The level 9 spell imprisonment states that
But the spell does not state if this creature can be injured or killed during this state.
Does this mean if a wizard decides to imprison a creature, another creature can kill or whittle away at the imprisoned creature?
By RAW - yes, but it depends on the form of imprisonment
Firstly, rules-as-written describe the spell Imprisonment fundamentally as a restraint, not something that grants immunity to damage or death:
Given the context of the forms of imprisonment (burial, chaining, hedge prison, etc.) it's clear that the purpose of removing the requirement to eat, breathe and age is to keep the prisoner alive in the context of the prison itself. This doesn't necessarily mean the prisoner can't be harmed by other means. (Just like a "regular" prisoner, who is sustained by the infrastructure of the prison, can still be beaten up or killed by the wardens or fellow inmates).
Form of Imprisonment
That being said, the ability to actually access the prisoner in order to do them harm depends heavily on which form of the Imprisonment spell you choose to use:
Slumber and Chaining keep the prisoner easily accessible, and within the reach of a convenient beating/smackdown. These are essentially souped up versions of Sleep and Hold Person.
Burial, Hedged Prison and Minimus Containment specify quite explicitly that it is near-impossible to physically access the prisoner (perhaps not without a Wish spell and some generous DM-ruling).
 - \$\begingroup\$ Could the hedged prison in & of itself be damaging to the creature(s) so imprisoned? (a water creature being imprisoned in a demiplane of fire, lacking an air supply, drains the level of those contained therein, etc). In terms of the minimus containment, would the gem be able to be used for another purpose (casting a spell, which would consume the gem in the process). Also, the terms of the imprisonment breaking could be creative, such that the moment it ended, it would spell death for the creature so contained (lava, deep underwater, far above the clouds & have them drop to their death!) \$\endgroup\$ – Jesse Cohoon Aug 7 '16 at 18:37
 - \$\begingroup\$ _USER_ That is a different question (possibly two or three different questions) from the question here, which is about whether others can physically attack an imprisoned creatures. Since those are different questions, the answer shouldn't be expected to or prodded to answer them. You should ask them as a separate question(s). \$\endgroup\$ – SevenSidedDie Aug 8 '16 at 16:37
Your Answer


American Society of Plastic Surgeons
For Medical Professionals
Nonsurgical Aesthetic Genital Procedures
Minimally Invasive Options
Nonsurgical aesthetic genital procedures can help to reverse changes in a woman's genitalia that are caused by childbearing, hormonal changes and/or aging.
What are the 'O' and the 'G' shots?
The term "O-Shot" is a registered trademark that is short for "Orgasm" shot. Platelet Rich Plasma (PRP), which is taken from your own blood, is injected in the clitoris and in the vagina in the area of the Grafenburg spot, or "G-Spot," the erotic zone within the vagina in the proximity of the urethra. It is repeated annually.
The "G-Shot" is another trademarked term that refers to the injection of filler into the G-Spot, repeated every three to five months. With usage of the names of these treatments restricted, physicians may refer to these or similar treatments under different terminology.
Are these shots done with anesthesia?
Topical anesthesia and ice are typically used to numb the area, and injections can contain local anesthesia.
Is pain medication necessary after the injection?
Patients typically do not experience pain afterward.
Do these shots enhance sexual pleasure?
The preliminary evidence indicates that these shots can enhance the orgasms of some women. However, in the woman who has never achieved orgasm, they are unlikely to help. As with many treatments in the growing field of female genital procedures, we will have a greater understanding of their effectiveness when we have rigorous scientific studies.
Patient Care Center


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Nasal Contour You Have Always Wanted
Do you want a straighter, higher and more defined nose without any surgery? Thanks to the new technology, the nose can now be augmented non-surgically using polydioxanone (PDO) threads that are 100% bio-compatible and absorbable by our bodies.
A non-surgical nose job can address aesthetic concerns including, but not limited to:
- a droopy tip, perhaps caused by aging
- a small tip
- a bumpy bridge
- a flat bridge
What Does a PDO Thread Nose-Lift Involve?
After the initial consultation and treatment plan, local anaesthetic is injected into the treatment area. Using a cannula or micro-needle, the fine PDO threads will then be placed along the nasal bridge for the height and the septum to give projection to the nose. The threads are placed under the skin to achieve a higher and straighter nasal bridge, a sharper definition of nasal profile and a more defined nose tip.
The number of threads required varies according to your individual needs. An initial consult with the experts at Equinox is required to determine the current shape of the nose and the desired outcome before we can decide the number of threads required.
When Will I See the Results and How Long Will the Results Last?
Results are immediately visible as the threads provide the scaffold for the nose. The results can last up to 12-18 months.

source: openbmb/Ultra-FineWeb


PyDelhi meetup at FUELED NOIDA
So the machine learning themed pydelhi meetup kicked off with Vishal ( giving a talk on OpenCV and facial recognition. Vishal started off with first clearing some basics about video and image capturing where he talked about how a computer handles video input. He uses OpenCV to take in video input using his laptop camera. Afterwards he uses facial recognition datasets to track faces in his video input using his Rasberry pi and tried out different datasets. talk-1
Then there was a quick lightning talk given by Raju.
Then we broke for snacks and networking involving a very intense foosball competition.
The Second Talk was given by Praneet Nigam( following on the Machine Learning Train by giving a talk on Matplotlib, Seaborn and Pandas where he showcased some ways to data filtering and classification. Praneet Used a Pokemon dataset where he evaluated features of his pokemon dataset which included the height, weight and type of pokemeon. all required data for the talk can be found here.(
We ended our machine learning themed meetup with community mixer and hiring pitches.
Until next time, Au revoir


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How to Make an Ansoff Matrix in PowerPoint 2010
Ansoff Product-Market Matrix is a matrix widely used as a business tool that helps businesses decide their product and market growth strategy. Ansoff's product/market growth matrix suggests that a business' attempts to grow depend on whether it markets new or existing products in new or existing markets.
In PowerPoint we can design an Ansoff Matrix using shapes. We will see below how to make a simple Ansoff Matrix in PowerPoint 2010, and later you will be able to download a free Ansoff PowerPoint template.
First, we start inserting a new rectangular shape. We can duplicate this shape three more times to design the matrix. Also, you can add textbox labels for Existing Products, New Products, Existing Market and New Markets.
Now, we will add the labels inside each matrix quadrant in PowerPoint. As you can see below, we have used an oval shape for this purpose, but you can do it with other shape. Duplicate the oval shape several times and then edit the text inside the shape (right click over the oval shape to edit text) to add the four matrix outputs.
Finally we get an Ansoff Matrix like in the slide below. We can then group this matrix to make a grouped shape or just change the style and colors.
Looking at the matrix we can see series of suggested growth strategies that set the direction for the business strategy or corporate maps. The matrix outputs are:
- Market penetration. Market penetration is the name given to a growth strategy where the business focuses on selling existing products into existing markets. Market penetration seeks to achieve four main objectives:
- Market development. Market development is the name given to a growth strategy where the business seeks to sell its existing products into new markets.
- Product development. Product development is the name given to a growth strategy where a business aims to introduce new products into existing markets. This strategy may require the development of new competencies and requires the business to develop modified products which can appeal to existing markets.
- Diversification. Diversification is the name given to the growth strategy where a business markets new products in new markets. This is an inherently more risk strategy because the business is moving into markets in which it has little or no experience.
If you need to download business matrix for PowerPoint presentations like Ansoff Matrix or other Product or Market matrix, you can download free PowerPoint templates for business presentations.


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Animal & Veterinary
FARAD – Resource for Residue Problem Avoidance
FDA Veterinarian Newsletter July/August 2003 Volume XVIII, No 4
The Food Animal Residue Avoidance Databank (FARAD) is a computer-based decision support system originally designed to provide livestock producers, extension specialists, and veterinarians with practical information on how to avoid drug, pesticide and environmental contaminant residue problems. However, FARAD also offers emergency response assistance for accidental or deliberate chemical exposures to food animals. Since 1982 the FARAD has provided emergency hotline assistance to State and Federal agencies dealing with chemical contamination in food animals.
FARAD is a collaboration between USDA, FDA, and three Universities (North Carolina State University, University of Florida, and University of California, Davis). FARAD was authorized by Congress in 1998 (Public Law 105-185). Dr. Jim Riviere, Professor, North Carolina State University, College of Veterinary Medicine says one of FARAD's functions is "to provide withdrawal time guidance in support of extra-label drug use under AMDUCA." Dr. Riviere adds, "They also provide such information to the FDA-supported Veterinary Antimicrobial Decision Support System (VADSS) program on Prudent Antimicrobial Use and internationally to the Commonwealth Agricultural Bureau, International (CABI), which is a global storehouse and disseminator of agricultural databases."
FARAD personnel at the University of California, Davis and the University of Florida comb through numerous sources of residue avoidance information and extract information that will be of greatest use. These data are reviewed by residue experts to ensure accuracy and consistency, and further analysis is done by FARAD personnel at North Carolina State University to explore novel ways in which the data may be used to prevent residue problems. FARAD maintains an up-to-date computerized compilation of:
- Current label information including withdrawal times on all drugs approved for use in food animals in the United States and on hundreds of products used in Canada, Europe and Australia.
- Official tolerances for drugs and pesticides in tissues, eggs and milk.
- Descriptions and sensitivities of rapid screening tests for detecting residues in tissues, eggs and milk.
- Data on the fate of chemicals in food animals.
FARAD maintains the largest database of animal pharmacokinetic data in the world. These data describe the time-course of chemical (drugs, pesticides, environmental contaminants and toxins) depletion in the tissues and products of animals. FARAD is also sanctioned to provide these estimates to the United States Pharmacopeia-Drug Information (USP-DI) Veterinary Medicine Advisory Committee. As a cooperative multi-state program, FARAD is available nationwide to offer advice about residue avoidance.
Where to Call FARAD
FARAD expert-mediated assistance is available from two Regional Access Centers that can be accessed by this single toll-free telephone number:
WESTERN REGIONAL ACCESS CENTER
EASTERN REGIONAL ACCESS CENTER
When to Call FARAD
Anyone who has a question about how to prevent residues in animal-derived foods is encouraged to call FARAD for assistance. Food animal veterinarians and Extension specialists are currently the major users of FARAD information. The FARAD Regional Access Centers operate during normal business hours. Most questions can be answered immediately; however, complex response may require a couple of days.
For more information, please visit FARAD's web site at _URL_.

