solutions.

source: openbmb/Ultra-FineWeb


text:
Date of this Version
Nebraska Public Power District (NPPD) has monitored water quality since 1989 and fish populations since 1993 on the Niobrara River in Nebraska in the vicinity of Spencer Hydro during "flushing" or "sluicing" activities. These sluicing activities alter water quality in the river downstream, which can negatively impact fish populations. Higher numbers offish were sampled in 1995 when compared to 1993 and 1994. Of the 6,187 fish and 22 total species sampled above and below the hydro, six species comprised approximately 93 percent of the total sample. The most common species sampled were sand shiner, Notropis ludibundus (35.4%), red shiner, Cyprinella lutrensis (22.9%), flathead chub, Hybopsis gracilis (14.4%), carpsucker spp., Carpoides sp. (10.9%), bigmouth shiner, Hybopsis dorsalis (5.1%), and channel catfish, lctalurus punctatus (4.0%). Operational modifications instituted since 1989, such as opening the flood gates slower and dropping the pond at a slower rate, have reduced sluicing impacts and the hydro structure may not be limiting species diversity to the extent originally thought.

source: HuggingFaceFW/fineweb-edu


Rate-based rule statement - AWS WAF, AWS Firewall Manager, and AWS Shield Advanced
Rate-based rule statement
A rate-based rule tracks the rate of requests for each originating IP address, and triggers the rule action on IPs with rates that go over a limit. You set the limit as the number of requests per 5-minute time span. You can use this type of rule to put a temporary block on requests from an IP address that's sending excessive requests. By default, AWS WAF aggregates requests based on the IP address from the web request origin, but you can configure the rule to use an IP address from an HTTP header, like X-Forwarded-For, instead.
When the rule action triggers, AWS WAF applies the action to additional requests from the IP address until the request rate falls below the limit. It can take a minute or two for the action change to go into effect.
You can narrow the scope of the requests that AWS WAF counts. To do this, you nest another, scope-down statement inside the rate-based statement. Then, AWS WAF only counts requests that match the scope-down statement. For information about scope-down statements, see Scope-down statements.
For example, based on recent requests that you've seen from an attacker in the United States, you might create a rate-based rule with the following scope-down statement:
 - AND rule statement that contains the following, second level of nested statements:
 - A geo-match match statement that specifies requests originating in the United States.
 - A string match statement that searches in the User-Agent header for the string BadBot.
Let's say that you also set a rate limit of 1,000. For each IP address, AWS WAF counts requests that meet both of the conditions. Requests that don't meet both conditions aren't counted. If the count for an IP address exceeds 1,000 requests in any 5-minute time span, the rule's action triggers against that IP address.
As another example, you might want to limit requests to the login page on your website. To do this, you could create a rate-based rule with the following nested string match statement:
 - The Request option is URI.
 - The Match Type is Starts with.
 - A Strings to match is login.
By adding this rate-based rule to a web ACL, you could limit requests to your login page without affecting the rest of your site.
Not nestable – You can't nest this statement type inside other statements. You can include it directly in a web ACL. You cannot include it in a rule group.
(Optional) Scope-down statement – This rule type takes an optional scope-down statement, to narrow the scope of the requests that the rate-based statement tracks. For more information, see Scope-down statements.
WCUs – 2 plus any additional WCUs for a nested statement.
This statement uses the following optional setting:
 - (Optional) Forwarded IP configuration – By default, AWS WAF aggregates on the IP address in the web request origin, but you can configure the rule to use a forwarded IP in an HTTP header like X-Forwarded-For instead. AWS WAF uses the first IP address in the header. With this configuration, you also specify a fallback behavior to apply to a web request with a malformed IP address in the specified header. The fallback behavior sets the matching result for the request, to match or no match. For more information, see Forwarded IP address.
Where to find this
 - Rule builder on the console – Under Rule, for Type, choose Rate-based rule.
 - API statementRateBasedStatement


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[–]Hygienicnerd 0 points1 point (0 children)
One method would be to subtract year from year and classify the resultant raster as a delta temp map (values around 0 being no change, larger changes being classified with warmer or cooler temperatures). Alternatively, find the mean value of the dataset: raster1+raster2+raster3...raster(n) / n. Reclassify each as to a function of being above/below mean.


text:
Commission participates to international In Silico Toxicology Protocol initiative
The European Commission's Joint Research Center (JRC) Directorate published on 22 November an article highlighting that JRC scientists are part of the international In Silico Toxicology (IST) Protocol initiative developing principles and protocols for the consistent use of computational models in chemical safety assessment to promote greater acceptance in regulatory applications.
The IST Protocol initiative focuses on how results from computational methods should be generated, interpreted, assessed and documented with a view to increasing confidence in their use. Work is in progress to apply the framework to specific toxicological parameters, such as genotoxicity, skin sensitization and systemic toxicity in acute and repeated doses.
It is interesting to note that the by presenting the IST protocol initiative, the JRC states that ''the regulatory acceptance of in silico approaches is still limited and one reason for this is the absence of harmonised protocols on how to properly apply methods and interpret results". It appears that the Commission has begun to consider the problems resulting from the absence of a regulatory framework for in silico medicine. More importantly, by being part of this initiative, the Commission' scientists are promoting the confidence and regulatory application of in silico methods.
The first publication of the consortium, published earlier this year, describes the general framework of the IST Protocols and how they could guide the international of computational predictions with experimental data to support the assessment of a chemical for adverse health effects, for instance in the context of drug development.
The IST Protocols include consideration of the reliability and relevance assessment of computational methods using a novel scoring scheme and the conduct and documentation of expert review using practical checklists. The IST expects that the use of the framework and associated protocols will increase the acceptance and uptake of in silico methodologies.


, type safe, easy to maintain and elegant Java 8 streams based application without any query language or cumbersome boilerplate for the UI.
I thoroughly enjoyed being there to see this application appear on my screen. It gave me some insight into the Vaadin framework and I took with me new knowledge of how to give a quick visual presentation of the power of the Speedment framework. For a back end tool provider, demonstrating end user value is often an indirect exercise. To show a relevant example of how to use our tool, we need to add some front end presentation and Vaadin is a great match for doing so in the future.
The two frameworks seamlessly interacting to create a solution to a toy representation of a real use case, in this case a web application using a relational database, is a sign of relevancy and maturity of both frameworks.
What you have seen here is a starting point of more to come, a proof of concept if you will. Since the two frameworks complement each other so well to create a self contained complete example, we will build on this to create more elaborate Speedment web applications using Vaadin. For a developer new to the field, it is very easy to see that the frameworks solve and abstract away the domain specifics and allows the developer of the business logic to create her application using modern standard Java code with minimal concern for boilerplate or framework specific constructs.
As described in more detail in for example this blog post, Speedment allows a developer to access the relational database in a declarative way without explicitly creating SQL queries, which allows for very elegant code with low maintenance cost. The proof of concept described here shows how nicely Vaadin provides a web front end that works with Speedment out of the box.
Appendix: How to Run the Application
The code shown above is all the Java code needed for the application to run. To get the frameworks configured and running, clearly some dependencies are needed in the pom file and the Speedment framework needs proper database credentials. The following steps will get it running by using this github repository as a starting point.
 1. Create the database table.
 CREATE TABLE 'hare' (
 'id' int(11) NOT NULL AUTO_INCREMENT,
 'name' varchar(45) NOT NULL,
 'color' varchar(45) NOT NULL,
 'age' int(11) NOT NULL,
 PRIMARY KEY ('id')
 2. Populate the database with some data to make the application result interesting.
 3. Clone the github skeleton containing a pom.xml file and the java code from this blog post.
 git clone _URL_
 4. Change directory to the newly created git repo.
 cd speedment-vaadin-demo
 5. Run the Speedment code generation tool.
 mvn speedment:tool
 6. Enter database credentials in the UI, fill in the schema hares and press the Generate button without changing any defaults to create Speedment code.
 7. Run the application. Substitute pwd and user with proper database credentials.
 mvn -Djdbc.password=pwd -Djdbc.username=user compile exec:java
 8. With the application running, point a browser to the Vaadin rendered UI located at http://localhost:8080.
 9. Optionally, add some more hares in the table and reload the browser page to see the data filtered by your application.
Edit: Since this post was originally published, Matti Tahvonen of Vaadin has provided valuable feedback and a pull request to the git repo bringing the example code up to speed with the latest advances of Vaadin technology.
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text:
What is a paragon referred to in painting
A paragon is defined as the ideal or perfect example of something. A paragon is something against which everything else is judged or matched to, seen as the ideal form of something. In the case of art, a paragon is typically a model or one who sits for a painting—they are the ideal character or representation for what the artist is attempting to paint.
The term originates from "paragone," an Italian word for a stone to test the purity of gold. It is intended to mean that a paragon is the item or individual against which other things are compared and tested—the perfect example. Additionally, the term "paragone" was used to define a debate between the skill and uniqueness of painting and sculpture in the Renaissance in an attempt to compare the two and determine which was the superior art form.


