How to Use a Drill
This instructable will cover the necessary steps, from beginning to end, for using a cordless hand drill. Hand drills are one of the most commonly used tools in a workshop, so knowing how to safely operate one is necessary when it comes to prototyping and working on projects.
Step 1: Select a Drill Bit
Prior to selecting a drill bit, it is very important to determine the size and depth of the hole you are drilling. When doing work with screws, pilot holes are very important to prevent the wood from splitting. The diameter of the drill bit for the pilot hole should be the same as the diameter of your screw without the threads.
If you plan on tapping the hole that you are drilling, that is, threading it so that you can screw a bolt in, look up the proper pilot hole sizes for the bolt you plan on threading. If you know the size of the bolt, you can use this chart.
Screwdriver bits (farthest right) are useful when using a hand drill to drive screws; they do not drill holes of any kind.
Twist drill bits (second from the right) are the most frequently used and are generally used for cutting smaller, more standard holes into the material, including wood and metal. When you are planning on drilling a large hole with a twist drill bit, make sure to start with a smaller drill bit and widen the hole in stages; starting with a large bit can create a sloppy hole, make the bit more easily walk, and it might take very long to get through the material. This is important to consider once you start using drill bits greater than or equal to a quarter inch.
Forstner bits (middle) are capable of drilling large holes in wood and can go either partially or completely through the material. Forstner bits can also be used to drill angled holes into the material.
Spade bits (second from left) can more easily bore large holes into wood than a twist drill bit, and the holes can either go through the material partially or completely.
Hole saw bits (farthest left) are capable of drilling larger holes than spade bits, but cannot make partial cuts. Depending on what kind of saw the bit is made of, hole saw bits can be used on wood or metal.
Step 2: Put the Chosen Bit Into the Drill
Loosen the chuck (the black circular section on the front of the drill) by twisting it counterclockwise to widen the diameter of the jaws that clamp onto the drill bit.
Insert the shank (smooth part) of the drill bit into the jaws, and re-tighten the chuck until the drill bit is secured. Make sure the bit is centered and that the jaws clamp onto the flat sides of the shank. Also, make sure that you don't secure the jaws around the flutes of the bit; that will increase the risk of breaking the bit you are using, especially for smaller bits.
To tighten the drill chuck more quickly and securely, you can carefully grab the chuck, being cautious to avoid holding the drill bit itself, and slowly run the drill in a clockwise direction. Similarly, grabbing the chuck and running the drill counterclockwise will loosen the chuck.
Step 3: Check All Other Settings
Make sure the drill has a charged battery in it. Using a battery that isn't charged enough can lead to slower, ineffective drilling.
Check the speed settings on the drill -- the big switch on the top. Setting 1 is low speed and high torque, which is ideal for uses such as driving screws into the material. Setting 2 is high speed and low torque, which is good for drilling holes. You will likely be using the faster setting for most tasks, and the slower setting if you are drilling large/deep holes in wood with a twist bit.
Make sure you're drilling in the right direction. If the drill bit is facing away from you, clockwise is for cutting/ screwing into material, and counterclockwise is for removing the bit/ unscrewing. If this is hard to visualize, run the drill slowly and pay attention to the direction the flutes of the bit are moving in, and what direction they need to be moving in to cut material. The reverse direction should only be used for unscrewing fasteners/screws. Change direction using the buttons on either side of the handle, just above the trigger.
Also pay attention to the dial around the chuck of the drill; the numbers indicate torque settings, and are useful when driving screws. If the number is set too low, the drill will stop spinning and make a clicking noise under a lower amount of pressure. If the torque setting is too high, the screw bit might slip against the top of the screw and you risk rounding off the screw head. When drilling, make sure the dial is always turned to the drill bit symbol (or the highest number, if there is no symbol).
Step 4: Set Up Your Material
Make sure the material you are drilling into is secured to a sturdy surface, either with clamps or a vice. Usually, clamping a scrap piece of wood under the material is a good idea because it allows for a cleaner edge where the drill exits.
Make sure you have enough clearance to avoid drilling into a table or a vice.
Step 5: Drill the Hole
Make sure the tip of the drill bit is touching the material before you start drilling, and that the drill bit is held at a reasonable angle. In most cases, when going straight through the material, this means that the drill bit will be perpendicular to the material.
Pull the trigger and start drilling slowly. Once the bit cuts slightly into the material, you can speed up and apply constant pressure until you have cut all the way into the material.
Once you are through, make sure the drill is spinning in the same direction and pull the bit out. This helps clean the hole that you just drilled.
Step 6: Examine the Hole
If the hole you have drilled was for a fastener, make sure that fastener fits in the hole relatively easily (bolts, screws, rivets). If it doesn't, either go through the hole again with a slightly larger drill bit, or use the same drill bit and ream out the edges by twisting the drill slightly in a circular direction while drilling.
Step 7: Clean Up
When all of your holes are drilled, make sure to remove the drill bit and put it back in its appropriate place. Put the drill away and the battery in a charging dock, and then vacuum any chips or dust on your work surface or the ground.