source: HuggingFaceFW/fineweb-edu


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- Gemini Home
- Telescopes and Sites
- Instrument Support Structure
- Acquisition Hardware and Techniques
- Guiding and Wavefront Sensors
- Measured Image Quality
- Observing Condition Constraints
- Science Visitors at Gemini
- Observing With Gemini
- Future Instrumentation
- Queue and Schedules
- Data and Results
Change page style:
Cloud Cover Statistics
Data logged nightly by the UKIRT Telescope Operators over a ten-year period (1985 September 13 to 1996 August 4) have been analysed. Their reporting includes cloud cover (in eighths), cloud type and the number of usable and available hours. The data may be summarised thus:
Usable time: excluding nights for which no information was available (e.g. due to telescope shutdown) approximately three-quarters of the available time (31419 out of 43427 hr) was identified as "usable" i.e. the telescope was open and data were collected.
Cloudless: of the usable time 62% (19371 hr) was noted as being "cloudless". It is recognised that this is a subjective assessment e.g. it is difficult visually to detect thin cirrus in a dark sky. There are, however, two caveats: (a) we have included in this value only nights which were classified as cloudless throughout and (b) there may be a partial compensation from nights which were recorded as having some cloud cover (1/8 or 2/8, say), and which are treated as having these conditions all night, but which may have experienced substantial clear periods. Nevertheless, for the purposes of the Gemini observing condition constraint we have assumed that only 50% of the usable time is actually photometric.
Thin cloud: the UKIRT cloud cover and cloud type often were logged as a single value for an entire night. To estimate the time during which thin cloud was present, we have taken the nights explicitly reported as "thin cirrus" and added the fraction (1.0 - cloud cover) of nights reported as having "cirrus" (with a cloud cover of 4/8 or less). The UKIRT data shows these conditions occuring 23% (7096 hr) of the usable time. For the Gemini observing condition constraint we have assumed that thin cloud is present 20% of the usable time.
Thick cloud: for the Gemini observing condition constraint we have assumed that
thick cloud is present 20% of the usable time.
Although there is evidence that Cerro Pachon experiences significantly more photometric nights than Mauna Kea, at this time we have adopted the same values for the observing condition constraints.
Last update March 1, 2001; Phil Puxley


Iwas (in red cassock) and a priest (in black).
In the Syriac Orthodox Church, married priests wear a black skullcap, or phiro, while monastic priests wear the schema, eskimo. For certain sacramental functions, a priest or bishop puts on the epitrachelion (stole).
Anglican choir dress or choir habit[edit]
An Anglican priest in choir dress: cassock, surplice and tippet. The dark red of his academic hood can be seen on his shoulders.
Choir dress in Anglicanism traditionally consists of cassock, surplice and scarf (or tippet).[n 1] An academic hood may also be worn and, since 1964 in the Church of England a cope may be worn at the discretion of the minister.[2] However, the basic garment was, and is, the surplice which by the fourteenth century had become the essential choir-vestment everywhere.[3] The surplice was the only vesture permitted to the clergy in the 1552 Prayer Book, except for bishops who should use a rochet (both wore cassocks as the standard undergarment).[4] The Elizabethan Prayer Book of 1559 included the so-called Ornaments Rubric. Its legal interpretation was disputed in the nineteenth century[5] it was claimed that its inclusion in the 1662 Book of Common Prayer commanded the pre-Reformation eucharistic vestments (chasuble, dalmatic, tunicle, alb, amice, and maniple) that had been in use during the reign of Edward VI.[4] However, the Elizabethan bishops struggled to enforce the use of the surplice,[4] and the use of eucharistic vestments was discontinued until after the Oxford Movement, in the middle of the nineteenth century, when it was restored in many cathedrals and parish churches.[3] In many low-church dioceses and parishes the choir dress continued to be the norm, even at the Eucharist. The cope nevertheless continued in use for coronations and in certain cathedrals, but this may be considered an extension of "choir dress" and was sanctioned by the canons of 1603/4.[6]
The cassock is almost invariably black for priests and deacons. A traditional Anglican cassock is double-breasted, being buttoned on the shoulder rather than up the front (there may be a single button sewn to the center of the chest used to fasten the academic hood if worn). Many Anglican clergy, especially (though not exclusively) those within the catholic tradition of Anglicanism, prefer to wear the Latin single-breasted cassock. The cassock is worn with a cincture, which may take the form of a cloth sash resembling a fascia, or a simple rope girdle or leather belt. Over this is worn the surplice, which is longer and fuller than that worn by Roman Catholic clergy, sometimes reaching well below the knees. Traditionally, an academic hood is worn around the shoulders and down the back, along with a black tippet or scarf worn around the nape and hanging straight down in front. The hood and tippet were once a single garment called an almuce. (The tippet is not to be confused with the stole, which is also worn in a similar manner, but is not part of choir dress, being worn at the Eucharist and other sacramental services.) Some clergy also wear Geneva bands (or "preaching tabs") from their collars. At solemn Mattins or Evensong, the minister may wear the cope over the surplice, rather than tippet and hood. During some periods of history a black gown, either academic or 'Genevan', was worn for Morning and Evening Prayer instead of the surplice, which was reserved for use at the Holy Communion - the cassock, bands, gown, academic hood, and tippet still being the normal liturgical costume for ordained minister of the Church of Scotland and other Reformed and Presbyterian churches.
Chaplains in the Armed Forces wear tippets with officially sanctioned badges and any medals they have achieved. A bishop or priest may wear a tippet with the arms of the seminary from which he received his degree. In England some cathedral clergy wear tippets on which is embroidered the distinctive symbol or cathedral coat of arms. Members of the high church or Anglo-Catholic parts of the church sometimes wear choir dress of a more Roman Catholic style, including a shorter surplice (or cotta), a stole (and sometimes a biretta), excluding hood and tippet.
Readers when officiating often wear a blue tippet, or, in the United States, a black tippet displaying the arms of the diocese.
Anglican bishops usually wear a purple cassock. Over this, instead of the surplice, they wear the rochet with red or black chimere and matching cuffs, black tippet, and sometimes an academic hood.
Anglican Bishop - choir dress.svg
Anglican Canon - choir dress.svg
Anglican Priest - choir dress.svg
Anglican Reader - choir dress.svg
Bishop Canon (cassock colors vary) Priest/Deacon Reader
Notes & References[edit]
 1. ^ Tippett is often used as a synonym of "scarf", but historically it may also have been used in the sixteenth and seventeenth centuries for a type of non-academic hood which extended forward down over the chest. (Cross, F.L.; Livingstone, E.A., eds. (1974). "Tippet"". The Oxford Dictionary of the Christian Church (2 ed.). Oxford: Oxford University Press.)
 1. ^ a b Grisebrooke, W. Jardine. Vestments in Jones, Cheslyn, Wainright, Geoffrey & Yarnold, Edward. The Study of Liturgy SPCK: 1979, p.489
 2. ^ Canons of 1964 and following years: B.8.3
 3. ^ a b Simpson, John A. arts Surplice & Vestments in The New International Dictionary of the Christian Church J.D. Douglas(ed.) Exeter:Paternoster (1974)
 4. ^ a b c Procter & Frere. A New History of the Book of Common Prayer, MacMillan & Cº (1902), pp.82; 362ff & 110 respectively
 5. ^ Cross, F.L.; Livingstone, E.A., eds. (1974). "Ornaments Rubric, The". The Oxford Dictionary of the Christian Church (2 ed.). Oxford: Oxford University Press.
 6. ^ Canon 24
External links[edit]