From StrategyWiki, the video game walkthrough and strategy guide wiki
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This template is used to determine what your starting Pokémon would be in Pokémon Mystery Dungeon: Explorers of Time and Explorers of Darkness. This is the personality test from the game.
To use this template, copy and paste the template from the section below to your userpage. In the first line are are two options for displaying the template:
 1. display: left, right, none. Floats the template to the left, right or not at all with "none." Default is to the right.
 2. sex: male, female, [other]. Your sex; default is "male" and if you put anything else, it will use "female" to determine your Pokémon.
After that just take the quiz like any other by switching the "n" in the answer you want to "y." For instance in the first question if you would stop running in the last mile of a marathon, you would switch the "n" to a "y" in that response so it looks like this:
Q01: You're in the final mile of a marathon, but the last stretch is exhausting! What will you do?
 |A01-1=n| Hang in there and finish!
 |A01-2=y| Stop running.
 |A01-3=n| Find a shortcut.
You can also skip questions where none of the answers apply, or you can change multiple answers to "y" if you want. The test will still work this way, although in the actual game you only get one answer and each question must be answered.
Once you are satisfied and have saved the page, the Starter Pokémon template is called onto the page. Unfortunately, it doesn't look like I can just substitute the template, due to some variables being used, so you'll end up with a condensed template containing just your answers. This means if you want to change some answers, you'll need to copy/paste this template in again. Sorry!
{{subst:User:Najzere/Pokémon personality test|display=right|sex=male|
 |A01-2=n| Stop running.
 |A01-3=n| Find a shortcut.
Q02: Would you even consider sticking to a plan to do ten sit-ups a day?
 |A02-1=n| Yes! That's easy!
 |A02-2=n| Yes. Hard work, though.
 |A02-3=n| No! Who'd want to do that?!
Q03: What do you do with your allowance?
 |A03-1=n| Save it!
 |A03-2=n| Spend it!
 |A03-3=n| Spend half, save half.
 |A03-4=n| I don't get an allowance!
Q04: You have to move a heavy suitcase. What will you do?
 |A04-1=n| Carry it by myself.
 |A04-2=n| Ask someone to help.
 |A04-3=n| Make someone else do it!
Q05: If you don't know something, do you come clean and admit it?
 |A05-1=n| Of course.
 |A05-2=n| That's not easy to admit!
Q06: You're on a walk when you smell something delicious. What do you do?
 |A06-1=n| Try to imagine what it is.
 |A06-2=n| Find out what it is!
 |A06-3=n| Think about how hungry I am...
Q07: A fortune-teller says that you have a bad future ahead of you. How do you react?
 |A07-1=n| Worry about it!
 |A07-2=n| Forget about it.
Q08: You hear a rumor that might make you rich! What do you do?
 |A08-1=n| Keep it all to myself.
 |A08-2=n| Share it with friends.
 |A08-3=n| Spread a different rumor!
Q09: How do you blow up a balloon?
 |A09-1=n| As close to breaking as possible!
 |A09-2=n| Big... but not too big!
 |A09-3=n| I don't... It could pop!
Q10: Do you state your opinion even when it's not what everyone else thinks?
 |A10-1=n| Yes!
 |A10-2=n| No.
 |A10-3=n| It depends on the situation.
Q11: You want to reveal that you like someone a whole bunch! What do you do?
 |A11-1=n| Show it a little by playing together.
 |A11-2=n| Make it obvious by...playing a prank!
 |A11-3=n| State it clearly for all to hear!
 |A11-4=n| Keep it to myself! It's too risky!
Q12: You're on a stroll when a TV crew pounces on you for an interview. What do you do?
 |A12-1=n| Run away! How embarrassing!
 |A12-2=n| Answer questions properly.
 |A12-3=n| Yuck it up! Woo-hoo! I'm on TV!
Q13: You feel a burst of happiness! How about expressing it with a little dance?
 |A13-1=n| Yes!
 |A13-2=n| No.
Q14: You see a parade coming down the street. What do you do?
 |A14-1=n| Stay on the sidelines.
 |A14-2=n| Join the parade!
 |A14-3=n| Walk away.
Q15: Your friend tells a joke that's horribly corny! How do you react?
 |A15-1=n| Roll around the floor laughing!
 |A15-2=n| Just let it go by...
 |A15-3=n| Slap my forehead and groan.
Q16: Can you strike up conversations with new people easily?
 |A16-1=n| Yes!
 |A16-2=n| No.
Q17: Do you get injured a lot?
 |A17-1=n| Yes!
 |A17-2=n| No.
Q18: You see a ball on the ground. What do you do?
 |A18-1=n| Kick it!
 |A18-2=n| Throw it!
 |A18-3=n| Spiff it up, shiny and new!
Q19: What do you think of jungle exploration?
 |A19-1=n| Sounds fun!
 |A19-2=n| Not interested.
Q20: You discover a secret passage in a basement. What do you do?
 |A20-1=n| Go through it!
 |A20-2=n| Stay away from it.
Q21: Your friend takes a spectacular fall! What do you do?
 |A21-1=n| Help my friend up!
 |A21-2=n| Laugh! It's too funny!
Q22: You're daydreaming... when your friend sprays you with water! What do you do?
 |A22-1=n| Get mad!
 |A22-2=n| Get sad.
 |A22-3=n| Woo-hoo! Water fight!
Q23: Have you ever wanted to communicate with aliens from another planet?
 |A23-1=n| Yes!
 |A23-2=n| No.
Q24: Have you ever upset a friend when you were just kidding around?
 |A24-1=n| Yes.
 |A24-2=n| No.
Q25: Hey, what's that? There's someone behind you! So... did you look just now?
 |A25-1=n| Don't do that! It scared me!
 |A25-2=n| OK, I admit it. You tricked me.
 |A25-3=n| No way. I didn't fall for it.
 |A25-4=n| Huh? What?
Q26: Someone who works at a store suggests an item that isn't quite what you're looking for. But you like this person. What do you do?
 |A26-1=n| Say you don't want it.
 |A26-2=n| Say thanks... but say no.
 |A26-3=n| Cave in and buy it.
Q27: You run into a new person that you haven't talked to very much before. What do you do?
 |A27-1=n| Make small talk.
 |A27-2=n| Say nothing!
 |A27-3=n| Make an excuse to get away!
Q28: You think your hear someone call your name. But no one's around... so what was it?
 |A28-1=n| Just my imagination.
 |A28-2=n| Someone fooling around.
 |A28-3=n| A ghost!
Q29: Do you find yourself jumping to the wrong conclusion a lot of the time?
 |A29-1=n| Yes.
 |A29-2=n| No.
Q30: Do you change the channels often while watching TV?
 |A30-1=n| Yes!
 |A30-2=n| No.
Q31: You like something at a great bargain! What do you do!
 |A31-1=n| Buy it right away!
 |A31-2=n| Think about whether you need it.
 |A31-3=n| Demand an even bigger discount!
Q32: You're packing your classroom's snacks for a picnic when you get hungry


text:
Nvidia Corp. plans to introduce a new technology for mobile computers that will finally marry high-performance graphics and low power consumption in Q1 2010, the company said in a statement. The technology is called Optimus and is claimed to be unique for Nvidia.
"Nvidia Optimus technology works on notebook platforms with Nvidia GPUs. […] It is seamless and transparent to the user. Its purpose is to optimize the mobile experience by letting the user get the performance of discrete graphics from a notebook while still delivering great battery life," an explanation by Nvidia reads.
From Nvidia's explanation it is unclear whether Optimus is a new technology to trim power consumption of graphics processing units (GPUs); a technology that seamlessly switches between low-power integrated graphics cores inside Intel Corp.'s latest central processing units and Nvidia's discrete graphics processing units; or a new class of Nvidia graphics processors designed for mobile computers that can deliver very low power consumption when in battery mode by disabling power-consuming parts of the chip.
Meeting low power consumption and high performance graphics processing is very important for notebooks these days as consumers demand rich graphics experience, but still want long battery life, which often gets compromised by power-consuming GPUs.