Unit: SDL_math2
Class: none
Declaration: function CreateGaussianPeaks (PeakParams: TPeakParamsList; var Signal: TDoubleArray): integer;
The function CreateGaussianPeaks generates a signal which consists of one or more Gaussian peaks. The individual peaks are specified by the array PeakParams which is an open array of TGaussPeakParams. The first element of each entry of PeakParams (PeakParam[.][1]) specifies the position, the second (PeakParam[.][2]) the width and the third element (PeakParam[.][3]) contains the amplitude. Please note that both the position and the width refer to the index of the Signal array. Thus the length of the Signal array determines the resolution of the peaks. All defined peaks are added and the sum is stored in the Signal array.
The figure below shows the results of five calls to CreateGaussianPeaks plotted on top of each other. The Signal array had a length of 101 elements, in all calls a single peak was specified whose position (50) and intensity (1.0) were kept constant and whose width paremeter varied between 4 and 20.
The function returns the following error codes:
 0... everything is OK
-1... the PeakParams was empty or nil
-2... the length of Signal vector is too low (minimal required length is 3)
Example: As an example, the signal shown below has been generated from three Gaussian peaks, having the following parameters (the length of the Signal array was set to 101):
 Position Width Intensity
Peak 1: 20.0 8.0 1.0
Peak 2: 44.0 7.0 0.7
Peak 3: 60.0 10.0 1.5
The following code snippet was used to generate the signal shown above:
 Data : TDoubleArray;
 PeakDef : TPeakParamsList;
SetLength (Data, 101); // create signal vector
SetLength (PeakDef,3); // peak parameters
PeakDef[0][1] := 20; // peak 1
PeakDef[0][2] := 8;
PeakDef[0][3] := 1.00;
PeakDef[1][1] := 44; // peak 2
PeakDef[1][2] := 7;
PeakDef[1][3] := 0.70;
PeakDef[2][1] := 60; // peak 3
PeakDef[2][2] := 10;
PeakDef[2][3] := 1.50;
CreateGaussianPeaks (PeakDef, Data);
Last Update: 2019-Mar-07


text:
Annual Academic Testing
Each year, Shelton's Testing Department conducts annual academic testing throughout Shelton's Lower School (LS) Division. The purpose of annual testing is to:
- provide a standardized snapshot of each student's academic ability in specific foundational areas.
- provide a way for parents and teachers to see progress from year-to-year; and
- serve as an additional piece of data that divisional administration and teachers use to assist with designing and informing interventions.
Lower School students are tested in perceptual, visual-motor, pre-reading, reading, spelling, math, and letterand number-writing skills. Annual Testing Report, showing current and previous test scores, is sent to each student's parent(s) in May. Additionally, a meeting is held, where tests and scores are explained, and questions are answered.
Academic planning decisions are made by administrators, department chairpersons, and teachers within your student's division. If you have questions, you should contact the following:
If have a question about your student's identified learning difference and/or test scores, please contact any one of the following:

source: openbmb/Ultra-FineWeb


Concrete Steps For Gardens
Do you have a beautiful garden where you wanted to spend quality time with your family and friends? If this is so and you are looking to add some more beauty to it then why don't you go for setting some beautiful stepping stones. You can make concrete steps for garden with different material like you can use, concrete slabs, bricks, gravel, timber or large flat stones. The type of material and design of your garden steps depends on the area where you wanted to build these steps. Following is your step wise procedure for building garden steps.
 - First of all you need to mark the outer edges of your concrete steps for gardens. You can do this with the help of pegs and builder line.
 - Next thing you need is to determine that how many steps should be made. This can be done by measuring the horizontal distance and vertical height of flight of steps.
 - To determine the height of each step you need to divide the total height vertical height with your riser height. You can also take help from the tread-riser combination chart.
 - Once you are done with measuring and deciding the height of each step you need to make rough shape of these steps by using a spade.
 - When you are done then you should dig a trench nearly 125mm deep to hold solid footing before the first riser. You can use the level marker to make a perfect level for this. This is important because if there is no solid footing then you will face difficulty afterwards.
 - Following the similar pattern you need to concrete each step which was roughly made in the previous step. Once you are done with concrete steps for gardens then you should leave it for 24 hours to consolidate on its position.


text:
Contact: Rob Gutro
NASA/Goddard Space Flight Center
Caption: TRMM rainfall totals are shown here from Nov. 28 to Dec. 5, 2012 when typhoon Bopha was moving through the southern Philippines. Typhoon Bopha's track is shown overlaid in white. The heaviest rain, estimated at over 240 mm(~9.4 inches), was located near the coast of eastern Mindanao where the typhoon first hit the island. Rainfall totals of over 100mm (~3.9 inches) were normal over a large area of eastern Mindanao.
Credit: NASA/SSAI, Hal Pierce
Usage Restrictions: None
Related news release: NASA compiles Typhoon Bopha's Philippines Rainfall totals from space