Is violence against virtual animals an ethical issue?
Players can kill, hunt or hurt animals in popular games ranging from Animal Crossing to Grand Theft Auto. The rise of this (increasingly realistic) trend in games, along with people's tendency to go along with it, raises important questions.
Is violence against virtual animals an ethical issue? Image via Shutterstock.
The Conversation
Tuesday 20 October, 2020
Violence against humans in video games has long been contentious – underpinned by the never-ending debate over whether on-screen violence begets the real thing. But violence against animals in video games has attracted considerably less attention.
'I kill humans in games all the time. Why would I care about animals?'
In a recently published paper, we argue there is good reason to think violence against animals in video games is problematic – perhaps even more so than in-game violence against humans. We think game violence against animals is more likely to promote disrespect for their living counterparts.
The jury is out
In 2005, Australia banned a first-person shooter game called Postal 2, in which players could mutilate and desecrate (virtual) human bodies. Australia has controversially banned several games available in other countries because of depictions of violence and other potentially objectionable themes.
Players evidently have varying views on harming virtual animals. Some express concern or remorse — one gamer wrote on a forum: 'It's weird how bad I feel about killing animals in the game … I will actively try and shoot guys off horses instead of just shooting the horses.'
People for the Ethical Treatment of Animals (PETA) – itself a somewhat troubled organisation – has criticised games it says 'promote hurting and killing' animals. Examples include whale-hunting in Assassin's Creed, and fishing and catching bugs in Animal Crossing: New Horizons.
Other players have no such qualms, however, with one writing: 'I kill humans in games all the time. Why would I care about animals?'
Many share this view. Video game 'amoralists' say abusing animals (or humans) in video games can't be wrong, as the 'victims' are virtual and no living being is hurt.
It's not clear exactly why players feel so differently about in-game violence. Attitudes towards in-game violence may be shaped by personal views, social mores, gaming culture and also the amount someone plays violent games.
If video games can promote particular ethical messages, could certain games encourage disrespect for living things?
First-person shooters, such as Call of Duty, have been around for more than 45 years now. They're some of the most popular video games today. CC BY-NC-SA
A moral dilemma in plain sight
Social scientists have long debated whether violent video games cause antisocial attitudes towards other people. Some think they might, but conclusive evidence for a causal link is lacking. The moral issue of violence against animals in video games has received much less philosophical attention.
Both animals and humans are often portrayed as objects to kill and harm for fun in gaming. However, animals are presented in even more disposable ways. They are often mere tools for players to kill to complete quests, or to gain materials and trophies.
This is true even for games in which players are encouraged to reflect morally on their in-game actions. In Dragon Age: Inquisition, the game's characters will approve or disapprove of a wide variety of player actions. But harming non-aggressive wild animals is not one of the things that prompts a moral reaction.
While societal respect for animals is growing (albeit slowly), animals today are routinely treated very badly. We confine them to factory farms, put them on live export ships where many suffer (and even die) and 'humanely' kill unwanted companion animals.
Many of us ignore these realities. Morally speaking, animals are relatively invisible to society – whereas other humans generally are not. In this context, depicting animals as disposable commodities in video games could reinforce disrespect towards them, at least for many players.
Some games may help normalise the mistreatment and moral invisibility of animals.
Examining our prejudices
So if video games can, in fact, reinforce disrespect for animals, does this mean we should ban or boycott them? We don't advocate that. However, it would be useful for scientists to investigate whether video games do help or hinder social respect for animals.
Game designers may also consider depicting animals in ways that encourage (or at least don't inadvertently discourage) respecting them. Some already do this. In Red Dead Redemption II, killing your horse leads to the same loss of 'honour' points as killing an innocent person.
In the Red Dead game series, 'honour' is a system that measures the social acceptability of the main character in his world. Specific in-game actions are considered honourable or dishonourable. ekkun on Flickr, CC BY-NC
Finally, players themselves could choose to become more aware of how animals are portrayed in the various games they spend hours of their lives absorbed in.
Given the enormous popularity and ongoing transformation of video games, there is an opportunity here for all of us to reassess our often unjust treatment of animals.
Simon Coghlan, Senior Research Fellow in Digital Ethics, Centre for AI and Digital Ethics, School of Computing and Information Systems, University of Melbourne and Lucy Sparrow, PhD Candidate in Human-Computer Interaction, University of Melbourne
The Conversation
About the author


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Doctoral Advisor-Advisee Pairing in STEM Fields: Selection Criteria and Impact of Faculty, Student and Departmental Factors
International Journal of Doctoral Studies • Volume 10 • 2015 • pp. 343-363
Unlike the doctoral programs in places where students are paired with advisors at the time of admission itself, most US programs require the students to choose their advisors, and the advisors to formally accept the students as advisees. Little research has been done to understand how students and faculty approach this mutual selection and pairing process. This paper examines this process in STEM departments (Science, Technology, Engineering and Mathematics), with specific focus on factors influencing the decisions. Based on focus groups and interviews of doctoral students and faculty from STEM departments in an American university, we identify criteria applied by students and faculty in making their choices. Students were found to assess faculty on available funding, area of research, personality, ability to graduate students fast, and career prospects for students, and faculty to assess students on their qualifications/credentials and perceived ability to contribute to research. We also found that this mutual assessment was not objective, but influenced by perceptions associated with faculty gender and career stage, and student nationality. In the end, whether students and faculty were actually paired with persons of their choice depended on departmental factors including prevalent pairing practices, restrictions on student numbers per faculty, and reward structure. We discuss implications of the findings for research and practice.
Doctoral education, advisor/advisee selection, gender, nationality, career stage
57 total downloads


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Easter lilies in black
Easter lilies in blue
Easter lilies in gold
Easter lilies in purple
Matthew 6:28 is the twenty-eight verse of the sixth chapter of the Gospel of Matthew in the New Testament and is part of the Sermon on the Mount. This verse continues the discussion of worry about material provisions.
In the King James Version of the Bible the text reads:
And why take ye thought for raiment?
Consider the lilies of the field, how they grow;
they toil not, neither do they spin:
The World English Bible translates the passage as:
Why are you anxious about clothing?
Consider the lilies of the field, how they grow.
They don't toil, neither do they spin,
For a collection of other versions see BibRef Matthew 6:28
Two verses earlier at Matthew 6:26 Jesus told his followers not to worry about food, because even the lowly birds are provided for by God. In this verse Jesus presents the example of the lilies, who also do no labor. Spin in this verse is a reference to spinning thread, a labor intensive but necessary part of making clothing. Spinning was traditionally women's work, something made explicit in Luke's version of this verse. This then is one of the few pieces of evidence that Jesus' message is meant equally for women as for men.
Many varieties of flowers grow wildly and abundantly in Galilee. The translation of lilies is traditional, but far from certain. Modern scholars have proposed a number of different flowers that Jesus could be here referring to, according to Fowler these include the autumn crocus, scarlet poppy, Turk's cap lily, anemone coronaria, the narcissus, the gladiolus, and the iris. France notes that flowers were less specifically defined in that era, and lily could be a word referring to any showy variety. The verse could also just mean flowers in general, rather than a specific variety. "In the field" implies that these are the wildflowers growing in the fields, rather than the cultivated ones growing in gardens. Harrington notes that some have read this verse as originally referring to beasts rather than flowers.


Marijuana Cultivation And Grow Operations
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Experienced Defense For Those Facing Marijuana Cultivation Charges
While attitudes toward marijuana are loosening throughout the nation, in the state of Minnesota it is still a crime to do a variety of things with the drug, including being involved with its cultivation. As is the case with many drug crimes, the penalties associated with a conviction for this crime can be harsh. Matthew J. Mankey from the Mankey Law Office understands how a conviction for drug cultivation can negatively impact your future.
If you are charged with cultivating marijuana you could be charged in state or federal court, and in addition to fines you could face incarceration. Each jurisdiction has its own charging and sentencing guidelines, which take into consideration the size of the grow operation.
Penalties For A Conviction In A State Court
Just how severe the potential penalties for a conviction are in state court depends on the weight of the plants found. The heavier the aggregate weight of the plants, the more serious the punishment. Misdemeanor charges could lead to a fine of $1,000 and/or 90 days in jail, while the most serious felony could result in a fine of $1 million and 30 years in prison.
Penalties For A Conviction In Federal Court
In federal court, the determining factor in the sentence for someone found guilty of marijuana cultivation is a bit different. Rather than the weight of the plants, it is based on the number of plants. Fines can range from $250,000 to $1 million and incarceration from five years to life.
Take Action To Protect Your Future
Charges connected to growing or cultivating marijuana should be taken seriously. Attorney Matthew Mankey understands that if you have been charged with a drug crime you have a lot to lose. If you are in Minneapolis or the western suburbs, call the Mankey Law Office at _PHONE_ to speak to a lawyer, or send an email to schedule a free initial consultation.


You are here
Cool Electronic Toy for Kids: Symphony in B. by B. Toys
Symphony in B.
Last week, Toca Band was selected as Screen Play's app of the week for the sheer fun of mixing and matching musical melodies and rhythms. If you'd like to give your child a similar musical experience in the real world (as opposed to the virtual one), Symphony in B. by B. Toys is a gem of a toy that kids of all ages will enjoy.
B. Toys is known for its innovative, colorful and highly interactive toys. I featured another one of its popular products last year – the Alphaberry. Symphony in B. is another hit and combines so many different learning experiences into one. Fashioned as an orchestra pit of sorts, the toy lets its users explore different sounds, lights and musical combinations.
Similar to the Toca Band app where players and instruments can be moved around to hear different effects, the 13 instruments that come with this toy do the same thing. Kids can place up to six instruments in the center and the sensors at the bottom immediately play whatever sounds that particular instrument makes. With 15 different songs to choose from and 13 instruments, the different combinations are limitless.
Buttons on the toy also designate which instruments are classified as percussion, woodwinds, brass, keyboard and strings. Maybe a concept a tad advanced for its youngest users, but great tidbits to know as kids learn more about instruments. In addition to forming an appreciation for music, the Symphony in B. also helps kids practice learning about colors and shapes when putting the instruments back into place.
B. Toys has created another masterpiece with the Symphony in B. Your little musical genius will love it.
To see how the toy works, check out this video demonstration.
Symphony in B. is available from for $49.99.


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Why Does Water Freeze Before Alcohol Does?
We recently explained that one reason wine's freezing point is much lower than water's is because of its alcohol content. But we didn't explain why alcohol has a much lower freezing point than water. Let's explain that now (hint: water molecules are "stickier.")
A substance freezes when its molecules become "stuck" in a fixed array as a solid. That substance's freezing point is the temperature at which the force of attraction between its molecules becomes strong enough to overcome the energy of motion that its molecules have when the substance is in its liquid state. One factor that influences this freezing point is the strength of the attractive forces between the molecules – the stronger the forces, the higher the freezing point. In other words, a substance whose molecules are very attracted to each other will freeze at a warmer temperature than a substance whose molecules are less attracted to each other.
Water molecules are more attracted to each other than ethanol (alcohol) molecules, because water has more hydrogen atoms bonded to oxygen. A hydrogen bonded to an oxygen is more "attractive" than a carbon bonded to an oxygen. So, water molecules are "stickier" than ethanol molecules – making it easier for water molecules to get "stuck" (i.e., freeze.)
Since ethanol molecules aren't as sticky as water molecules, the temperature has to be a lot lower before the forces of attraction overcome the energy of motion and fix the molecules into their array sites. So, that's why alcohol has a much lower freezing point – -114.7 degrees Celsius (-174.6 degrees Fahrenheit), as opposed to water's freezing point of 0 degrees C (32 degrees F.)
Note: Many thanks to Dr. Kay Sandberg, associate teaching professor of chemistry at NC State, for taking the time to talk to The Abstract about the science of freezing. Any errors in the above post are mine, and mine alone.