kids encyclopedia robot
Haze facts for kids
Kids Encyclopedia Facts
Harmattan Haze in Abuja.
Haze is a problem with the air quality in which smoke covers the sky, making it hard for people to breathe. Some people fall sick as well due to the polluted air.
The World Meteorological Organization manual of codes includes a classification of horizontal obscuration into categories of fog, ice fog, steam fog, mist, haze, smoke, volcanic ash, dust, sand, and snow. Sources for haze particles include farming (ploughing in dry weather), traffic, industry, and wildfires.
Seen from afar (e.g. an approaching airplane) and depending on the direction of view with respect to the Sun, haze may appear brownish or bluish, while mist tends to be bluish grey. Whereas haze often is thought of as a phenomenon of dry air, mist formation is a phenomenon of humid air. However, haze particles may act as condensation nuclei for the subsequent formation of mist droplets; such forms of haze are known as "wet haze."
Images for kids
ca:Broma (temps)
kids search engine
Haze Facts for Kids. Kiddle Encyclopedia.


text:
Mckinney Courier-gazette > News
Healthy re-Quest: Study looks to address childhood obesity with video game
File photo - Burks Elementary third-grader Reece goes over his answers to The Cooper Institute's NutriGram assessment in May 2011. McKinney ISD's Finch Elementary is one of six Texas schools now participating in a study that will examine how a health-oriented video game could help children improve their nutrition.
The "quest" against childhood obesity has gone electronic, at least in Texas.
Selective gaming may lead to better nutrition for elementary students, according to The Cooper Institute and The Michael & Susan Dell Center for Healthy Living, which this week launched a study that will use a video game to help children understand how to optimize their health via 3-D avatars and apples.
Six Dallas-area schools, including Finch Elementary in McKinney, will take part in the study. Ninety minutes a week, for six weeks, fourth-graders will play "The Quest to Lava Mountain," a game that teaches them skills like gathering and cooking healthy food while reinforcing science, reading, environmentalism and social collaboration.
"Childhood obesity is one of the biggest challenges we face today in Texas and in our country," said Dr. Kenneth H. Cooper, founder and chairman emeritus of The Cooper Institute, a nonprofit dedicated to preventive medicine research and education. "With larger numbers of children suffering from diabetes, heart and other diseases, it's more important than ever to improve fitness and reduce the fatness of our young people.
"We must come up with innovative ways to do this, and 'The Quest to Lava Mountain' video game is one of the unique approaches we are taking at The Cooper Institute."
The Cooper Institute initially tested out the game in recent years, when it launched it to 1,800 kids in Texas, who used it during their NutriGram program. NutriGram assesses children's knowledge, behaviors and attitudes toward healthy eating through the game and an online questionnaire.
Promising effects of game were revealed through a school in El Paso, in one of the nation's poorest zip codes, said Nancy Beasley, associate director of youth initiatives at The Cooper Institute. The school's principal allowed students to play the game at the school over the summer and noticed immediate health-conscious changes, Beasley said.
"We found out the El Paso students were asking their parents for milk instead of soda when they went grocery shopping," she said. "They were asking for healthier things."
Perhaps living out their own "quest." In the game, food is fuel for their avatars, which go faster and farther in the game on healthier selections. Choose the right fuel, gain more energy - much like in everyday life.
"It's more about an embedded mindset for the kids," said Karin Klemm, McKinney ISD physical education facilitator. "The hope is that they'll be thinking the same process in real life, as they're going through their day. They'll know that if they eat the apple, they'll be more active and energetic."
Other tenets: eat smart, be more powerful; importance of variety and moderation; and relation of physical activity to nutrition. The game allows monitoring of the food-choice trends of players at the beginning and end of their respective quests. End-of-quest surveys and before-and-after recalls will gather gamers' real-life food choices.
The young gamers' top responsibility: beat the game.
"If a kid completes a video game, we feel like as educators we need to go in and test that child; why is that?" said Beasley, who with others had their research, "The Quest to Lava Mountain: Using video games for dietary change in children," in the Journal of American Dietetic Association. "We trust the game mechanics and we trust they finished the game...so we know they know the content."
Participating schools are spread around the area, and three other schools - not playing the game - will be used as controls in the study.
Klemm first saw the game when Burks Elementary students played it during their NutriGram - a brief gaming session compared with the upcoming six-week quest of 20 Finch Elementary fourth-graders.
She and Beasley met with Finch participants and parents Thursday afternoon to explain the game and study. Jim Young, grandfather to fourth-grader Alex, said he simply signed Alex up as a way for him to get involved at school.
"Alex is a very picky eater, very finicky; he doesn't eat a lot of fruits and vegetables," Young said. "It's going to be interesting to see how he fits into this."
Klemm is open to anything that could improve students' health habits - even video games.
"It does seem contradictory, but so many kids are technologically based now, even us as teachers and coordinators are learning more tech-savvy things to reach them," she said. "The whole point of the game is relating back to your daily life.
"We always say eat healthy on testing days, but we should be doing that every day of the year because we're learning every day of the year."
Speaking to Finch parents, Beasley recommended they limit their children's time playing the game each day based on their amount of physical activity, and revealed findings that point to the benefits of video-game learning.
If the six-week study proves successful as it did in El Paso, the electronic quest - not children's waistbands - could expand.
"Our goal is to distribute the game as widely as possible with funding," she said. "We'd love to push it out to all kids throughout the U.S."


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Published on May 10, 2012 at 5:06 AM
Soybeans soaking in warm water could become a new "green" source for production of a cancer-fighting substance now manufactured in a complicated and time-consuming industrial process, scientists are reporting in ACS' Journal of Agricultural and Food Chemistry.
Hari B. Krishnan and colleagues explain that the substance, Bowman-Birk Protease Inhibitor (BBI), has shown promise for preventing certain forms of cancer in clinical trials. Those human tests resulted from evidence of BBI's beneficial effects, including indications that BBI derived from the large amounts of soybeans in traditional Japanese diets might underpin low cancer mortality rates in Japan. However, the current method of extracting BBI from soybeans is time-consuming and involves harsh chemicals. The scientists set out to see if there might be a greener and more environmentally friendly way of obtaining BBI.
They found that soybean seeds incubated in water at 122 degrees Fahrenheit naturally release large amounts of BBI that can easily be harvested from the water. The protein appeared to be active, with tests showing that it stopped breast cancer cells from dividing in a laboratory dish. "The abundance of BBI in soybean seed exudates by incubating the seeds in warm water provides a simple and alternative method to isolate this low molecular weight protein," the researchers said.
Source: American Chemical Society


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Save the date – 2010 ESA/GTTP workshop for science teachers announced
16 Sep 2010The European Space Agency along with the Galileo Teacher Training Programme are organising a workshop for science teachers at the NEMO Science Centre, Amsterdam, the Netherlands, from 7 - 10 December 2010. The workshop is aimed at science teachers of students aged between 11 and 19 years old. A limited number of places will be available and an invitation to apply for a place will be issued on 1 October.
Develop new skills and network with teachers from across Europe
The workshop is the second to be organised by the European Space Agency with the Galileo Teacher Training Programme (GTTP). The GTTP was initiated in 2009 with the long term aim of promoting and supporting astronomy education in classrooms around the world.
Participants in the workshop will have the opportunity to gain practical skills to enable them to enhance their teaching of the physical sciences. New, innovative and inspiring tools and methods will be presented using astronomy and space science as the means for engaging students with science. The programme is designed to provide participants with ample time during the workshop to test the activities and become sufficiently confident with the material to enable them to adapt it to the requirements of their national curricula.
During the 2010 workshop teachers will participate in a diverse programme of activities that will include sessions about how to access and use the ESA science data archives, ESA Education Resources, image processing software, using robotic telescopes in the classroom and much more.
How and when to apply
Places at this ESA/GTTP Teacher Training Workshop are limited; an announcement inviting teachers to apply for a place will be made on the 1 October 2010, check the Teachers Corner on the ESA Education website. The deadline for receipt of applications will be 09:00 CEST on Monday 18 October 2010. Successful applicants will be informed that they have secured a place at the workshop on or before 1 November. The application process will require teachers to briefly describe why they would like to attend and how they could use their new knowledge and skills after the workshop.
Who can apply?
The workshop will be open to teachers of the physical sciences in secondary schools (teaching students aged between 11 and 19 years old) of ESA Member States and Cooperating States*.
* The 18 ESA Member States are: Austria, Belgium, Czech Republic, Denmark, Finland, France, Germany, Greece, Ireland, Italy, Luxembourg, the Netherlands, Norway, Portugal, Spain, Sweden, Switzerland, United Kingdom. Canada, Estonia, Hungary, Poland, Romania and Slovenia participate in some ESA projects under cooperation agreements.
The working language of the workshop will be English; participants must have a sufficient command of the English language to enable them to fully participate in the hands-on activities. There is no fee for the workshop and some financial support may be available.