source: HuggingFaceFW/fineweb-edu


text:
In February I facilitated an amphibian Conservation Needs Assessment workshop for Guatemalan species, at the Museum of the University of San Carlos in Guatemala City. Participants at the workshop were Carlos Vasquez, Jonathan Campbell (Guatemalan Regional Chair of the IUCN/SSC Amphibian Specialist Group), Ted Papenfuss, Manuel Acevedo, Roderico Anzueto, Liza García, Jacobo Conde, Alejandra Zamora and Gustavo Ruano.
During the workshop, 142 Guatemalan species were evaluated by the participants to assess actions that are required to ensure their survival, with species falling into one or more of six different conservation roles:
- 34 species requiring rescue – Species that are in imminent danger of extinction (locally or globally) and requires ex situ management, as part of an integrated program, to ensure their survival.
- 42 species requiring in situ conservation – Species for which mitigation of threats in the wild may still bring about their successful conservation.
- 58 species requiring in situ research – Species that for one or more reasons require further in situ research to be carried out as part of the conservation action for the species. One or more critical pieces of information is not known at this time.
- 12 species requiring ex situ research – Species undergoing specific applied research that directly contributes to the conservation of the species, or a related species, in the wild (this would include clearly defined 'model' or 'surrogate' species).
- 12 species suited to conservation education – Species that are specifically selected for management – primarily in zoos and aquariums – to inspire and increase knowledge in visitors, in order to promote positive behavioural change. For example, when a species is used to raise financial or other support for field conservation projects (this would include clearly defined 'flagship' or 'ambassador' species).
- 37 species which do not currently require conservation action
At the end of the workshop, participants discussed the results, and the next steps that are required. Further in situ research work is currently underway, with a number of universities currently involved in field research. Interest is high in holding an amphibian husbandry workshop in Guatemala over the coming months to increase the in-country capacity to establish successful ex situ conservation programs.
A proposal is currently being drafted to seek support for a small amphibian conservation breeding and display facility, with display facilities for one or two common frog and salamander species, and an off-display area where husbandry skills can be increased, and several species can be established for captive breeding.
Funds for the workshop were generously provided by the Columbus Zoo and Aquarium Conservation Fund, and we are grateful for their support for this workshop.
The detailed results from the workshop can be found on the Amphibian Ark's data portal.


- python library, dockerized microservice and web app for verb conjugation in French, Spanish, Italian, Portuguese and Romanian, powered by ML]]>Live Demo
Overview of the three components
It knows how to conjugate thousands of verbs and for unknown verbs, it uses a machine-learning algorithm to predict the conjugation template.
Part 1 - The python library - verbecc
_URL_ _URL_
Part 2 - The Dockerized microservice - verbecc-svc
Part 3 - The Dockerized web front-end
 - Credit to Pierre Sarrazin for the French XML conjugation templates, derived from his project Verbiste (defunct)
 - Credit to Sekou Diao for the ML template prediction logic, derived from their older project mlconjug however they have a newer version out now mlconjug3
_URL_ 12 Jun 2021 18:07:04 GMThttps://cdn.hashnode.com/res/hashnode/image/upload/v1623520275467/sytcSd3jE.png
In Bash, the history command displays previously executed statements. You can re-execute any line displayed in history by using! followed by the line number in the history output. E.g.!499. This will cause Bash to immediately re-execute that line.
Oftentimes, however, you'll want to edit the line before re-executing it. In that case, you can add the :p suffix which tells Bash to just print the line instead of actually executing it. E.g.!499:p. Then you can just hit the Up-Arrow to recall the line you just re-printed, giving you the chance to edit it before pressing Enter.
You can also use!-1 to immediately execute the previously executed command. This may not be any quicker than Up-Arrow Enter but it's useful for appending the previous command into a startup script, i.e. making it persistent:
export PATH=~/Scripts:$PATH
echo "!-1" >> ~/.bashrc
_URL_ 12 Jun 2021 15:32:19 GMThttps://cdn.hashnode.com/res/hashnode/image/upload/v1623511461193/RGHBcDIc7.png
If you have pip version >= 21.1 or < 20.3, it's easy-- simply pip install the package with a == on the end of the package name. E.g. pip install pylama== Don't worry, it won't actually install the package because it'll fail with an error like the one below:
$ pip install pylama== ERROR: Could not find a version that satisfies the requirement pylama== (from versions: 0.1.0, 0.1.1, 0.1.2, 0.1.3, 0.1.4, 0.2.0, 0.2.1, 0.2.2, 0.2.3, 0.2.4, 0.2.5, 0.2.6, 0.2.7, 0.2.8, 0.3.0, 0.3.1, 0.3.2, 0.3.3, 0.3.4, 0.3.5, 0.3.6, 0.3.7, 0.3.8, 1.0.0, 1.0.1, 1.0.2, 1.0.4, 1.1.0, 1.1.1, 1.2.0, 1.3.0, 1.3.1, 1.3.2, 1.3.3, 1.4.0, 1.5.0, 1.5.1, 1.5.3, 1.5.4, 2.0.0, 2.0.1, 2.0.2, 2.0.3, 2.0.4, 3.0.1, 3.0.2, 3.1.0, 3.1.2, 3.2.0, 3.3.0, 3.3.1, 3.3.2, 4.0.0, 4.0.1, 4.0.2, 5.0.0, 5.0.1, 5.0.2, 5.0.3, 5.0.4, 5.0.5, 6.0.0, 6.0.1, 6.1.0, 6.1.1, 6.1.2, 6.2.0, 6.3.0, 6.3.1, 6.3.2, 6.3.3, 6.3.4, 6.4.0, 7.0.0, 7.0.3, 7.0.4, 7.0.6, 7.0.7, 7.0.9, 7.1.0, 7.2.1, 7.2.2, 7.2.3, 7.3.0, 7.3.1, 7.3.2, 7.3.3, 7.4.0, 7.4.1, 7.4.2, 7.4.3, 7.5.0, 7.5.5, 7.6.2, 7.6.4, 7.6.5, 7.6.6, 7.7.0, 7.7.1) ERROR: No matching distribution found for pylama==
From this error output we can see that the latest version of pylama is 7.7.1.
If you have an older version of pip, consider upgrading:
python -m pip install --upgrade pip
To check your pip version
$ pip -V
pip 21.1.2 from c:\users\brett\appdata\local\programs\python\python39\lib\site-packages\pip (python 3.9)
If you're stuck with a pip version >= 20.3 and < 21.1, you'll need to use the legacy-resolver flag:
pip install --use-deprecated=legacy-resolver pylama==
_URL_ 12 Jun 2021 14:12:40 GMT
Git Bash is a MINGW64 Bash shell optionally included with Git For Windows. It's a handy way to have a Bash shell in a Windows environment. Of course these days you could use the Windows 10 WSL (Windows Subsystem for Linux) to run a full-fledged Linux distro but I find Git Bash gets the job done and I've used it for many years. However there are a few gotchas. Read on to learn how to overcome them.
If it hangs up when you run commands like python or pytest, try putting winpty in front of them or even better, set up some aliases in your bash profile:
echo "alias python='winpty python.exe'" >> ~/.bashrc
echo "alias pytest='winpty pytest.exe'" >> ~/.bashrc
echo "alias docker='winpty docker.exe'" >> ~/.bashrc
You will need to exit and reopen Git Bash shell for the alias to take effect.
Docker with Git Bash
Another issue I've encountered is that when you're doing a docker run in interactive mode it fails to find /bin/sh but this can be easily solved by using //bin//sh instead. Observe:
/bin/sh doesn't work:
brett_svql3er@DESKTOP-Q20M58F MINGW64 ~/Git/uvicorn-gunicorn-sklearn-docker (master)
$ docker run -it bretttolbert/uvicorn-gunicorn-sklearn:python3.8-alpine3.10 /bin/sh
docker: Error response from daemon: OCI runtime