I can't figure out how to add an IN clause in my query, using placeholders.
I'd want it to be something like:
$nids = array(1, 2, 3);
$result = db_query('SELECT * FROM {node} WHERE nid IN :nids', array(':nids' => $nids));
Can't find any documentation on this simple task. What's the proper way to achieve this?
You are missing the braces.
Try this:
$nids = array(1, 2, 3);
$result = db_query('SELECT * FROM {node} WHERE nid IN (:nids)', array(':nids' => $nids));
For more information, see _URL_ especially the chapter on Placeholder arrays:
Placeholder arrays
Drupal's database layer includes an extra feature of placeholders. If the value passed in for a placeholder is an array, it will be automatically expanded into a comma separated list as will the corresponding placeholder. That means developers do not need to worry about counting how many placeholders they will need.
An example should make this behavior clearer:
// This code:
// Will get turned into this prepared statement equivalent automatically:
db_query("SELECT * FROM {node} WHERE nid IN (:nids_1, :nids_2, :nids_3)", array(
 ':nids_1' => 13,
 ':nids_2' => 42,
 ':nids_3' => 144,
// Which is equivalent to the following literal query:
db_query("SELECT * FROM {node} WHERE nid IN (13, 42, 144)");
 - I knew I was close ;) Thanks for the answer and the link! – Olof Johansson Jun 16 '11 at 15:20
 - what about the strings? node_types = array('node_type_1', 'node_type_2'); – Serjas Feb 8 '13 at 13:24
 - Same, doesn't matter. – Berdir Feb 8 '13 at 15:43
For Drupal 8
Entity query:
$query = \Drupal::entityTypeManager()->getStorage('entity_type')->getQuery();
$query->condition('field/property', [1, 2, 3], 'IN');
$ids = $query->execute();
Sql Query (select), essentially the same for other query types.
$query = \Drupal::database()->select('table', 't');
$query->condition('column', [1, 2, 3], 'IN');
For Drupal 7
See Berdir's answer.
For Drupal 6
You can do it like this:
$nids = array(1, 2, 3);
$placeholders = db_placeholders($nids);
$result = db_query("SELECT * FROM {node} WHERE nid IN ($placeholders)", $nids);
db_placeholders is needed in Drupal 6 which will creating a string that holds the placeholders needed for the array of values given. Drupal 7 handles all this internally like Berdir describes.
Using the Database API in Drupal 7
Here's how you can use db_select() instead of db_query() for the same results.
$nids = array(1, 2, 3);
 ->condition('n.nid', $nids, 'IN')
$nodes = $query->fetchAll();
Drupal 6 If your array contains strings you need to tell db_placeholders()
$colours = array('red', 'yellow', 'blue');
$placeholders = db_placeholders($colours,'text');
$result = db_query("SELECT * FROM {bricks} WHERE colour IN ($placeholders)", $colours);
Drupal 8 update.
Also valid.
$nids = db_query("SELECT nid FROM node_field_data WHERE nid IN (:nids[]) AND status = 1", [
 ':nids[]' => $nids
 - db_query is deprecated and will be removed in Drupal 9. It shouldn't be recommended as a solution at this point. You also shouldn't use the database directly for querying data related to entities; there are APIs for that – Clive Nov 9 '19 at 7:03
 - The recommendation is strictly Drupal 8 update. The current accepted answer no longer works for Drupal 8, because it lacks square bracket. To reject this answer because it does not work for Drupal 9 another major version is disingenuous. It stops users getting an answer that just works. The sentiment is a clear example of, Perfect is the enemy of good enough. – Chris Calip Nov 12 '19 at 23:27
Your Answer


text:
Returns the natural logarithm of a number. Natural logarithms are based on the constant e (2.71828182845904).
Number is the positive real number for which you want the natural logarithm.
LN is the inverse of the EXP function.
The example may be easier to understand if you copy it to a blank worksheet.
How to copy an example
- Create a blank workbook or worksheet.
- Select the example in the Help topic.
Note Do not select the row or column headers.
Selecting an example from Help
- Press CTRL+C.
- In the worksheet, select cell A1, and press CTRL+V.
- To switch between viewing the results and viewing the formulas that return the results, press CTRL+' (grave accent), or on the Formulas tab, in the Formula Auditing group, click the Show Formulas button.
||Natural logarithm of 86 (4.454347)
||Natural logarithm of the value of the constant e (1)
||Natural logarithm of e raised to the power of 3 (3)


Synonyms for northwestpassage |
Synonyms and antonyms for northwestpassage
1. Northwest Passage (n.)
a water route between the Atlantic Ocean and the Pacific Ocean along the northern coast of North America; Europeans since the 16th century had searched for a short route to the Far East before it was successfully traversed by Roald Amundsen (_PHONE_)


You asked: What is a Kula in yoga?
Kula is a Sanskrit word that can be translated as "community," "clan" or "tribe." This word is sometimes used by the yoga community to denote the sense of inclusion and belonging that can be cultivated through yogis coming together to practice yoga.
What does Kula mean?
: a Melanesian interisland system of exchange in which prestige items (as necklaces and arm shells) are ceremoniously exchanged with a concomitant trade in useful goods — compare exchange sense 1b.
What is Kula in history?
Kula, exchange system among the people of the Trobriand Islands of southeast Melanesia, in which permanent contractual partners trade traditional valuables following an established ceremonial pattern and trade route. …
What is a group of yogis called?
The term, "sangha" was among the dozens of new Sanskrit words I learned during teacher training. … Although it can be loosely defined as "community," the word, sangha, originating in the Buddhist belief, traditionally refers to two very specific types of groups, either 1.
What is the meaning of Kaula?
Kaula, also known as Kula, Kulamārga ("the Kula practice") and Kaulācāra ("the Kaula conduct"), is a religious tradition in Shaktism and Tantric Shaivism characterised by distinctive rituals and symbolism connected with the worship of Shiva and Shakti.
IT IS INTERESTING: Which is the following asana is done in inverted pose?
What is Kula Dharma?
Kula-dharma means if you are a brāhmaṇa, you must observe the regulative principles, the qualitative principles of a brāhmaṇa. (Lecture on Bhagavad-Gita–1:37-39). jāti-dharma means the family tradition that has got different types of responsibilities.
What is Kula flow?
Kula Flow is vinyasa (or flow) style yoga with an emphasis on creativity and alignment. Classes are inventive and thoughtful sequences of sun salutations, standing & seated postures, back bending and inversions – guided by a steady breath to tone and calm the mind.
Where is the Kula ring?
What does Coola mean?
1. ( colloquial) (awesome) (South America) a. cool (colloquial) "Ahora los chicos más cool usan gorra", dijo Micaela.
What is a female yoga teacher called?
Do yogis marry?
Who is the father of yoga?
IT IS INTERESTING: What is a Qigong teacher called?
Lotus position


Primer for SPTA Officers
By Lisa Grossman, JD, PhD, ABPP, & David White, MPA, CAE
The purpose of this primer is to identify five basic key responsibilities and five of the most significant skill sets necessary to make effective leaders for each officer position in state, provincial and territorial associations. Division 31 sent out a survey to executive directors of SPTAs asking that they be filled out by current association officers and returned to Division 31. What follows are the results of this survey. Division 31 would like to thank all those SPTA leaders who took the time to fill out the survey. Division 31 would also like to express its appreciation to Dr. Jeff Barnett and Dr. Margy Heldring for their helpful suggestions in making this primer possible.
Of the surveys returned, almost half of the responses stated that there were no specific job descriptions for any particular officer position. And, if a job description existed, several people noted that the description was either vague or too general to be helpful.
Based on these survey results, Division 31 recommends the following approaches that would benefit psychological association leadership. Each SPTA may wish to:
 1. Develop a detailed position description for the positions noted;
 2. Use the survey results for guidance and add their own components that are relevant to the needs and demands of the position in their particular SPTA;
 3. Create timelines for each position that specifies tasks that require periodic completion, and deadlines for each task completion;
 4. Create a guidebook for each position that can be added to by each person serving in that position when they are leaving, so that emerging lessons can lead to the delineation of tips that the next person can deploy;
 5. Create brief training manuals and procedures for all officers and committee chairs;
 6. Ensure that all leadership members know parliamentary procedure, each SPTA can use the Abridged Guidelines for Parliamentary Procedure (PDF, 101KB) written by Dr. Jeff Barnett.
 7. Charge each leader to prepare the pipeline by thinking of who will be replacing them and serving in their roles in years to come. Officers need to always be actively working on bringing in, mentoring and nurturing new leaders. Officers need to keep this in mind when making committee and task force appointments;
 8. Prompt each leader to serve as an ambassador of their association and always be working to bring in new members.
Survey Results
Key Responsibilities
 1. Review bank statements and expenditures
 2. Develop budget
 3. Report to board and membership
 4. Keep accurate records
 5. Develop polices to ensure financial health of the organization and work with the board to develop a budget that addresses strategic priorities
Helpful Knowledge/Skills
 1. Helpful to know how to use a spreadsheet on a computer
 2. Experience with budgets and accounting
 3. Knowledge of the operations of your psychological association
 4. Overall fiscal knowledge of business practices
 5. Organizational skills
Key Responsibilities
 1. Take minutes of all meetings including Executive Committee, board meetings, annual membership meetings
 2. Prepare minutes by condensing information into a concise, readable format
 3. Distribute minutes in a timely fashion
 4. Attend all meetings
 5. Focus and listen attentively at all meetings for threads from earlier meetings that may require revisiting
Helpful Knowledge/Skills
 1. Skill at gathering and defining detail into accurate summary statements rather than just writing down pages of discussions.
 2. Knowledge of the operations and organization of the psychological association.
 3. Adequate written language skills
 4. Ability to organize, focus, listen and write quickly
 5. Fundamental understanding of parliamentary procedures
Past President
Key Responsibilities
 1. Coordinate award nominations and presentations
 2. Support the president's agenda
 3. Continue special projects began in presidency
 4. Communicate with membership, Executive Director and leaders
 5. Provide continuity for board meetings/agenda by remembering prior detail
Helpful Knowledge/Skills
 1. Ability to foster, respect and tolerate diversity of opinions
 2. Attendance at APA State Leadership Conference as President-Elect and President
 3. Willingness to assist with several leadership projects as the majority of the membership will not be active
 4. Assertion of direction and education based upon knowledge amassed at various APA and SPTA leadership events
 5. Skill at developing knowledge of the membership needs, issues facing psychology in the SPTA and accessing greater community connections
Key Responsibilities
 1. Provide leadership to guide the association towards it goals and missions
 2. Preside over all board and Executive Committee meetings and acting as official spokesperson for the association
 3. Implement presidential initiatives and agenda
 4. Make committee and task force appointments and help coordinate their work
 5. Help increase membership and encourage current members to become more active in association affairs
Helpful Knowledge/Skills
 1. Developed knowledge of the operations of the association: its history, culture, personnel issues, financial issues
 2. Engagement with the current issues in psychology, politically and professionally
 3. Organizational, management, interpersonal, communication abilities that permit tracking multiple issues/projects simultaneously
 4. Promotion of team rather than micromanaged work
 5. Mediation of conflicting views and consensus building skills
Key Responsibilities
 1. Serve in the absence of the president
 2. Work closely with the president on his/her agenda and association issues
 3. Participate actively in all association business and activities
 4. Develop focus, agenda and priorities for presidential year
 5. Attend APA State Leadership Conference
Helpful Knowledge/Skills
 1. Developed knowledge of the operations of the association, how it is organized, how it functions and how to work with the various staff and officers
 2. Knowledgeable about the political process at the SPTA level as well as the state licensing board
 3. Good interpersonal and communicative skills
 4. Developed vision for the future of psychology
Board Member
Key Responsibilities
 1. Participate in board governance concerning the association
 2. Chair and/or serve on committees or task forces
 3. Attend board meetings
 4. Engage in consistent communication with association members and officers
 5. Volunteer to work on projects of interest and follow-up with further initiatives based upon project results
Helpful Knowledge/Skills
 1. Good leadership and brainstorming skills
 2. Basic management knowledge
 3. High level of energy and commitment
 4. Knowledge of business, marketing or recruiting skills
 5. Interest and enthusiasm
APA Council of Representatives
Key Responsibilities
 1. Attend SPTA Board meetings, vote on issues, assist in the formulation and implementation of policy for the operation of the SPTA
 2. Attend APA council meetings and inform the association membership of relevant APA issues, events and activities by distributing APA reports at the association board meetings, publishing special reports in the association newsletter and communicating with the President and other association Board members about SPTA initiatives that emerge from other SPTAs
 3. Encourage interest and participation of SPTA members in APA issues and governance. Refer members to appropriate APA offices and members
 4. Serve as liaison between the SPTA and APA
 5. Write columns for the SPTA newsletter
Helpful Knowledge/Skills
 1. Previous attendance at APA State Leadership Conference to gain an understanding of how APA and the association can work together effectively
 2. Being able to see the big picture
 3. Some knowledge of parliamentary procedure
 4. Ability to understand system dynamics
 5. Knowledge of national psychological issues on the political and professional level
Several SPTA officers have agreed to serve as mentors for future SPTA Officers. If you would like to contact a mentor, please contact Andy Benjamin.