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There are many cases when we will want to measure a metric by a different angle or definition. For example, in some cases you would like to allow your end users to analyze average duration of a resource utilization in a different time unit (seconds, minutes, hours), count of participants by a different gender (male, female, all), average of product weight in either Lbs. or KG or an average amount of transaction in different currencies (USD, EURO, local).
Let's assume that you want to analyze for each month, the total amount of your transactions and for your users to select the currency in which they would like to view your dashboard.
Think about a table within your data source which includes a value for each of the amounts. Instead of showing 3 different values on a widget (one for each currency), you might want to consolidate all values into one to show a generic amount. In that case, your user should be able to toggle between the available currencies.
There are existing visualization solutions that provide ways to toggle between different views (Tabber, Switchable dimension, the measure changer) and a modeling solution called the transpose technique (can read more about it on the funnel analysis post). Both addresses the same need from a different angle.
The following solution suggests a different approach which doesn't involve the use of plugins, more than one widget or duplicating records. As opposed to the solutions described earlier, the following solution is highly recommended when dealing with big data volume or busy dashboards with already many widgets.
- Let's assume that this is the structure of your transactional table:
As you can see, for each currency we have dedicated column.
- For toggle between those values we'll need a field that will contain the different currencies. For that purpose, we'll create the following table (either on a flat file or within the EC):
Currency – we'll use it as the filter within the dashboard.
USD\Euro\Local – Boolean variables to be used within the widget formulas to affect the total amount per the use selection.
1 – random value to connect each of the 3 records in the Currency table with all the records of the Fact table. (Many-to-Many relation won't apply as on the dashboard we'll force one selection from the Currency table).
- Final step within the EC is to create the same dummy column on the Fact table with the same value (1), by creating a custom column:
And then simply connect between the tables:
On the dashboard side:
- Add a new filter on the Currency field from the currency table and define it as a radio button:
2. On the widget level, the value should contain the following formula:
[Total Local Amount]*[Max Local]+[Total USD Amount]*[Max USD]+[Total Euro Amount]*[Max Euro]
So, for each selection of the user, we'll multiply two out of the three total amounts by 0 and the selected currency by 1. For example, when the user selected the local currency, the formula would look like that:
[Total Local Amount]*1 +[Total USD Amount]*0+[Total Euro Amount]*0 = [Total Local Amount]
And when it will be changed to USD it will look like that:
[Total Local Amount]*0+[Total USD Amount]*1+[Total Euro Amount]*0 = [Total USD Amount]
And this is how it will look like on the dashboard:


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Effects on the environment
The use of vehicles on natural soils produces at least four results:
- The soil is compacted under the wheel(s).
- The vehicle exerts a lateral force on the surface of the soil.
- The vehicle cuts into the soil on each side of the compacted zone.
- The movement of the vehicle causes horizontal tracks in the soil.


Printmaking at KCAI
Art history lecture at KCAI (02:25)
Professor Michele Fricke lectures on art and architecture in Renaissance Italy and, in this brief excerpt, shares a description of what it's like to paint with bistre ink.
Ceramics at KCAI
Motion graphics
 Motion graphics takes 2-D graphic design to the next level by incorporating 3-D layering, motion, film and sound. Given a simple theme, students are tasked with developing dynamic graphic...
Electronic game design
 Within the electronic game design concentration of the digital media major, students work on a wide range of gaming assests including characters, vehicles and environments.
A how-to session on kiln-fired glass
Ceramics professor George Timock talks about his class on kiln-fired glass.
PCAL - What's it like?
Students describe their experience during Pre-College ArtLab, a three-week summer residential program for high school students from all over the country.
Student profile: Nevena Durlova
Nevena Durlova, a graduate of the animation department at KCAI, talks about her experiences as an animation major.


Definition from Wiktionary, the free dictionary
Jump to: navigation, search
Alternative forms[edit]
From colour + -able.
colourable (not comparable)
 1. (obsolete) Colourful.
 2. Apparently true; specious; potentially justifiable.
 Doth the master make any bargaine, or dispatch that pleaseth not? it is immediately smothered and suppressed, soone after forging causes, and devising colourable excuses, to excuse the want of execution or answer.
 - 1612, John Smith, Proceedings of the English Colonie in Virginia, Chapel Hill 1988 (Select Edition of his Writings), p.178:
 they told him their comming was for some extraordinary tooles and shift of apparell; by this colourable excuse, they obtained 6. or 7. more to their confederacie [].
 - 2003, Ofer Raban, Modern legal theory and judicial impartiality, p.83:
 These three examples have what may be called a 'colourable' claim for a public justification: they do not appear to us as checkerboard statues because, looking at the distinctions they draw, we presume the required justification does exist.
 3. (now rare, sometimes law) Deceptive; fake, misleading.
 - 1590, Edmund Spenser, The Faerie Queene, III.iii:
 Glauce, what needs this colourable word, / To cloke the cause, that hath it selfe bewrayd?
 1. (law) That which is in appearance only, and not in reality, what it purports to be, hence counterfeit, feigned have the appearance of truth.
 4. That can be coloured.
Usage notes[edit]
The sense "that can be coloured" is more common in American than in British English.
 - Black's Law Dictionary, Sixth Edition.


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Virtually adopting one of our orphaned orangutans is a wonderful way to support our work. Learn how we evaluate the orangutans for our adoption program and why you help us tremendously by joining our adoption family in the interview with Lalita Tri Adila. You will also get to understand how she coordinates the orangutan adoption program at the BOS Foundation's headquarters in Indonesia.
1. Jeni and Monyo are the latest babies added to our adoption program. Can you tell our readers how you select the orangutans for the program?
Usually, we will select new adoption candidates when the previous ones graduate from forest school. It is then that our teams, both in the head office and at the programs of Nyaru Menteng and Samboja Lestari, start by reviewing a list of forest school students and their background stories.
Before we decide, we discuss in-depth with the veterinarians about their health histories and if there are any current concerns. We also consult with the surrogate mothers about their personalities and the progress the students have been making at Forest School. We don't only look for a strong background story that illustrates the severe threats that orangutans face, but we also consider their behavioral attributes such as their distinct personalities and their consistent development of skills.
For example, Jeni was traumatized when she first came to the Nyaru Menteng Rehabilitation Centre, but she was able to break free of her trauma and become a young, cheerful, and energetic female. Monyo was chosen because he quickly gets along with other orangutans and is extraordinarily curious. We are very excited to share their stories with you through our adoption program.
2. When our supporters adopt an orangutan, they not only help this specific orangutan. What else do they support?
Our goal is for the adoption program to be one way for supporters to learn about orangutan conservation and ease the financial burden we face running the entire rehabilitation process. Therefore, as an adopter, you not only support the specific orangutans who are up for adoption but all the orangutans under our care.
The rehabilitation process is long and very complex, requiring a lot of money. We currently have over 400 orangutans who need daily attention, including food, vet care, transportation when moving to pre-release islands and release sites, and permanent sanctuary care for all of our unreleasable orangutans.
For a small monthly sum, you can make a real difference and help all orphaned orangutans survive and thrive!
3. What makes the adoption program so special for supporters?
Through the adoption program, you get to follow the orangutans' stories and learn about our work along the way. We will send you updates regularly and help create a connection between you and the orangutan you adopt. You will feel like a parent who is always curious about your child's progress at school!
Furthermore, the orangutan adoption program is also the perfect way for you to be responsible for the care and survival of orangutans and their habitat long-term. This program is more impactful and more exciting than a one-time donation, as it represents your continued commitment to both the particular orangutan you adopted and the species as a whole.
Many of our supporters also purchase orangutan adoptions as a special gift for their relatives and loved ones to ensure that their gift is not wasteful and has a direct and positive impact on the environment. By gifting an orangutan adoption, you also help us spread awareness about orangutan conservation. Recently, it has been popular for fans to send adoption packages as virtual gifts to their favorite idols, and we ensure that the adoption certificates are actually in their idol's name.
4. How important is the adoption program for BOS?
This program is very important to us, not only as a source of funding and extended financial security due to the long-term nature of the adoption program but also as a way to spread awareness and educate people around the world about the importance of orangutan and habitat conservation. Therefore, we really hope this program will continue to grow, and more supporters like you will adopt orangutans.
I also hope that other foundations that work to protect wildlife develop their own programs so that public awareness of the importance of protecting all wildlife grows even more! We need to change the trend of people keeping wild animals at home into a responsible movement that supports conservation programs that prioritize the welfare of wild animals and the protection of their habitat.
Are you ready to support our lifesaving work by symbolically adopting one of our orphans? Wonderful! You receive a personalized certificate and quarterly updates on your orangutan's progress for just $5 / £3 per month.