text:
How an Absent Mother Affects Children
Discover why a maternal figure is so important in children's mental and emotional development.
When it comes to child development, an absent mother is not a trivial matter. In this article, we'll take an in-depth look at what can happen in this situation.
From the very beginning of a child's life, the mother is the most important figure of attachment. When a mother is not present in the life of her children, this can bring major consequences for their development.
A child's overall development is shaped by different aspects, from their physical needs to their emotional life. The relationship between a child and their mother or father is a vital part of their mental and emotional development.
A parent may be absent due to many different circumstances, some of them tragic. Not all children are lucky enough to grow up with a mother.
In other cases, although the mother is present, she is not able to spend enough time with her children, whether due to work commitments, relationship breakdown or other factors.
The absence of a mother figure can have a significant impact on the development of the child. However, the extent of the harm will depend on their environment and how the situation is managed.
What a mother gives her child
When we think about motherhood, the first word that comes to mind is protection. And with good reason.
A mother is the person who brings us into this world, and who nourishes and cares for us from the very beginning. This bond is an indispensable part of human existence.
As we grow older, our mother is there to comfort us whenever we feel down. She is there to soothe, calm and encourage us and chase away our fears. When we are nervous, scared, angry or in pain, she is the person we look to for unconditional support.
Feeling loved and valued by their mother will help a child to develop healthy self-esteem and build self-confidence.
An absent mother, therefore, can lead to deep insecurity in children. This is especially true when other adults in the child's life do not take action to address the situation.
This is one case where the support of a professional counsellor is indispensable.
Consequences of an absent mother
From the very start of a child's life, their mother is their most important figure of attachment. The lack of a mother figure can have major consequences.
Here are some of the main ones:
- Negative feelings. The child may experience feelings of loneliness or worthlessness, given that they don't receive the care and affection they need. This, in turn, can lead to anger or frustration.
- Poor behavior. This includes not responding to instructions, making unreasonable demands or hurting themselves or others. In more general terms, the child may seem to be constantly in a bad mood. These are common responses to the absence or loss of a parent or similar figure. Patience and affection are vital when it comes to helping children go through this phase.
- Problems with social relationships. Along the same lines, the child's other social relationships may also suffer. Whether due to lack of trust or because they have not learnt the necessary social skills, children with an absent mother figure tend to have trouble connecting with others. They may also develop a dependency on the people who are there for them.
- Emotional imbalances. This means irritability, low self-esteem, depression, anxiety, lack of motivation and more.
- Health issues. Faced with the loss or absence of their mother, some children may lose their appetite. Coupled with the emotional issues described above, this can lead to problems with the child's physical health. This should be addressed immediately by a professional.
How to help a child cope with an absent mother
Despite all of the above, there are ways to help a little one cope with the loss or absence of their mother and its after-effects.
Here are some tips for parents or guardians:
- Be their mother figure. Although this is far from easy, a father or any other guardian can fulfill the role of mom and dad. Tact, understanding and affection are critical, but this can be a good solution for all those involved. This way, you will fill the gap in their lives, at least partly.
- Find a substitute. With the help of aunts, grandmothers or any other close family member, you may be able to find someone to take on the role of a maternal figure. As in the previous case, it is important not to force the relationship. The bond will need to form gradually, on a basis of trust and love.
- Explain the situation to them. The truth will always find its way out. Tell your little one why it is that their mother is not in their life. Sooner or later, they will need to know.
If the child's mother is not completely absent, but, for example, works long hours away from home, the situation may be much easier to resolve.
Many studies have shown that the quality of shared time is far more important than the amount of time spent together.
It is important to give your child your full attention when you can. Remember that these moments help considerably.
What you do together is less important: play, take a walk or help with their homework. Just spending time with your child will help them to feel valued and supported.
Children understand when their mother takes an interest in them, loves them and supports them. It is this day-to-day presence that is critical for their development.