You are here: Home
Go To Gulf of Mexico Data Atlas
The Gulf of Mexico Data Atlas is a collection of the long-term physical, biological, environmental, economic, and living marine resource data that define the baseline conditions of Gulf of Mexico ecosystems presented as maps. Maps provide a useful way to view and access a variety of information about the Gulf of Mexico. Descriptions of each map topic, written by recognized subject matter experts, explain how the data were gathered and how they affect Gulf of Mexico ecosystems and communities.
Access the Atlas maps.


Sufi music
It is in this tradition that the group Madayeh performs. The group refers their music to the great Sufi Sidi Abu el Gheit from the Qalyubia governorate in Egypt. The texts of their songs deal with the life and deeds of this holy man and their ceremonies are related in their pacification and reconciliation properties to the power of his work and his spirit.
The group has a very unique approach, combining some elements of Zar with Sufi Music. They use particular instruments that differ from other dhikr groups, such as the sallamiya (flute), finger cymbals and special kinds of dhoff (drum) with two or three strings close to the skin called mazhar. The melodies they use are different than the renowned inshad, even though they refer to religious Sufi traditions and famous recitators, especially from the Northern Coastal regions. The rhythms of their performance are based on a variety of drumming techniques, which follow a special tempo, pattern and playing technique.
There are very few persons in Egypt left who play this kind of music and to witness one of their performances is a special and rare occasion.


text:
Developing Minds (Concepts for Critical Psychology)
- Psychology, neoliberalism and power
Beskrivelse: Development policy makers and practitioners are becoming increasingly sophisticated in their ability to target 'development' interventions and the psychological domain is now a specific frontier of their interventional focus. This landmark study considers the problematic relationship between development and psychology, tracing the deployment of psychological knowledge in the production/reproduction of power relations within the context of neoliberal development policy and intervention. It examines knowledge production and implementation by actors of development policy such as the World Bank and the neo-colonial state - and ends by examining the proposition of a critical psychology for more emancipatory forms of development. The role of psychology in development studies remains a relatively unexplored area, with limited scholarship available. This important book aims to fill that gap by using critical psychology perspectives to explore the focus of the psychological domain of agency in development interventions. It will be essential reading for students, researchers, and policy makers from fields including critical psychology, social psychology, development studies and anthropology.
- Forlagets pris
- kr. 294,35


Plantwatch: Hazel switches supposed to ward off the evil spirits
Hazel Corylus avellana catkins on snow covered tree in winter
Hazel catkins dangle on a snow covered tree in winter Photograph: Nigel Cattlin /Alamy
This has been a cruel winter. Snowdrops, daffodils and early Japanese cherry blossom all began to come out early in the mild spell over Christmas and New Year. There were even young leaves bursting out on hawthorn bushes. But just as it looked like an early spring was on the cards, winter returned with a vengeance and the big freeze put everything on hold.
However, there are still signs of spring. Catkins are dangling off hazel trees, many of them hard and unripe but others have turned into lamb's tails. Those soft, yellow catkins that wiggle around in the breeze and shed their cargo of powdery pollen on the female flowers, which resemble tiny red stars on the same twigs. And the lamb's tails will be dancing around in the wind up until April.
Hazel is certainly a tough character well used to freezing conditions. It was one of the first trees to colonise Britain after the last ice age. The early Britons soon discovered that hazel branches were so flexible they could be woven or even tied into knots and could be used for the wattle and daub walls of their dwellings.
Today, hazel is still used for pegging down thatched roofs. The hazel tree has a reputation as a magical tree – rods made from hazel are supposed to ward off evil spirits and are used as divining rods. In some parts of England, hazel nuts were also kept as charms or held to ward off rheumatism.