Quick Answer: How Did Elijah Respond To God'S Call?
How did Elijah hear God?
In 1 Kings 19:11, the Lord tells Elijah that he is about to pass by.
Finally, at the end of verse 12, Elijah hears a "gentle whisper." And Elijah immediately recognizes that God is in the gentle whisper.
Amid the earth-shaking noise of the wind, earthquake and fire, Elijah recognizes the voice of God..
What was Elisha's message?
At the siege of Samaria by the king of Syria, Elisha prophesied about the terrible sufferings of the people of Samaria and their eventual relief. Elisha then journeyed to Damascus and prophesied that Hazael would be king over Syria.
What can we learn from Elisha?
Elisha had the faith to ask big things of God (2 Kings 2:9). Elisha also had the faith to do many miracles. … The source of his courage was his knowledge that God was in control and protecting him. He knew his very life was in God's hands so he was not afraid of people.
Why did God send Elijah to Zarephath?
In order to avoid the wrath of the king God told Elijah to hide by the Brook Cherith where he was fed bread and meat by ravens sent from God (vv2-6). After a while, due to the drought, the brook dried up so God told Elijah to go to the town of Sarepta and to seek out a widow that would find him water and food (vv.
Is Days of Elijah biblical?
Days of Elijah leaves much to be desired. Though it has a great overall message and has some accurate basis in Scripture, it also takes other Bible verses out of context, makes figurative usage out of events that did not exist, and leaves unbelievers bewildered and confused.
What did Elisha call Elijah?
When Elisha sees Elijah riding up to heaven in a fiery chariot drawn by fiery horses, he calls him: וישרפו לארשי בכר יבא יבא, "My father, my father! Chariot of Israel and its horses!" The same title is used again by the Israelite king Joash when he cries out in despair and addresses the dying Elisha in 2 Kgs 13:14.
What kind of man was Elijah?
He was a hairy man, a rugged outdoor type. Elijah had super speed. He ran seventeen miles from Carmel to Jezreel faster than Ahab's chariot (1 Kings 18:46).
When did God speak to Elijah in the cave?
Why did Elijah flee to the mountain?
After bidding the king eat and drink for the drought would presently end, Elijah went to a solitary place on the mountain to pray for rain.
How many miracles Elijah and Elisha did?
Elisha asked Elijah for twice as much as his spirit; Elijah said it was a difficult request (2 Kgs 2.9). The Midrash says Elijah did eight miracles and Elisha sixteen. I Elisha's miracles not only double Elijah's but seem to parallel and multiply them in their themes, elements and language.
Who is the father of Elijah?
Why did Elijah pray for no rain?
Elijah was making a point to them that they must pray and praise God for all that they have. He prayed for the rain to stop to make a point to them that God gives us all, rain, sun, food, etc. when the people learned their lesson, he prayed again and the rains came again.
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Considering that normal dimension of standard kitchen furniture are 80 cm height x 60cm depth, this first protoype model is approximately 80 x 60 x 40cm (front panel) like a standard independent appliance but next we will try to develop a prototype model that could be integrated inside a kitchen counter.
- Produces pre-compost also inside the flats;
- Compacts the bio-waste;
- Blocks bad smells;
- Separates wet from liquid;
- It is self-cleaning;
- Not place materials in sewage;
- Reduces the ecological footprint;
- Drastically lowers costs of collection and transfer;
- Transforms waste into a resource.
To learn more visit "1th Experimentation phase" or visit MULTIMEDIA


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This is a great way to keep a record of your riding lesson students' progress by writing an evaluation after each riding lesson they take. The first page has a date of their lesson, their name, horse they rode, an overview of the gaits they did, the jumping they did, strength and weaknesses you observed, a large section for your lesson summary that day or any notes. The second page provides a simple rider evaluation form and covers unmounted skills, mounted skills and a evaluation of the fit with the horse they rode that day. It also includes a blank version so you can write in the values for the bubble sheet.
This student record is a simplified version of our Riding Instructor Lesson Planner pack. If you want something to help you plan riding lessons for a specific rider check, a blank rider evaluation sheet or a more thorough review of a rider's lesson, then it may be a better fit for you.
Do you have a large lesson barn? Need something faster or to help with a much larger group of riding lesson students? Try our Student Overview Journal pages in landscape format to keep track of a larger number of students' progress or for use with multiple riding instructors.


Self-Organized File System For Mobile Devices | Open Innovations Framework Program FRUCT
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Self-Organized File System For Mobile Devices
The issue of limited user space is important for all mobile devices today. Any user want to use a lot of content but don't want to pay for expensive large-volume cards to store it.
So the opportunity to share data in the ad-hoc network of mobile devices is very attractive.
Imagine that the data is distributed transparently among the net instead of being stored locally on each device. Any user can use any data in this net but has to store only the part locally.
So the idea of the project is to provide ability to use much more data on device with lack of user space by distributing data among the group of such devices in assumption that they supports networking and the sets of needed data are overlapped inside this group.
We suggest to develop serverless distributed file system to provide way to distribute data among the net of Nokia Interner Tablets, to use and to modify it remotely and so on.
We suppose to use some base conceptions of serverless distribution used in xfs file system as the heart of implementation.
As the first step this file system can be implemented as a user-space programm using the Fuse (File System in User Space) software.
The developed file system has to provide common file operations along with procedures of connecting/disconnecting to the "data community", of locating newly created data, and relocating data in the case of unbalanced usage of space among the net.
 1. Proof the concept and establish requirements: obtain common use cases, review related works, identify platform constraints. - 30/12/08
 2. Design and spec. - 01/02/09
 3. First prototipe implementation - 01/03/09
 4. First port for maemo - 15/03/09
 5. Investigation, estimation of achievements, planning for next iterations - 15/04/09
 6. Public report in FRUCT seminar (April 2009)
Project Lead: Evelina Stepanova
On hold
Final deadline:
Thursday, April 30, 2009 (All day)


Juniperus horizontalis 'Blue Chip'
Tried and Trouble-free Recommended by 3 Professionals
Common Name: creeping juniper
Type: Needled evergreen
Family: Cupressaceae
Zone: 3 to 9
Height: 0.50 to 0.75 feet
Spread: 8.00 to 10.00 feet
Bloom Time: Non-flowering
Sun: Full sun
Water: Medium
Maintenance: Low
Suggested Use: Ground Cover
Leaf: Evergreen
Other: Winter Interest
Noteworthy Characteristics
Creeping juniper is a procumbent evergreen shrub that is native to Canada and the northern U. S. where it typically occurs in sandy and gravelly soils, sand dunes, rock outcroppings, slopes, prairies and stream banks. It forms a low ground cover that generally rises to 6-18" tall but spreads by long trailing branches with abundant short branchlets to form an often-dense, 4-10' wide mat. Foliage is primarily scale-like (adult) with some awl-like (juvenile) needles appearing usually in opposite pairs. Foliage is typically green to blue-green during the growing season, but often acquires purple tones in winter. Fleshy seed cones (dark blue berries) generally mature in two years, but are often absent on cultivated plants. 'Blue Chip' is a prostrate cultivar that features steel-blue foliage throughout the year with purplish tips in winter. It typically grows up to 8-10" tall but spreads to 10' wide.
Garden Uses
A versatile, sprawling ground cover. Rock gardens. Foundations. Slopes. Mass plantings.