text:
High-Throughput Dissolution/Permeation Screening —A 96-Well Two-Compartment Microplate Approach
Early formulation screening can alleviate development of advanced oral drug formulations, such as amorphous solid dispersions (ASDs). Traditionally, dissolution is used to predict ASD performance. Here, a high-throughput approach is described that simultaneously screens drug dissolution and permeation employing a two-compartment 96-well plate. Freeze-drying from hydro-alcoholic solutions was used to prepare amorphous formulations. The screening approach was tested on amorphous and crystalline tadalafil formulations with and without Soluplus®. The workflow consisted of: 1) dispersion of the formulations; 2) incubation within the two-compartment plate, where a dialysis membrane separated donor (dispersed formulation) and acceptor; 3) sampling (donor and acceptor), where donor samples were centrifuged to remove non-dissolved material; and 4) quantification by UHPLC-UV. To identify optimal screening conditions, the following parameters were varied: dispersion medium (buffer / biomimetic media), acceptor medium (buffer / surfactant solutions), and incubation time (1, 3, and 6 h). Surfactants (acceptor) increased tadalafil permeation. Biomimetic medium (donor) enhanced dissolution, but not permeation, except for freeze-dried tadalafil, for which the permeated amount increased. The predictiveness was evaluated by comparing dissolution-/permeation-results with in vivo bioavailability. In general, both dissolution and permeation reflected bioavailability, whereof the latter was a better predictor. High-throughput dissolution/permeation is regarded promising for formulation screening.
©2015 Elsevier B.V. All rights reserved
Drug Permeability Profiling Using the Novel Permeapad® 96-Well Plate
Purpose Here,firstexperienceswithaprototypetoolforhigh throughput (passive) permeability profiling, a 96-well plate comprising the Permeapad® membrane, are reported. The permeabilities of a set of drugs were determined and compared to published measures of oral absorption, such as human fraction absorbed (Fa) and in vitro permeability values obtained using other tools.
Methods The tool consists of a 96-well bottom and screen plate with the artificial, phospholipid-based barrier (Permeapad®) mounted between the plates' lower and upper compartments. The permeability of 14 model compounds including highand low-absorption drugs, cationic, anionic, zwitterionic and neutral molecules, was determined by quantifying the compounds' transport over time, deriving the steady-state flux from the linear part of the cumulative curves and calculating the apparent permeability (Papp). The membrane structure was investigated in a high-resolution digital light microscope.
Results The Permeapad® 96-well plate was found suited to distinguish high and low absorption drugs and yielded a hyperbolic correlation to Fa. The Papp values obtained were congruent with those determined with in-house prepared Permeapad® in the Franz cell set-up. Furthermore, good to excellent correlations were seen with Caco-2 permeability (R2 = 0.70) and PAMPA permeability (R2 =0.89). Microscopic investigation of the Permeapad® barrier
revealed the formation of phospholipid vesicles and myelin figures in aqueous environment.
Conclusion The Permeapad® 96-well plate permeation setup is a promising new tool for rapid and reproducible passive permeability profiling.
Springer Science+Business Media, LLC, part of Springer Nature 2020
Self-emulsifying drug delivery systems: About the fate of hydrophobic ion pairs on a phospholipid bilayer
Purpose To investigate the fate of hydrophobic ion pairs (HIPs) and self-emulsifying drug delivery systems (SEDDS) containing HIPs on a phospholipid bilayer.
Methods HIPs of fluorescein (FL) were formed using the lipophilic cationic counter ion octadecylamine (OCT). HIPs were incorporated into SEDDS comprising 30% Capryol 90, 40% Cremophor RH, 20% Maisine 35-1 and 10% propylene glycol and evaluated regarding log DSEDDS/release medium and dissociation of these complexes at various pH values over time. Furthermore, in vitro permeation studies were carried out in order to evaluate the fate of HIPs and SEDDS containing HIPs on a phospholipid bilayer.
Results HIPs of FL with OCT showed the highest precipitation efficiency at a stoichiometric ratio of 1:1. HIPs (1% v/v) were incorporated into SEDDS pre-concentrate. Log DSEDDS/release medium of incorporated complexes was between 2.5 and 3.5. HIPs dissociated in aqueous media up to 20% at pH 6–7.4 within 4 h. In vitro permeation studies revealed 2.7-fold improved permeation of FL after complex formation and incorporation in SEDDS. Results suggest that SEDDS fuse with the phospholipid bilayer facilitating the permeation of incorporated HIPs.
Conclusion SEDDS enhance the stability of incorporated HIPs and improve their permeation across phospholipid bilayers.
In vitro digestion models to evaluate lipid based drug delivery systems; present status and current trends
During the past two decades, a range of in vitro models simulating the digestion processes occurring in the stomach and small intestine have been developed to characterize lipid based drug delivery systems (LbDDSs). This review describes the presently existing range of in vitro digestion models and their use in the field of oral drug delivery. The models are evaluated in terms of their suitability to assess LbDDSs, and their ability to produce in vitro - in vivo correlations (IVIVCs).
While the pH-stat lipolysis model is by far the most commonly utilized in vitro digestion model in relation to characterizing LbDDSs, a series of recent studies have shown a lack of IVIVCs limiting its future use. Presently, no single in vitro digestion model exists which is able to predict the in vivo performance of various LbDDSs. However, recent research has shown the potential of combined digestion-permeation models as well as species specific digestion models.