text:
oikodomé: (the act of) building, a buildingOriginal Word: οἰκοδομή, ῆς, ἡ
Part of Speech: Noun, Feminine
Phonetic Spelling: (oy-kod-om-ay')
Short Definition: the act of building, a building, edification
Definition: (a) the act of building, (b) a building, (c) met: spiritual advancement, edification.
Cognate: 3619 oikodomḗ – properly, a building (edifice) serving as a home; (figuratively) constructive criticism and instruction that builds a person up to be the suitable dwelling place of God, i.e. where the Lord is "at home." See 3618 (oikodemeō).Word Origin
from oikos and the same as dóma
(the act of) building, a building
building (8), buildings (3), edification (5), edifying (1), upbuilding (1).
STRONGS NT 3619: οἰκοδομή
οἰκοδομή, οἰκοδομῆς, ἡ (οἶκος, and δέμω to build), a later Greek word, condemned by Phryn., yet used by Aristotle, Theophrastus, ((but both these thought to be doubtful)), Diodorus (1, 46), Philo (vit. Moys. i. § 40; de monarch. ii. § 2), Josephus, Plutarch, the Sept., and many others, for οἰκοδόμημα and οἰκοδόμησις; cf. Lob. ad Phryn., p. 481ff, cf. p. 421; (Winer's Grammar, 24);
1. (the act of) building, building up, equivalent to τό οἰκοδομεῖν; as, τῶν τειχέων, 1 Macc. 16:23; τοῦ οἴκου τοῦ Θεοῦ, 1 Chronicles 26:27; in the N. T. metaphorically, "edifying, edification, i. e. the act of one who promotes another's growth in Christian wisdom, piety, holiness, happiness" (see οἰκοδομέω, b. β'. (cf. Winer's Grammar, 35 (34))): Romans 14:19; Romans 15:2; (1 Corinthians 14:26); 2 Corinthians 10:8 (see below); ; Ephesians 4:29; with a genitive of the person whose growth is furthered, ὑμῶν, 2 Corinthians 12:19 (cf. 10:8); ἑαυτοῦ (Tdf. αὐτοῦ), Ephesians 4:16; τοῦ σώματος τοῦ Χριστοῦ, Ephesians 4:12; τῆς ἐκκλησίας, 1 Corinthians 14:12; equivalent to τό ὀικοδομουν, what contributes to edification, or augments wisdom, etc. λαλεῖν, λαβεῖν, οἰκοδομήν, 1 Corinthians 14:3, 5.
2. equivalent to οἰκοδόμημα, a building (i. e. thing built, edifice): Mark 13:1f; τοῦ ἱεροῦ, Matthew 24:1; used of the heavenly body, the abode of the soul after death, 2 Corinthians 5:1; tropically, of a body of Christians, a Christian church (see οἰκοδομέω, b. β'.), Ephesians 2:21 (cf. πᾶς, I. 1 c.); with a genitive of the owner or occupant, Θεοῦ, 1 Corinthians 3:9.<1>
Feminine (abstract) of a compound of oikos and the base of doma; architecture, i.e. (concretely) a structure; figuratively, confirmation -- building, edify(-ication, -ing).
see GREEK oikos
see GREEK doma οικοδομαι οικοδομαί οἰκοδομαί οικοδομας οικοδομάς οἰκοδομάς οἰκοδομὰς οικοδομη οικοδομή οἰκοδομή οἰκοδομὴ οικοδομην οικοδομήν οἰκοδομήν οἰκοδομὴν οικοδομης οικοδομής οἰκοδομῆς oikodomai oikodomaí oikodomas oikodomás oikodomàs oikodome oikodomē oikodomḗ oikodomḕ oikodomen oikodomēn oikodomḗn oikodomḕn oikodomes oikodomês oikodomēs oikodomē̂s
Strong's Greek 3619
οἰκοδομαί — 1 Occ.
οἰκοδομὰς — 2 Occ.
οἰκοδομή — 2 Occ.
οἰκοδομήν — 11 Occ.
οἰκοδομῆς — 2 Occ.
Matthew 24:1 N-AFP
BIB: αὐτῷ τὰς οἰκοδομὰς τοῦ ἱεροῦ
NAS: out the temple buildings to Him.
KJV: him the buildings of the temple.
INT: to him the buildings of the temple
Mark 13:1 N-NFP
BIB: καὶ ποταπαὶ οἰκοδομαί
NAS: stones and what wonderful buildings!
KJV: and what buildings [are here]!
INT: and what [wonderful] buildings
Mark 13:2 N-AFP
BIB: τὰς μεγάλας οἰκοδομάς οὐ μὴ
NAS: great buildings? Not one stone
KJV: these great buildings? there shall not
INT: great buildings no not
Romans 14:19 N-GFS
BIB: τὰ τῆς οἰκοδομῆς τῆς εἰς
NAS: the things which make for peace and the building up of one another.
KJV: one may edify another.
INT: the things for building up among
Romans 15:2 N-AFS
BIB: ἀγαθὸν πρὸς οἰκοδομήν
NAS: for his good, to his edification.
KJV: [his] good to edification.
INT: good for building up
1 Corinthians 3:9 N-NFS
BIB: γεώργιον θεοῦ οἰκοδομή ἐστε
NAS: field, God's building.
KJV: husbandry, [ye are] God's building.
INT: field God's building you are
1 Corinthians 14:3 N-AFS
BIB: ἀνθρώποις λαλεῖ οἰκοδομὴν καὶ παράκλησιν
NAS: to men for edification and exhortation
KJV: unto men [to] edification, and
INT: to men speaks [for] building up and encouragement
1 Corinthians 14:5 N-AFS
BIB: ἡ ἐκκλησία οἰκοδομὴν λάβῃ
NAS: that the church may receive edifying.
KJV: the church may receive edifying.
INT: the church building up might receive
1 Corinthians 14:12 N-AFS
BIB: πρὸς τὴν οἰκοδομὴν τῆς ἐκκλησίας
NAS: to abound for the edification of the church.
KJV: to the edifying of the church.
INT: for the building up of the church
1 Corinthians 14:26 N-AFS
BIB: πάντα πρὸς οἰκοδομὴν γινέσθω
NAS: be done for edification.
KJV: be done unto edifying.
INT: All things for building up let be done
2 Corinthians 5:1 N-AFS
BIB: σκήνους καταλυθῇ οἰκοδομὴν ἐκ θεοῦ
NAS: we have a building from God,
KJV: we have a building of
INT: tabernacle be destroyed a building from God
2 Corinthians 10:8 N-AFS
BIB: κύριος εἰς οἰκοδομὴν καὶ οὐκ
NAS: gave for building you up and not for destroying
KJV: us for edification, and not
INT: Lord for building up and not
2 Corinthians 12:19 N-GFS
BIB: τῆς ὑμῶν οἰκοδομῆς
NAS: and all for your upbuilding, beloved.
KJV: for your edifying.
INT: your building up
2 Corinthians 13:10 N-AFS
BIB: μοι εἰς οἰκοδομὴν καὶ οὐκ
NAS: gave me for building up and not for tearing down.
KJV


text:
Where we work / Environment / Forest /
Forest inventoryForest inventory is a systematic data collection, processing and analysis on forest land and forest stand. It is recommended for forest owners to know the forest's wood-pulp and its value; it is also used in cases determined by legislation. For example, in Latvia, forest inventory is carried out for forest areas larger than 0,1ha and forest owners have to perform that every ten years.
Inventory is necessary:
- to carry out any economic activity in the forest, e.g., cutting;
- to determine forest's cadastral value;
- to perform forest land transformation;
- to receive tax remissions according to the legislation.
Information on tree height, growing density, conifer and deciduous tree territories, volume of damaged trees is obtained by 3D data modeling on the orthophoto map of the territory and processing material by specific software. Data obtained are important for forest inventory at the private and state forests. We are performing aerial photography, laser scanning, and data processing and producing forest inventory.


Standing passenger
From Wikipedia, the free encyclopedia
 (Redirected from Straphanger)
Jump to: navigation, search
"Straphanger" redirects here. For other uses, see Straphanger (disambiguation).
Hanging straps with triangular handles in a modern Japanese commuter train
Handrails on a rapid transit train
In urban public transport, provision is made for standing passengers, often called straphangers[1][2][3][4] to rationalize operation, and to provide extra capacity during rush hour. While most travelers may be seated during off-peak services, only a limited proportion will be seated during the peak services. The longer the journey, the less willing passengers are to stand. On intercity rail or coach services, the willingness among passengers to stand is often low or it may be prohibited, with reserved seating to ensure that all passengers can be seated.
In aviation, safety measures require all passengers and crew to be seated during take-off and landing, so airlines do not allow passengers to travel without a seat. However, in 2010, Ryanair, a low-cost airline proposed a'vertical seat' design for use by standing passengers on its aircraft.[5]
Seated to standing ratio[edit]
The seated to standing ratio is the ratio between the number of passengers that can be seated and the number of standing passengers on a public transport vehicle. A higher standing ratio allows for more passengers in a given area, but detracts the perceived quality of the transport, in particular over long distances.[6] Its application is normally limited to urban mass transit due to intercity transport normally only offering seated travel. On longer haul services, bilevel cars are often used to allow for increased seating, though this increases the dwell time at stations, making increased seating ratio and service time tradeoffs.
Passengers per square metre[edit]
Passengers per square metre is a unit used to determine the standard of comfort provided to standing passengers in a commuter vehicle. Multiplying this number by the total available standing area on a vehicle gives the total standing passenger capacity. Bus services in Europe operate at about four passengers per square metre.[7]
Hand holds[edit]
Various types of hand holds are provided for standing passengers:
 - handrails: running horizontally along the ceiling
 - stanchions: vertical poles
 - grab rails: smaller hand rails attached to seats, doors and doorways
Standing passengers are susceptible to suffering falls and other injuries, particularly elderly people.[8]
 1. ^ 16 April 1893, Chicago Daily Tribune, pg. 33: "But Lili (a dwarf elephant – ed.) weighs only seventy pounds and her tread would not affect a corn as much as that of the dudish strap-hanger whose equilibrium has been disturbed by the sudden jerk of a green gripman."
 2. ^ 22 February 1896, Chicago Daily Tribune, pg. 7: "'No sane man,' said a North-sider yesterday who has been a strap-hanger for years, 'expects the street car lines to furnish seats for every passenger during the rush hour morning and evening.'"
 3. ^ 19 April 1899, New York Times, pg. 6: "When the offer of the Metropolitan Street Railway Company to build the underground railroad was published, the million strap-hangers were silent, inert, and helplessly contemplative."
 4. ^ "An imposing and formal man, Prescott Bush commuted for years to Grand Central Station, then rode down to Wall Street on the subway. 'He'd die now,' according to George's sister Nancy, 'with limos picking them up. He was a straphanger.'" — Andrew Delbanco, "Self-Remade Man," The New York Times review
 5. ^ The Telegraph (London), "Ryanair to sell £5 tickets for standing-room only flights", Laura Roberts, 1 July 2010 (accessed 17 September 2010)
 6. ^ White, Peter (2002). Public Transport: Its Planning, Management, and Operation. Taylor & Francis. ISBN 0-415-25772-7.
 7. ^ Bus Systems: An efficient mode of transport - UITP on UITP website, viewed 2013-09-11, which quotes Volvo Bus Corporation as its source
 8. ^ "Safety of Standing Passengers in Urban Buses" on ScienceDaily website, viewed 2013-09-12


World War I Service Cards FAQS
What are the World War I service cards?
The cards are an abridged version of the military record of the named individual. The information was taken from the service records which may contain more information than is on the cards.
The cards were created by the staff of the War and Navy Departments in 1924-25.
What information do the cards provide?
Why do some cards have only one page and some have two?
All the Army cards have the same pre-printed information on the back. Only when there were additional remarks were the card backs scanned. The Navy, Coast Guard, and Marine Corps cards are blank on the back.
How is race designated on the card?
Race is indicated in the upper right of every card.
"White" typed in the upper right-hand corner indicates the race as "white".
If the word "white" is crossed out, it indicates the race as "colored". For the purposes of the service records, Native Americans were listed as "white".
Both the Navy and the Marine Corps were strictly segregated and did not accept black enlistees or officers. The Army took thirteen thousand twenty-four black enlisted and seven officers nationally.
Do the service cards include women?
Yes. Women served as nurses and Yeoman class (secretary). To find these cards, search these terms:
 - Army: Nurse
 - Army: Nurse RA
 - Navy: Nurse
 - Navy: Landsman for Yeoman
 - Navy: Landsman for Yeoman -Female
 - Navy: Yeoman 1st Class- F
 - Navy: Yeoman 1st Class
 - Navy: Yeoman 2nd Class
 - Navy: Yeoman 2nd Class- F
 - Navy: Yeoman 3rd Class
 - Navy: Yeoman 3rd Class- F
What is the difference between the "National Army" and the "Army"?
Members of the National Army were drafted or enlisted for the duration of the war. Members of the Regular Army were enlisted for time limited contracts (two, three, or four years) or were career soldiers.
Contact us and we'll do our best to assist you.
Related Resources


What does it mean that a glove is not suitable for acid foods?
It can not be used in contact with foodstuffs with a pH lower than 4.5 (vinegar, cider, juice or simple or concentrated vegetable juices, fruit nectars, lemonade, syrup, bitter, vegetable infusions, coffee, tea, Non-alcoholic drinks, energy and the like, flavored water, liquid coffee extract, preserves, yogurt, feta, mozzarella, mayonnaise, mustard).