1. Bacillus abortus Bang can be regularly recovered from guinea pigs inoculated with material containing the bacillus within 3 to 4 weeks.
2. The method is especially useful in recovering the organism from fetal membranes which, as a rule, are obtained after having come in contact with fecal matter, bedding, etc.
3. The spleen is the organ in which the bacteria are regularly present and in largest numbers. Cultures must be made from it to ensure success.
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from Georgia Family Connection Partnership:
Children Continue to Suffer from Pandemic-Related Mental Health Issues
Effects of the coronavirus crisis linger as 220,000 kids in Georgia report that they struggle with anxiety or depression, according to The Annie E. Casey Foundation.
Georgia ranks 38th in the nation in child and family well-being for the fourth consecutive year, according to the 2022 KIDS COUNT® Data Book, released today by The Annie E. Casey Foundation. The annual report, for the first time in 33 years, focuses on youth mental health, concurring with the U.S. surgeon general's recent assessment that conditions amount to a "youth mental health pandemic." The Data Book reveals that children across the country are in the midst of a mental health crisis, struggling with anxiety and depression at unprecedented levels.
Children in more than 40 states and the District of Columbia, according to the report, were more likely to encounter anxiety and depression during the first year of the COVID-19 crisis than in previous years. The national rate jumped from 9.4% of children ages 3 – 17 (5.8 million kids) in 2016 to 11.8% (7.3 million) in 2020—the year the pandemic swept across the United States. That's 1.5 million more children who are struggling to make it through the day. In Georgia, 10.4% of children ages 3 – 17 reported anxiety or depression in 2020, up from 8.5% in 2016.
"Mental Health and trauma affect everyone in different ways, though it often takes years to unpack exactly how, why, and what is happening in different communities," said Resilient Georgia Executive Director Emily Anne Vall. "The social, economic, and physical conditions in which children live can affect their health and serve as a source of prolonged stress and childhood adversity. Having access to reliable data provides stakeholders with a way to effectively identify gaps, prioritize needs, and measure impact and outcomes to bolster preventative efforts and move toward improved health and resilience."
Racial and ethnic disparities contribute to disproportionately troubling mental health and wellness conditions among children of color. During the year previous to the most recent federal survey, 9% of high schoolers overall attempted suicide—but 12% of black students, 13% of students of two or more races, and 26% of American Indian or Native Alaskan high schoolers attempted suicide.
LGBTQ young people also are facing challenges as they seek mental health support. Among heterosexual high school students of all races and ethnicities, 6% attempted suicide. Among gay, lesbian, or bisexual students, 23% attempted suicide.
The Annie E. Casey Foundation, heeding the surgeon general's warning, offers strategies for local and state-level leaders to ease mental health burdens on children and their families:
- Prioritize meeting kids' basic needs. Youth who grow up in poverty are two to three times more likely to develop mental health conditions than their peers. Children need a solid foundation of nutritious food, stable housing, and safe neighborhoods—and their families need financial stability—to foster positive mental health and wellness.
- Ensure that every child has access to the mental health care they need, when and where they need it. Schools should increase the presence of social workers, psychologists, and other mental health professionals on staff and strive to meet the 250-to-1 ratio of students to counselors recommended by the American School Counselor Association. They can work with local health care providers and local and state governments to make additional federal resources available and coordinate treatment.
- Bolster mental health care that takes into account young people's experiences and identities. It should be trauma-informed—designed to promote a child's healing and emotional security—and culturally relevant to the child's life. It should be informed by the latest evidence and research and geared toward early intervention, which can be especially important in the absence of a formal diagnosis of mental illness.
The KIDS COUNT® Data Book, which uses 16 indicators to rank each state across four domains—health, education, economic well-being, and family and community—to assess child well-being, sheds light on the health, economic, and other challenges that affect American children, as well as how those challenges are more likely to affect children of color.
"COVID-19 has intensified the struggles our children were already facing at school, in community, and in families," said Georgia Family Connection Partnership Executive Director Gaye Smith. "The pandemic brought to the forefront the barriers to success children and families in Georgia had been up against for decades, like high rates of child poverty, housing cost burden, and low-birthweight births."
The percentage of Georgia's children ages 3 – 4 not in school, 51%, is better than the national average of 53%. But Georgia continues to lag national averages on most indicators of child well-being. Nearly one-third of children still live in households that spend 30% or more of their income on housing—a high housing cost burden—while 20% of Georgia's kids in two-child, two-parent households live in poverty.
"The Georgia House and Senate during the 2022 legislative session made substantial investments in resources to address mental health issues," said Smith. "It's incumbent upon all of us to capitalize on the opportunities these investments present as we continue to advocate for systems changes that eliminate barriers and inefficiencies standing in the way of progress and positive outcomes for children and families. We must set universal goals for all children, disaggregate data by race to inform our decisions, and encourage authentic engagement in our communities so the neighbors we serve—especially those who have been historically marginalized—have a seat at our decision-making tables."
Download the 2022 KIDS COUNT® Data Book.
Journalists interested in creating maps, graphs, and rankings in stories about the 2022 Data Book can use the KIDS COUNT® Data Center at datacenter.kidscount.org.
Georgia Family Connection Partnership (GaFCP) is a public-private partnership created by the State of Georgia and investors from the private sector to assist communities in addressing the serious challenges facing children and families. GaFCP also serves as a resource to state agencies across Georgia that work to improve the conditions of children and families. Georgia KIDS COUNT provides policymakers and citizens with current data they need to make informed decisions regarding priorities, services, and resources that impact Georgia's children, youth, families, and communities. Georgia KIDS COUNT is funded, in part, through a grant from The Annie E. Casey Foundation, a private charitable organization dedicated to helping build better futures for disadvantaged children in the United States. For more information.
The Annie E. Casey Foundation creates a brighter future for the nation's children by developing solutions to strengthen families, build paths to economic opportunity and transform struggling communities into safer and healthier places to live, work, and grow. For more information, visit aecf.org. KIDS COUNT® is a registered trademark of The Annie E. Casey Foundation.


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More than three-quarters of teachers in the recent Tennessee Educator Survey selected technological supports for remote learning as the most helpful supports needed to promote educational access during COVID-19 school closures.
Today the Tennessee Education Research Alliance at Vanderbilt University released a brief from the Tennessee Educator Survey highlighting responses about COVID-19 school closures. More than 25,000 Tennessee teachers, representing 40 percent of teachers statewide, completed this portion of the survey, which was conducted in partnership with the Tennessee Department of Education between April 4 and May 1.
Teachers across Tennessee responded to questions about their experiences during the school closures. Through open-ended comments, educators also shared their thoughts on the most important resources needed to support students and provide remote learning opportunities throughout the rest of the school year.
"Educators across Tennessee consistently reported on technological barriers preventing remote learning, their concern for student access to crucial services, and their need for additional guidance and resources," said Susan K. Patrick, one of the study's authors and a post-doctoral scholar with TERA. "These needs were even more pronounced in rural communities lacking internet infrastructure and schools serving more low-income families."
The primary findings from educator responses include:
- Student Access: More than half of teachers identified access to remote learning or access to crucial services, like meals and counseling, as among their top concerns about students amid school closures.
- Technological Needs: More than three-quarters of teachers selected technological supports for remote learning (e.g., internet access and reliable devices) as the most helpful supports needed to promote educational access, and educators discussed the need for these supports to address educational inequities.
- Guidance and Resources for Remote Learning: Schools and districts were identified as important sources of guidance for teachers in planning remote learning. Teachers described additional instructional needs, such as teacher training on virtual learning and guidance for supporting students with disabilities and English learners.
- Student Engagement: More than two-thirds of teachers reported regularly sending electronic learning resources to promote remote learning while fewer than one-quarter reported regularly planning virtual classes. This engagement varied across different types of districts.
These findings speak to the ongoing challenges educators faced during the spring, and point to several critical barriers to quality remote learning that will remain salient if school buildings are unable to fully open for the 2020-2021 academic year.
"Each year, the Tennessee Educator Survey gathers critical input from our state's educators, and I am particularly grateful for TERA's quick work this year to add the COVID-related questions. The results provide an important picture of how educators navigated the unprecedented school closures and help us identify the top needs moving forward," said Tennessee Education Commissioner Penny Schwinn. "Educators and district leaders alike continue to identify technology supports as a priority and the department has planned to allot half of the state-level CARES Act funding-13 million dollars-toward technology grants and solutions. Thank you to all of the educators who participated in the survey, your voice and input is so important, as we move forward together."
The COVID-19 questions comprise just one portion of the questions on the 2020 Tennessee Educator Survey. Additional analysis of the remainder of the questions on the Tennessee Educator Survey and overall results will be available by August 2020. As the COVID-19 pandemic extends into the summer and next school year, TERA plans to continue documenting educator experiences and policy responses in partnership with the Tennessee Department of Education. TERA will also engage in further research to study the effects of COVID-19 on students, teachers, and schools.
Download the full brief: "Teaching Through a Global Pandemic: COVID-19 Insights from the Tennessee Educator Survey"
The Tennessee Education Research Alliance is a unique research partnership between Vanderbilt Peabody College of education and human development and the Tennessee Department of Education committed to informing Tennessee's school improvement efforts with useful, timely and high-quality studies.


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Reading maketh a full man, conference a ready man, and writing an exact man. Sir Francis Bacon (_PHONE_)
I believe Francis Bacon's three principles are the foundation of good writing. By "conference," he means conversation and that is what the vast majority of people do the most; it's unique to humans. But where we truly find discovery and advancement is by expanding beyond our ability to converse and developing the other two capabilities we possess: reading and writing. Amassing knowledge and having the ability to articulate it in a permanent form – for millions across history – is a wondrous gift that we humans can give to others with whom we share the planet.