text:
Affiliations: School of Environmental Science and Engineering, Shanghai Jiaotong University, Shanghai 200240, China
Abstract: The sorption of a triazol derivative, 1-(4-chlorophenyl)- 4,4-dimethyl-2-(1H-1,2,4-triazol-1-yl)penten-3-ol with a common name of S3307D, on fifteen soils and three H2O2-treated soils was investigated. The sorption isotherm for each untreated and treated soil was non-linear, and was best fitted to Freundlich sorption equation. Soils containing high amount of clay content or organic matter or both sorbed much higher amounts of the chemical than soils that had low contents of these soil constituents. H2O2-treated soils showed considerable sorptive affinity for S3307D. It was concluded that both organic matter and mineral fraction in natural soils contributed to the sorption of the basic compound. Sorption by the H2O2 treated soils increased as suspension pH decreased, but all suspension pHs exceeded the pKa of the compound by more than two units. This implies that organic base protonation can occur on surfaces of soil components, and surface acidity (exchangeable acidity) is important in sorption process of the organic base rather than suspension pH.


text:
Intellectual vs Logical
From UA Libraries Digital Services Planning and Documentation
|Line 50:||Line 50:|
== Audio Reels ==
== Audio Reels ==
Please see [[Item_Numbering_Variations]] for information on file naming for the Emphasis and Working Lives audio collections.
Revision as of 22:30, 19 February 2010
There are times when the intellectual object does not correspond to the file division. This creates a problem in that the metadata file should be named for the intellectual object, and this is what should be presented to the user; however, the files which compose the intellectual object may not match up to the same boundaries.
We have two examples. One in which the preservation of the representation of the analog object requires retention of the logical representation (a letterbook), and one in which the logical representation is an unrelated artifact (audio reels).
The letterbooks we are digitizing have letters which may begin on one page and end on another, to be followed by another letter on the second page. Hence, the intellectual item is the letter, but it is also the book. The pages of the book do not correspond to the letters. Letter 12 may span pages 6 and part of page 7. How do we number the files and provide intellectual access?
The letters for which we have typed transcripts and/or specific descriptive metadata, have priority for delivery as intellectual items over the letters which do not.
Each letter to be delivered as an intellectual item with associated metadata and transcription or OCR, is considered an item in the collection.
If that letter spans more than 1 page, that letter will have multiple page images, one per page containing a portion of the letter. In the previous example where letter 12 spans pages 6 and part of page 7, those pages would be stored in the item as (assuming this is in the Jemison collection, and letter 12 is the 12th intellectual item scanned in this collection:
Letters for which we do NOT have transcripts or specific descriptive metadata need not be considered separate items. However, they will be included in the book as an intellectual item.
The entire book will be delivered as a separate item within the collection, with its own descriptive metadata. Thus we will be storing some of the same tiff images under more than one file name.
What this means:
Again, if letter 12 spans letterbook pages 6 and part of page 7, and letter 13 is on page 7, and we have transcripts for letters 12 and 13, then the tiff for page 6 will be stored as a part of letter 12, and will also be stored as a part of the book item.
(assuming the book is scanned as the 451st intellectual item and that the page count started with the cover:)
u0003_0000753_0000012_0001.tif (explained above)
u0003_0000753_0000451_0006.tif (the same tiff in the book item)
Page 7 will be stored 3 times: as part of letter 12, as part of letter 13, and as part of the book item.
u0003_0000753_0000012_0002.tif (explained above) u0003_0000753_0000013_0001.tif u0003_0000753_0000451_0007.tif
While this increases the storage cost, it disambiguates the situation while providing the best usability and representation of the intellectual item(s).
Please see Item_Numbering_Variations for information on file naming for the Emphasis and Working Lives audio collections.
Audio reels may or may not correspond to the intellectual object. The capture of the performance may in no way relate to the number of reels used, or where that performance capture began on a reel. That is to say, a performance may span multiple reels, and a reel may contain multiple performances, and a performance may span part of one reel and part of another.
We currently are considering a "performance" to be an intellectual item. That "performance" may simply be a home practice session, a lecture, or some other sensible division of an intellectual whole.
Currently we are creating one WAV file per side of a reel. Obviously, the file names used for these WAV files may not at all correspond to the web delivery file names of the intellectual item.
Case 1: Multiple WAV files per single performance
The performance is the intellectual item. Assuming this is the 14th performance identified in the Rohlig collection, the identifier for this performance is u0008_0000002_0000014. Let's say this performance spans one entire, 2-sided reel and one side of a second reel. Since we have 2 WAV files per reel (one per side) this is 3 WAV files. The numbering to use would be this:
Here we are following the file naming convention used previously for multiple batches of spreadsheets (for large or continuing collections), to indicate that each is only a portion of the whole; to recreate the whole, all these numbered parts would need to be concatenated in the order indicated by the number preceding the extension.
This clarifies that all these files are part of the same performance, but they may NOT have a one-to-one correspondence with the intellectual division of this performance into works.
Thus, if this performance contains 5 different works, to be presented online as 5 MP3 files each with a separate metadata record, those intellectual sub-parts would be represented by the following identifiers:
Documentation in the Admin folder (the Documentation folder of the archive) will contain information spelling out how the separate intellectual items are to be derived from the WAV files.
Case 2: Single WAV file containing multiple performances
Consider the situation where a WAV file spans multiple performances. Again, the performance is the intellectual item. In this case, the WAV file will be duplicated, named for each of the intellectual items it encompasses. If performance 16, 17, and 18 of this collection are on a single WAV file, the following files in storage will be identical:
Again, this increases storage cost but reduces ambiguity and confusion.
Case 3: Part of a performance on part of one WAV file, part of it on another
Let's assume that performance 21 begins on the last part of the 2nd side of reel A (we'll call this WAV X) and ends on the first portion of the 1st side of reel B (we'll call this WAV Y). 2 WAV files each contain a segment of performance 21.
This also implies that performance 20 (or part of it) is on WAV X, and performance 22 (or part of it) is on WAV Y. (This may not be true, but for argument's sake, let's say it is.)
WAV X will then have to be duplicated, once for performance 20 and once for performance 21; and WAV Y will also have to be duplicated, once for performance 21 and once for performance 22. (see previous case above)
The WAV files stored for performance 21 will be named:
This means that we cannot assume that a set of WAV files under an item number contain ONLY the intellectual item indicated; instead, we can only assume that the intellectual item is WITHIN the WAV files so numbered, and reconstruction of the intellectual item requires all the WAV files included in this set.
(updated 2/3/10, Jody DeRidder)