text:
You can boot your Neo FreeRunner in the following ways:
- You can power it up into an Openmoko image directly (default, when powered-on for the first time).
- You can boot it into the U-Boot bootloader via NAND Flash.
- You can boot it into U-Boot via NOR Flash.
Booting the device into NAND and NOR Flash allows you to update the kernel and root filesystem.
Start the Openmoko Image
Press and hold Power button for about 8 seconds, until the Openmoko splash screen turns up. You may now release the Power button and the Neo FreeRunner will continue to boot into the Openmoko Image.
Log into U-Boot in the NAND Flash
- Press and hold Power button
- Then while still pressing the Power button, press and hold AUX button for 5 to 8 seconds.
- A boot menu will appear. This indicates the NAND flash has booted.
- Press the AUX button to select one of the options and then press the Power button to execute.
Log into U-Boot in the NOR Flash
This option is usually used by developers or when flashing (imaging) the FreeRunner.
- Press and hold the AUX button
- While still pressing the AUX button, press and hold the Power button.
- Then release the AUX button (not required?)
- You should see the boot menu for the NOR Flash. This means you have entered the NOR flash.
Flashing can be performed when the NOR boot menu is active.
There are six options you can choose when you log into the NOR Flash.
- Boot from MicroSD
- Set console to USB
- Set console to Serial
- Power off
If you cannot log into U-Boot in NAND flash then you can log into U-Boot in the NOR flash either.
|| NOTE: The term Logging in used in this context means to turn on the device using the described method, and leaving it at the U-Boot menu. To avoid the device automatically booting, tap the AUX key to move the selector bar. Note also that the device will not automatically turn off while flashing is in progress.


text:
Pearson Test of English (PTE-A) is designed to test your English reading, writing, listening and speaking skills. The test takes approximately 3 hours to complete. This includes an un-timed introduction to the test and one optional scheduled break of up to 10 minutes. During the three-hour test session there will be three main parts to the test: speaking and writing (together), listening and reading. There are twenty different question formats, ranging from multiple choice through to essay writing and interpreting information. PTE-A Academic assesses real-life, academic content, so you will hear excerpts from lectures and view graphs and charts. You will hear a range of accents in the test, from British and American to non-native speakers, so you will be exposed to the type of accents you will encounter in everyday life.
PART 1: SPEAKING & WRITING (77 – 93 minutes):
Answer short question
PART 2: READING (32 – 41 minutes):
Multiple choice questions (x2)
Fill in the blanks (x2)
A ten minute break is optional
PART 3: LISTENING (45 – 57 minutes):
Summarize spoken text
Multiple choice x2
Fill the blanks
Highlight the correct summary
Select missing word
Highlight incorrect words
Write from dictation
PTE-A Academic is scored against the Global Scale of English, a thermometer-style scale that gives you an accurate overview of your skills. The Global Scale of English aligns with a variety of popular tests and scales around the world. The PTE-A Academic Score Report includes your overall score, communicative skills scores and enabling skills scores. The overall score reflects your overall English language ability. The score is based on performance on all items in the test. The range for the overall score is 10-90 points.
Scores for communicative skills (listening, reading, speaking and writing) are based on all test items that assess these skills, either as a single skill or together with other skills. The range for each communicative skill score is 10-90 points.
Scores for enabling skills (grammar, oral fluency, pronunciation, spelling, vocabulary and written discourse) are based on all test items assessing one or more of these skills. The range for each enabling skill score is 10-90 points.
Our instructors are highly qualified with year of experiences and are certified.
-University of Cambridge (ESOL)
-NASSCOM (USA) experience_text


text:
조회 수 : 83
Park, Yeonkyung and Lee, Yong-hun. 2018. English Island Sentences by Korean EFL Learners. English Language and Linguistics 24.1, 153-172. This paper examined how Korean English as a Foreign Language (EFL) learners processed English island sentences using an experimental method. Sprouse et al. (2012) demonstrated that English native speakers identified four types of island constraints in their language: whether, complex NP, subject, and adjunct. Kim (2015), on the other hand, applied the same strategy and revealed that Korean EFL learners did not identify complex NP and adjunct islands. This study performed the same experiments but used the magnitude estimation method (not Likert scale). The experiments and their statistical analyses clearly showed that Korean EFL learners clearly identified all the types of islands. The difference between this study and Kim (2015) might be originated from the measuring method of acceptability judgment scores and the statistical analyses.
Key words: island constraints, Korean EFL learners, magnitude estimation, generalized linear model, Likert scale


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What is the maximum number of characters for a Lotus Notes text field? In Lotus Notes clients, I am encountering a 32K error.
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Guess you found it... – Chris Lively Apr 30 '09 at 17:20
4 Answers 4
up vote -1 down vote accepted
The default max length for a text field is 254 characters. The maximum length allowed for a text field is 15,360 characters.
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This is an oldie but a goodie. I had to work that one out the hard way using a binary chop approach to isolate the actualy number. Some good advice about getting around it _URL_ and a technote from IBM _URL_ – giulio Jul 4 '13 at 23:54
There is no "default limit" of 254 characters on a text field in Lotus Notes and Domino. Limits that small only come into play in a few cases, like the size of a string written or read from notes.ini, or from an ACL entry.
The answer according to IBM in the Domino Designer 8.5.x help files is that a text field has a limit 32k bytes. However the Notes 8.5.x C API help files state that the maximum size of an item is 64k bytes, however if the summary flag is set the maximum size is 32k. The summary flag is required for text fields that are used in view columns, and Notes forms always assume that the flag is set. You have to use LotusScript or Java or Notes C API code to work with non-summary items.
Two things complicate this: 1) If there are other summary items stored in the document, each summary text item is competing with all other summary items for space in the summary buffer (which is where view data comes from), and that limit is also 32k. And 2) older versions of Lotus Notes and Domino had a 15k limit on the summary buffer, but it is unclear to me whether it is just the Notes and Domino software version, or the on-disk storage (ODS) version of the NSF file that impacts the summary buffer size.
So, the best information is that you can have a computed-for-display text field of up to 64k, and you may be able to have a stored non-summary text field of up to 64k, but if it is an ordinary summary text field the limit is either 15k or 32k depending on the version of software, and maybe also depending on the ODS.
Bear in mind that LMBCS characters may be multi-byte, so a 32k limit does not necessarily imply 32k characters.
share|improve this answer
Depending on what you are trying to do, you can use a Notes rich-text field, which does not have the 32k size restriction. So, you could use this "rich-text" field to store text only - this is essentially accomplishing the setting of the.isSummary attribute to false, but does not require you to add any script code. Rich-text fields cannot be rendered in views.
share|improve this answer
It is a bit more complicated than that - depending on the version you can increase the size of text fields to 32K by setting the.isSummary property of the NotesItem for the field using the Lotusscript QuerySave event, however this will mean you can't display data from the field in views.
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text:
Wednesday, November 17, 2010
6 Tips for Writing for Young Adults
William Kostakis. He wrote Loathing Lola when he was only 17. The story is about the ups and downs of being Australia's newest teenage reality TV star. Sixteen-year-old Courtney Marlow struggles with friends, fame, love, loss and... Lola.
Below are some writing tips he offered for writing for young adults:
1. Write with passion. When William first started writing he often heard the advice, "find your audience". But William suggested that "You are your own audience." There is little point writing what you think will be popular. Many writers write what they think will sell but they aren't necessarily writing from the heart. When we write with passion, we find our voice.
2. Try to capture the joy of youth. The appeal of youth is the joy of life, so even if you are writing a sad story, try to find the joy of life.
3. Write with honesty. When you write, don't try to emulate someone else's writing. Be confident enough to find your own voice. This will resonate with your readers.
4. Avoid being called an imposter. Sometimes it's clear an older writer has written for a younger audience. William used the example of reading someone's work where the author had described Facebook as the Facebook. Get at least one young adult reader to proof read your manuscript.
5. Not every character needs to be 3 dimensional. He suggested that sometimes stereotypes are true and gave the example of his grandmother who is "crazy, old and ethnic". Also, we don't have to spell out a character's history all the time.
6. Write how you speak and keep it simple. You want people to understand you so write small words to reflect big ideas.
Do you have any other tips for writing for the Young Adult market? What's your favourite YA book at the moment and why?


text:
Skip to Main Content
How can human infants gradually socialize through interaction with their caregivers? This paper presents a learning mechanism that incrementally acquires social actions by finding and reproducing the contingency in interaction with a caregiver. A contingency measure based on transfer entropy is used to select the appropriate pairs of variables to be associated to acquire social actions from the set of all possible pairs. Joint attention behavior is tested to examine the development of social actions caused by responding to changes in caregiver behavior due to reproducing the found contingency. The results of computer simulations of human-robot interaction indicate that a robot acquires a series of actions related to joint attention such as gaze following and alternation in an order that almost matches the infant development of joint attention found in developmental psychology. The difference in the order between them is discussed based on the analysis of robot behavior, and then future issues are given.
Autonomous Mental Development, IEEE Transactions on (Volume:2, Issue: 1 )
Date of Publication: March 2010