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Z-Wave Shades – Zipato Micromodule Motor Controller with Vera Controls
Looking to control some shades with Z-Wave? Worthington Distribution has a solution using a Somfy standard, 4-wire, AC motor with Zipato's Micromodule Motor Controller. This article will walk you through the shade installation as well as how to add the shade to your Vera controller.
- Somfy-powered shade using a standard, 4-wire, AC motor
- Zipato Micromodule motor controller, SKU ZIPPHPAN08US
- Vera controller
Pre-wiring recommendations –
It's recommended that you have your electrician run an AC wire to the left side of the window. Although a bare wire with wire nuts can be used, to pass inspection, the electrician will likely need to terminate the AC line. If there's no room for a standard outlet, your electrician can install a Sillites self-contained receptacle, SILSCRW.
Install the shade per the fabricator's instructions. Be sure that the shade is level to avoid any issues with the fabric "telescoping."
Install the Zipato Micromodule Motor Controller, following the diagram below:
Please note: Z-Wave is an RF communication. If your shade has a metal fascia or a cassette, make sure that the antenna of the micromodule is outside of the metal to ensure optimal Z-Wave communication.
Perform the following steps to learn the micromodule into your Vera controller:
- Log in to your Vera using your web browser.
- Go to Devices.
- Click on "+ Add device."
- Scroll down and click on "Generic Z-wave device."
- Click "Next" and "Next" again.
- When you see "Add device now" at the top of the page and there is a countdown on the screen, apply power to the micromodule. It should learn into your Vera controller.1
- Name the device and click "Finish."
- Give the module approximately 60 seconds to complete provisioning before proceeding.
- Click on Open or Close to ensure that the shade moves in the correct direction.2 Also, make sure that the shade stops at the correct upper and lower limits.3
1 If the micromodule has already been powered or was part of a previous Z-Wave network, you will need to perform an exclusion with the Vera controller. When on the screen with the countdown timer, click on "Retry." The message at the top of the screen will change to "Remove device now." Quickly click the button on the micromodule three times. The message will change to "Node finished" and the Vera controller will go back to inclusion mode. Click the button three times again to learn the micromodule into the Vera controller.
2 If the shade runs in reverse, power down the micromodule and swap the red and black wires coming from the motor. Make sure to re-apply power once the wires have been swapped.
3 If the limits need to be adjusted, refer to the shade fabricator's or the motor manufacturer's instructions.
Once you're certain that the directions and limits are correct, you will need to calibrate the micromodule to the shade. To do so, press and hold the button on the micromodule for 3-5 seconds and then release it. The shade will move up and down several times so that the module can learn its upper and lower limits.
Repeat these steps for any additional shades and micromodules you would like to control.
You will now have full control of the shade with your Z-Wave controller. To confirm, press Open, Close, or move to % to verify that the treatment now moves to this position.


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Registering for Newsela allows you to create classes, assign articles, and track your students' progress.
- Go to _URL_.
- Click SIGN UP.
- Choose I'm an Educator.
- Click No you aren't a faculty member at a K-12 school.
- Choose one of the following options for creating your Newsela account:
Option 1: Sign up with Newsela.
a. Enter your first and last name, email address, and a password.
b. Click Get Started.
Option 2: Sign up with Google.
a. Click Sign up with Google.
b. Log in to your Google account if you aren't already logged in.
c. Click Allow on the Google authentication page.
- Choose Homeschool Teacher under What's your role?.
- Choose a country under Where are you from?.
- Enter your zip code.
- Click Finish.
- Verify your email address to begin using Newsela. To change your email address or if you need another verification email, use the links on the verification page.


The tutorial shows how to make custom Data Validation rules in Excel. You will find a few examples of Excel data validation formulas to allow only numbers or text values in specific cells, or only text beginning with specific characters, permit unique data preventing duplicates, and more.
In yesterday's tutorial we started to look at Excel Data Validation - what its purpose is, how it works, and how to use built-in rules to validate data in your worksheets. Today, we are going to take a step further and talk about the nitty-gritty aspects of custom data validation in Excel as well as experiment with a handful of different validation formulas.
How to create a custom validation rule based on a formula
Microsoft Excel has several built-in data validation rules for numbers, dates and text, but they cover only the most basic scenarios. If you want to validate cells with your own criteria, create a custom validation rule based on a formula. Here's how:
 1. Select one or more cells to validate.
 2. Open the Data Validation dialog box. For this, click the Data Validation button on the Data tab, in the Data Tools group or press the key sequence Alt > D > L (each key is to be pressed separately).
 3. On the Settings tab of the Data Validation dialog window, select Custom in the Allow box, and enter your data validation formula in the Formula box.
 4. Click OK.
Creating a custom formula-based validation rule in Excel
Below you will find a few examples of custom validation rules for different data types.
Note. All Excel data validation rules, built-in and custom, verify only new data that is typed in a cell after creating the rule. Copied data is not validated, nor is the data input in the cell before making the rule. To pin down existing entries that do not meet your data validation criteria, use the Circle Invalid Data feature as shown in How to find invalid data in Excel.
Excel data validation to allow numbers only
Surprisingly, none of the inbuilt Excel data validation rules cater for a very typical situation when you need to restrict users to entering only numbers in specific cells. But this can be easily done with a custom data validation formula based on the ISNUMBER function, like this one:
Where C2 is the topmost cell of the range you want to validate.
A custom data validation rule to allow numbers only
Note. The ISNUMBER function allows any numeric values in validated cells, including integers, decimals, fractions as well as dates and times, which are also numbers in terms of Excel.
Excel data validation to allow text only
If you are looking for the opposite - to allow only text entries in given range of cells, then build a custom rule with the ISTEXT function, for example:
Where D2 is the uppermost cell of the selected range.
A custom data validation rule to allow text only
Allow text beginning with specific character(s)
For example, to ensure that all order id's in column A begin with the "AA-", "aa-", "Aa-", or "aA-" prefix (case-insensitive), define a custom rule with this data validation formula:
Data validation to allow text beginning with specific characters
Validation formula with the OR logic (multiple criteria)
In case there are 2 or more valid prefixes, add up several COUNTIF functions, so that your Excel data validation rule works with the OR logic:
Excel data validation formula with the OR logic
Case-sensitive validation formula
If the character case matters, then use EXACT in combination with the LEFT function to create a case-sensitive validation formula for entries beginning with specific text:
EXACT(LEFT(cell, number_of_chars), text)
For instance, to allow only those order ids that begin with "AA-" (neither "aa-" nor "Aa-" is allowed), use this formula:
In the above formula, the LEFT function extracts the first 3 characters from cell A2, and EXACT performs a case-sensitive comparison with the hard-coded substring ("AA-" in this example). If the two substrings match exactly, the formula returns TRUE and the validation passes; otherwise FALSE is returned and the validation fails.
Case-sensitive validation formula to allow text beginning with specific characters
Allow entries containing certain text
To allow entries that contain specific text anywhere in a cell (in the beginning, middle, or end), use the ISNUMBER function in combination with either FIND or SEARCH depending on whether you want case-sensitive or case-insensitive match:
 - Case-insensitive validation:
 ISNUMBER(SEARCH(text, cell))
 - Case-sensitive validation:
 ISNUMBER(FIND(text, cell))
On our sample data set, to permit only entries containing the text "AA" in cells A2:A6, use one of these formulas:
The formulas work with the following logic:
You search the substring "AA" in cell A2 using FIND or SEARCH, and both return a position of the first character in the substring. If the text is not found, an error is returned. For any numeric value returned as the result of search, the ISNUMBER function yields TRUE, and data validation is successful. In case of an error, ISNUMBER returns FALSE, and the entry won't be allowed in a cell.
Data validation to allow entries containing certain text
Data validation to allow only unique entries and disallow duplicates
In situations when a certain column or a range of cell should not contain any duplicates, configure a custom data validation rule to allow only unique entries. For this, we are going to use the classic COUNTIF formula to identify duplicates:
=COUNTIF(range, topmost_cell)<=1
For example, to make sure that only unique order ids are input in cells A2 to A6, create a custom rule with this data validation formula:
=COUNTIF($A$2:$A$6, A2)<=1
When a unique value is entered, the formula returns TRUE and the validation succeeds. If the same value already exists in the specified range (count greater than 1), COUNTIF returns FALSE and the input fails validation.
Please pay attention that we lock the range with absolute cell references (A$2:$A$6) and use a relative reference for the top cell (A2) to get the formula to adjust properly for each cell in the validated range.
Data validation to allow only unique entries
Note. This data validation formulas is case-insensitive, it does not distinguish uppercase and lowercase text.
Validation formulas for dates and times
If you want more control over data validation in your worksheets, you can replicate the inbuilt functionality with a custom rule or write your own formula that goes beyond the built-in capabilities of Excel data validation.
Allow dates between two dates
To limit the entry to a date within a specified range, you can use either the predefined Date rule with the "between" criteria or make a custom validation rule with this generic formula:
AND(cell>=start_date), cell<=end_date)
 - cell is the topmost cell in the validated range, and
 - start and end dates are valid dates supplied via the DATE function or references to cells containing the dates.
For example, to allow only dates in the month of July of the year 2017, use the following formula:
Or, enter the start date and end date in some cells (F1 and F2 in this example), and reference those cells in your formula:
=AND(C2>=$F$1, C2<=$F$2)
Please notice that the boundary dates are locked with absolute cell references.
Data validation to allow dates between two dates
Allow weekdays or weekends only
To restrict a user to entering only weekdays or weekends, configure a custom validation rule based on the WEEKDAY function.
With the return_type argument set to 2, WEEKDAY returns an integer ranging from 1 (Monday) to 7 (Sunday). So, for weekdays (Mon to Fri) the result of the formula should be less than 6, and for weekends (Sat and Sun) greater than 5.
Allow only workdays:
Allow only weekends:
For example, to allow entering only workdays in cells C2:C6, use this formula:
Validation rule to allow only workdays
Validate dates based on today's date
In many situations, you may want to use today's date as the start date of the allowed date range. To get the current date, use the TODAY function, and then add the desired number of days to it to compute the end date.
For example, to limit the data entry to 6 days from now (7 days including today), we are going to use the built-in Date rule with the formula-based criteria:
 1. Select Date in the Allow
 2. Select between in the Data
 3. In the Start date box, enter =TODAY()
 4. In the End date box, enter =TODAY() + 6
Validating dates based on today's date
In a similar manner, you can restrict users to entering dates before or after today's date. For this, select either less than or greater than in the Data box, and then enter =TODAY() in the End date or Start date box, respectively.
Validate times based on current time
To validate data based on the current time, use the predefined Time rule with your own data validation formula:
 1. In the Allow box, select Time.
 2. In the Data box, pick either less than to allow only times before the current time, or greater than to allow times after the current time.
 3. In the End time or Start time box (depending on which criteria you selected on the previous step), enter one of the following formulas:
 - To validate dates and times based on the current date and time:
 - To validate