text:
Hematite Iron ore beneficiation process flow
The haematite's another name is red iron ore,and its chemical structural formula is Fe203. it's a weak magnetic iron ore and the floatability is better than magnetite. And it is a main material of ironmaking. The main beneficiation process includes:gravity separation,floatation,strong magnetic beneficiation or mix several beneficiation process,and another process is magnetization roasting and then weak magnetic separation. The early haematite beneficiation mostly used the gravity separation process,and the main machines are:jigger,centrifugal separator,spiral chute,spiral washing machine,shaking table etc. Because some other beneficiations's production capacity was small,the grade after processing was low,recovery ratio is low and then was dumped as time goes on. Later as the haematite beneficiation developing,the floatation process ans high intensity magnetization process. It mainly use oxidized paraffinum sodium salt as the collector for floatation and electromagnetic strong magnetic separator as beneficiation equipment for strong magnetic separator. But the others beneficiation technology target were all not good enough. These latest years,the beneficiation process of haematite has developed very well. Especially use the high intensity magnetic separation which is can improve the grade of iron ore concentrate very well,and the recovery of Iron ore concentrate is satisfying.
Other mineral category:
1. Beneficiation process of magnetite ore
2. Beneficiation of hematite iron ore
3. Beneficiation process of tungsten ore
4. Beneficiation process of molybdenum ore
5. Beneficiation process of mirror iron ore
6. Beneficiation process of manganese ore
7. Beneficiation process of Lead Zinc(Zn) Ore
8. Beneficiation process of gold ore
9. Beneficiation process of Fluorite ore
10. Beneficiation process of copper ore
Note:This is just reference,if you want to know more please contact us to get offer and process.


text:
Indian and Himalayan Art
Animal Symbols of the Kings of the Twelve Heavens of the Vaimanika Gods
or Rajasthan, India, Asia
Artist/maker unknown, India
Opaque watercolor and ink on paper
Currently not on view
1935-34-11(26,a)Purchased with the Francis T. S. Darley Fund, 1935
LabelThe complex Jain cosmology expounded in the Sangrahanisutra speaks of four classes of gods, the highest of which are called Vaimanika (flying) because they travel in airborne chariots. Each of the twelve Vaimanika gods has a complete heaven, ruled over by a king. Each king is represented by a different animal, as depicted and named in this painting. They are (left to right, top to bottom): antelope, water buffalo, boar, elephant-lion, ram, swimming spotted animal, horse, elephant, snake, rhinoceros, bull, and gazelle.


text: Janice Thompson is from the Sto:lo Nation located in British Columbia. She is an activist for human rights, women's rights, environmental rights, Indigenous rights, animal rights and low income family rights. Janice is an active member of her community and loves to volunteer for various causes; she specializes in canvass work. Janice has been involved with Force of Nature for the past year and enjoys creating new relationships. Janice's network includes people and organizations that share the common interests of promoting Indigenous rights, helping to create a low carbon footprint, utilizing and promoting renewable energies, stopping fossil fuel expansion, and promoting provincial and federal leaders who are working on climate solutions.