How Does Hydrogen Enter Our Body?
Hydrogen enters the human body through digested food materials.
-•• Food image by robootb from
Sources of Hydrogen
Hydrogen is the third most common element in our bodies and is a vital part of our tissue function. It even forms a vital part of our DNA structure, making hydrogen indispensable to human life. This does not mean, however, that we must consume hydrogen to stay alive. Hydrogen in its pure form is very rare on earth, although it can be found as a part of many other substances that humans ingest. While hydrogen is a necessary part of nearly every organism's diet, nearly all consume it as part of some other food source. The exception are certain types of bacteria that use pure hydrogen atoms to create energy for themselves.
Water is the most common source of hydrogen for humans. The chemical composition of water is the well-known H2O formula, which shows that hydrogen is the main building block of water, which is in turn the most common and important substance in the human body. This is the main role of hydrogen in supporting organisms: helping to create water, which animals, plants and humans need to survive.
Uses for Water
The water that hydrogen helps to create is used not only as a medium to transfer electrolytes throughout the body but also as a key component of the chemical reactions that the body uses to produce energy. This process, known as hydrolysis, occurs when the body has harvested energy from food in the form of chemicals such as adenosine-5'-triphosphate, or ATP. Energy is directly drawn from ATP by combining it with water. The hydrogen and oxygen atoms separate, releasing energy for the body's cells to use and combining again to form other small particles such as inorganic phosphates.
Hydrogen in Foods
Of course, this is not the only way that hydrogen can enter the body. The element is part of many different substances on Earth, including others that humans consume. Carbohydrates like sugars and starch use hydrogen as a primary building block and are one of the most important energy sources for humans. The body takes these simple sugars and breaks them down to create the chemicals it uses to gain energy through hydrolysis. Proteins, the building blocks of cells, are also made partially of hydrogen, so when humans eat protein-rich foods such as meat or legumes, they are ingesting even more hydrogen. Fats, too, use hydrogen as a primary component of their atomic structure, along with nucleic acids and bones, although these are not eaten as often by humans.
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text:
Raze to the ground
To destroy and sweep completely away.
The expression 'raze to the ground', like 'bated breath' and 'just deserts', is often spelled incorrectly. The sources of these misunderstandings are the homophones 'bated' and 'baited', 'deserts' and 'desserts' and, in 'raze to the ground', 'raze' and 'raise'. Added to that is the fact that the correct spelling in each case is of an archaic word that is rarely used elsewhere.
As a child, I heard stories of WWII and of cities like Dresden and Hiroshima being, as I thought, 'raised to the ground'. That seemed odd to me. How could destroying them with bombs raise them? Were these cities underground? It makes a little more sense when we understand that 'raze' is the verb that gave rise to the noun 'razor'. What's being said is akin to 'razored (i.e. shaved) to the ground'. It seems that others are similarly confused - there are currently (Oct 2009) many hits in Google for 'raise the the ground'.
Raze is hardly a common word now (in the UK at least - there is more use of it in other countries, notably the USA), but it was in the 16th century; for example, Henry Howard, the Earl of Surrey, used it in Aeneid II, 1547, in a context that makes the 'razored/erased' meaning evident:
"I saw Troye fall down in burning gledes. Neptunus town clene razed from the soil."
Shakespeare also used it in Henry VI, Part II, 1592:
"These are his substance, sinewes, armes, and strength, With which he... Razeth your Cities, and subverts your Townes."
The earliest example that I can find of the precise 'raze to the ground' form is in The Glory of England, written by Thomas Gainsford in 1620:
"King Lewis held nothing in Italy but the lanterne of Genes, which afterward the Genouais razed to the ground."
If you invite your neighbours to a barn raising, you had better get the spelling right, or the consequences might be unfortunate.
See also, 'beck and call'.
See other phrases and sayings from Shakespeare.


text:
The definition of a bruin is a bear.(noun)
An example of a bruin is the mascot of the Boston hockey team, the Blades.
See Bruin in Webster's New World College Dictionary
Origin: Du, brown
See Bruin in American Heritage Dictionary 4
Origin: Middle English
Origin:, name of the bear in History of Reynard the Fox, translated by William Caxton
Origin: from Middle Dutch bruun, bruin, brown, name of the bear in the Middle Dutch version of the fable; see bher-2 in Indo-European roots.
Learn more about Bruin


How to get rid of maggots in your wheelie bin
Including all-natural ways to stop maggots in their tracks
how to get rid of maggots in your wheelie bin
Dmitriy Pridannikov / EyeEmGetty Images
Are you wondering how to get rid of maggots in your wheelie bin? A maggot infestation in your wheelie bin isn't uncommon, but it's also not nice. Luckily, there are ways to quickly and safely stop maggots in their tracks.
Maggots are fly larvae, usually of the common house fly. Attracted to food and other rubbish, you will only have a problem with maggots if flies have easy access to your waste and dustbins. If flies settle on your rubbish, they may lay eggs which can hatch out as maggots within 24 hours.
While maggots and flies can become a problem any time of the year, they are especially prevalent during spring and summer when flies are more active. Generally, maggots live for around five to six days before turning into pupae and eventually transitioning into adult flies.
We asked David Cross, Head of Technical Training Academy at Rentokil Pest Control and Natalie Bungay, Technical Officer at the British Pest Control Association, to give us the lowdown on what maggots are, what causes them and how to get rid of them for good.
What are maggots?
"Maggot is the general name given to fly larvae," David says. "Like flies, there are many species of maggot. They have a distinctive conical shape and typically cream or light brown colouring, with a dark mark on their posterior end which is a breathing hole. Maggots do not have teeth – instead they have mandibles that help them grasp food that has been broken down by the ridges on the exterior of their bodies.
"Flies lay their eggs on food sources to enable larvae to start eating from the moment they hatch. Over the course of several days maggots feast and prepare to pupate – where they form a hard shell and become a fly. Flies can lay a large number of eggs at a time, so maggots are often seen in large groups, but they have cannibalistic tendencies. One study by University of Lausanne found that even though fruit flies are vegetarian, they have been known to eat other maggots if one becomes injured."
What causes maggots?
"Flies have a relatively short lifecycle and a quick gestation period," says David. "For a large portion of their lifecycle flies exist in the form of larvae (maggots).
"While the odd fly on your premises is unavoidable at times, the presence of maggots can be prevented. Flies lay their eggs in places that offer the best chances of survival, as a result you are most likely to see them in large clusters on food sources such as decomposing organic matter. Keeping your home, garden and driveway clean and ensuring bins are regularly emptied will go a long way to preventing maggots from appearing. Rentokil has also developed its Mini Fly Box, which can be fitted inside food waste bins, attracting and killing flies using an insecticide, before they have the opportunity to lay eggs on food waste."
carlp778Getty Images
Are maggots harmful to humans?
"Maggots are a delicacy in many parts of the world. However, consuming uncooked larvae can lead to bacterial poisoning as there is a chance they could have come in contact with faeces or rotting organic material," David says.
"While their adult counterparts are commonly known pests due to their irritating nature and their ability to spread disease, maggots can actually help save lives. Certain species of maggots, that are carefully and hygienically farmed in laboratories, can be used to feed on rotting flesh to help clear out bacteria infected tissue from wounds. Around the globe this treatment has helped to save countless limbs from being amputated. They can also be used in crime investigations to help estimate the time of death of a deceased person."
Natalie adds: "[Maggots] can cause contamination of food products which in turn is a violation of the food hygiene regulations. Depending upon their food source, they could contaminate food surfaces too which may in turn raise the risk of food poisoning."
Does salt kill maggots?
"The lifespan of a maggot is between 15 to 30 days, so if you want to get rid of them before they evolve into flies, you can try covering their food source with salt to eliminate their access to water," David says. "This method tends to be effective when the pests are confined to a small area, however it may not be as effective in a more open space as the maggots can travel to find a new food source."
Are there natural ways to get rid of maggots?
"If the maggot issue is contained, there are a few options you can try to get rid of them naturally," says David. "For example, pouring boiling water over the problem area, drawing maggots in with a container of beer, or using a vinegar and water mixture to kill them, can work in some instances. However, as with most natural remedies, these will only be effective if you are facing a small infestation. If the problem persists it's always advisable to consult a professional pest controller. Parasitic wasps can also be helpful in areas prone to heavy fly activity such as landfill sites or slurry pits, as they will feed on the maggots. However, it is debatable how successful this is as a form of pest control."
Natalie adds: "Identify what the maggots are feeding on, clean/clear this up (along with the maggots themselves) and dispose of it in a sealed bag in an external bin. By removing the food source of the maggot, you will deprive any remaining maggots and they will not be able to grow or survive. Regular cleaning, good hygiene and vacuuming will help control and prevent."
Thn Phl Phay Ngein / EyeEmGetty Images
What to do if you have a maggot infestation in your wheelie bin?
"As with most pest issues, prevention is better than a cure, so ensuring your bin is sealed and food scraps are covered in the first instance can prevent maggots from arriving altogether," David says. "If you do find your wheelie bin facing a maggot problem, you should arrange for it to be cleaned out thoroughly the next time it is emptied. Also Rentokil's Mini Fly Box helps to kill flies inside your bins, preventing them from laying the eggs which hatch into maggots."
Natalie adds: "Get your bin emptied and wash it out. Don't put lose food waste in the bin, make sure it is always bagged up/sealed so that flies cannot get access to lay their eggs.
"Remember, if you're having trouble with maggots that you can't deal with yourself, call in a professional. They'll be able to find the source of the infestation and treat without the risk of further damage. Qualified, audited and insured pest management companies can be found on the BPCA website."
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text:
The Legislative Assembly, the unicameral legislative body for Mexico City, just passed a marriage equality bill 39-20. The mayor is expected to sign it. Mexico City has been a regional leader in LGBT rights, passing a civil unions law and other LGBT-positive legislation in recent years.
The Los Angeles Times says:
The bill calls for changing the definition of marriage in the city's civil code. Marriage is currently defined as the union of a man and a woman. The new definition will be "the free uniting of two people."
The change would allow same-sex couples to adopt children, apply for bank loans together, inherit wealth and be included in the insurance policies of their spouse, rights they were denied under civil unions allowed in the city. …
Argentina's capital became the first Latin American city to legalize same-sex civil unions in 2002 for gay and lesbian couples. Four other Argentine cities later did the same, and as did Mexico City in 2007 and some Mexican and Brazilian states. Uruguay alone has legalized civil unions nationwide.
Buenos Aires lawmakers introduced a bill for legalizing gay marriage in the national Congress in October but it has stalled without a vote, and officials in the South American city have blocked same-sex wedding because of conflicting judicial rulings. …
City lawmaker Victor Romo, a member of the mayor's leftist party, called it a historic day. "For centuries unjust laws banned marriage between blacks and whites or Indians and Europeans," he said. "Today all barriers have disappeared."