From Wikipedia, the free encyclopedia
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Jump to: navigation, search
In physics, thermalisation (in American English thermalization) is the process of physical bodies reaching thermal equilibrium through mutual interaction. In general the natural tendency of a system is towards a state of equipartition of energy or uniform temperature, maximising the system's entropy.
Examples of thermalisation include:
 - the achievement of equilibrium in a plasma
 - the process undergone by high-energy neutrons as they lose energy by collision with a moderator.
External links[edit]


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This study aimed to assess the impact of the Parent Teacher Education Connection curriculum on the knowledge and attitudes of teacher education candidates. The findings reveal that knowledge and attitude assessments administered before and after use of the modules showed significant improvement in knowledge and attitudes across all settings. This study demonstrated that teacher candidates experienced significant knowledge gains from preto posttest after studying the Parent Teacher Education Connection Modules as they were embedded in various courses of their teacher education curricula.
Updated: May. 13, 2018


YALCOM – Yet Another LCOM Metric
This article is a spin-off piece from the paper "Do We Need Improved Code Quality Metrics?" by myself and Prof. Diomidis Spinellis.
Earlier, I wrote an article about issues with code quality metrics; in another article I presented how all the variants of LCOM metric misrepresent simple cases of class cohesion. In this article, I first summarize the deficiencies in the present set of LCOM variants (LCOM1, LCOM2, LCOM3, LCOM4, LCOM5) and then I present YALCOM that addresses the issues of existing LCOM variants.
Deficiencies in existing LCOM variants
 - LCOM1-4 take into account only the instance attributes of a class, ignoring any static attributes. Although the dynamic properties of a static attribute differ from the instance attributes (for instance, static attributes can be accessed without creating an object), these attributes are part of the class they reside in. In the context of a metric that measures the similarity among class members, their dynamic property is irrelevant. Therefore, ignoring static attributes while assessing cohesion is inappropriate.
 - The existing LCOM algorithms fail to distinguish the cases where the metric cannot be measured, from the perfectly cohesive cases, by always emitting the lowest metric value in the former cases. For instance, LCOM2 reports 0 not only when the type under measurement is completely cohesive, but also when the type is an interface and a utility class, i.e., a class with no attributes. Such an approach produces the illusion to the user that all cases with a metric value of zero are cohesive, while in reality, the algorithm was not provided with enough information to measure the metric and the algorithm fails to communicate this to the user.
 - Method invocations within a class show that methods are working together to achieve a goal and thus must be considered while computing LCOM. However, LCOM1-3 and LCOM5 do not consider method invocations to compute the metric.
 - Furthermore, the existing LCOM implementations focus on the common attribute access among methods within a class; however, they ignore common attribute access where the attribute is defined in a superclass. Classes are extensions of their superclasses, and it is very common to elevate data and method members to superclasses to avoid duplication among siblings. Hence, two methods that share attribute access or method invocation that is defined in a superclass contribute to cohesion and thus must be considered while computing the metric.
 - Lastly, Fenton and Pfleeger stated that a metric may follow a suitable measurement scale (such as nominal, ratio, and absolute) depending on the aspect being measured. LCOM1–4 measure cohesion on an absolute scale that may emit an arbitrary large number as the metric value making it almost impossible for the user to gain any insight from it. For instance, given that m is the number of methods of a class, the maximum value that LCOM2 may produce is (m * (m-1))/2, which could be a considerable number for large classes. To facilitate metric interpretation and comparison, bounded concept such as cohesion must be better represented by a normalized value.
The algorithm takes a type i.e., a class or an interface as an input. The algorithm returns -1 when the algorithm finds that the metric is not computable otherwise it returns a LCOM metric value [0, 1]. The metric is not computable when the number of methods is zero, or when the analyzed type is an interface. The algorithm creates a graph where the methods and attributes of the class are treated as vertices. Here, attributes from superclasses that are accessible from the class are also included. Relationships, i.e., field accesses and method invocations, among the methods and attributes, make the edges. For example, if a method m1 accesses attributes a1 and a2 as well as calls method m2, then the node corresponding to method m1 will have edges to nodes representing attributes a1 and a2 as well as to method m2. Once the graph is constructed for the input class, the algorithm finds the disconnected subgraphs of methods. If the number of disconnected subgraphs is one, then all the attributes and methods are connected to each other and hence the class is perfectly cohesive (and thus assigned as 0 as the metric value). If the number of disconnected subgraphs is more than one, it implies that there are many islands of functionality within the class and hence the class is not cohesive. Here, the higher number of such subgraphs implies poorer cohesion. We compute the metric by dividing the number of disconnected subgraphs by the number of methods in the class. Since the number of disconnected subgraphs cannot be more than the number of methods (when none of the methods is associated with rest of the methods in the class), the maximum value that the algorithm can produce is 1.
Validation and comparison
In order to establish whether the commonly used set of LCOM metrics sufficiently capture the cohesion aspect of abstractions, we handcrafted eight classes/interfaces representing different cases. They are designed to cover various common cases involving interplay of method calls, fields-their type (a class or an interface) and their accesses, and inheritance that impact class cohesion and may potentially reveal the deficiencies of the existing algorithms to compute LCOM.
The details of each of these cases as well as the performance of all the existing LCOM metrics and the proposed metric is presented in our paper. The source code that implement the considered variants of LCOM and YALCOM can be found on GitHub.
Author: Tushar
Tushar Sharma is a software engineering researcher, developer, and author. He is currently a Research Scientist at Siemens Corporate Technology, Charlotte, USA. The topics related to software design and architecture, refactoring, software quality (specifically code and design quality), and technical debt define his career interests. He earned PhD from Athens University of Economics and Business, Athens, Greece with specialization in software engineering in May 2019. Earlier, he obtained an MS in Computer Science from the Indian Institute of Technology-Madras, Chennai, India. His professional experience includes working with Siemens Research and Technology Center, Bangalore, India for more than seven years (2008-2015). He co-authored the book Refactoring for Software Design Smells: Managing Technical Debt and two Oracle Java certification books. He has founded and developed Designite which is a software design quality assessment tool used by many practitioners and researchers worldwide. He is an IEEE Senior Member.