text:
Scientific Investigations Report 2010–5102
Groundwater mounding occurs beneath stormwater management structures designed to infiltrate stormwater runoff. Concentrating recharge in a small area can cause groundwater mounding that affects the basements of nearby homes and other structures. Methods for quantitatively predicting the height and extent of groundwater mounding beneath and near stormwater
Finite-difference groundwater-flow simulations of infiltration from hypothetical stormwater infiltration structures (which are typically constructed as basins or dry wells) were done for 10-acre and 1-acre developments. Aquifer and stormwater-runoff characteristics in the model were changed to determine which factors are most likely to have the greatest effect on simulating the maximum height and maximum extent of groundwater mounding. Aquifer characteristics that were changed include soil permeability, aquifer thickness, and specific yield. Stormwater-runoff variables that were changed include magnitude of design storm, percentage of impervious area, infiltration-structure depth (maximum depth of standing water), and infiltration-basin shape. Values used for all variables are representative of typical physical conditions and stormwater management designs in New Jersey but do not include all possible values. Results are considered to be a representative, but not all-inclusive, subset of likely results.
Maximum heights of simulated groundwater mounds beneath stormwater infiltration structures are the most sensitive to (show the greatest change with changes to) soil permeability. The maximum height of the groundwater mound is higher when values of soil permeability, aquifer thickness, or specific yield are decreased or when basin depth is increased or the basin shape is square (and values of other variables are held constant). Changing soil permeability, aquifer thickness, specific yield, infiltration-structure depth, or infiltration-structure shape does not change the volume of water infiltrated, it changes the shape or height of the groundwater mound resulting from the infiltration. An aquifer with a greater soil permeability or aquifer thickness has an increased ability to transmit water away from the source of infiltration than aquifers with lower soil permeability; therefore, the maximum height of the groundwater mound will be lower, and the areal extent of mounding will be larger.
The maximum height of groundwater mounding is higher when values of design storm magnitude or percentage of impervious cover (from which runoff is captured) are increased (and other variables are held constant) because the total volume of water to be infiltrated is larger. The larger the volume of infiltrated water the higher the head required to move that water away from the source of recharge if the physical characteristics of the aquifer are unchanged. The areal extent of groundwater mounding increases when soil permeability, aquifer thickness, design-storm magnitude, or percentage of impervious cover are increased (and values of other variables are held constant).
For 10-acre sites, the maximum heights of the simulated groundwater mound range from 0.1 to 18.5 feet (ft). The median of the maximum-height distribution from 576 simulations is 1.8 ft. The maximum areal extent (measured from the edge of the infiltration basins) of groundwater mounding of 0.25-ft ranges from 0 to 300 ft with a median of 51 ft for 576 simulations. Stormwater infiltration at a 1-acre development was simulated, incorporating the assumption that the hypothetical infiltration structure would be a pre-cast concrete dry well having side openings and an open bottom. The maximum heights of the simulated groundwater-mounds range from 0.01 to 14.0 ft. The median of the maximum-height distribution from 432 simulations is 1.0 ft. The maximum areal extent of groundwater mounding of 0.25-ft ranges from 0 to 100 ft with a median of 10 ft for 432 simulations.
Simulated height and extent of groundwater mounding associated with a hypothetical stormwater infiltration basin for 10-acre and 1-acre developments may be applicable to sites of different sizes. For example, for a 20-acre site with 20 percent impervious surface, the stormwater infiltration basin design capacity (and associated groundwater mound) would be the same as for a 10-acre site with 40 percent impervious surface.
A spreadsheet was developed to solve the Hantush analytical equation, which can be used to calculate groundwater mounding. The Hantush equation incorporates simplifying assumptions, including that all flow is horizontal. The spreadsheet accepts user-supplied values for horizontal soil permeability, initial saturated aquifer thickness, specific yield, basin length, basin width, and duration and magnitude of recharge rate. Comparison of results of finite-difference simulations of a multi-layer system that includes a vertical component of flow in the saturated zone with the results from the analytical equation indicates that the horizontal-flow-only assumption in the analytical equation can cause an under-prediction of the maximum height of a groundwater mound by as much as 15 percent. The more realistic representation of the vertical component of flow and the ability to include site-specific details make finite-difference models such as MODFLOW potentially more accurate than analytical equations for predicting groundwater mounding.
Updated: November 2010
Part or all of this report is presented in Portable Document Format (PDF); the latest version of Adobe Reader or similar software is required to view it. Download the latest version of Adobe Reader, free of charge.
Carleton, G.B., 2010, Simulation of groundwater mounding beneath hypothetical stormwater infiltration basins: U.S. Geological Survey Scientific Investigations Report 2010–5102, 64 p.
Purpose and Scope
Physical Variables Affecting Height and Extent of Groundwater Mounding
Soil Permeability and Aquifer Thickness
Percent Impervious Cover
Basin Shape and Depth
Depth to Water Table
Use of Finite Difference Numerical Models to Estimate Groundwater Mounding
Simulation of Groundwater Mounding Beneath Hypothetical Stormwater Infiltration Basins for a 10-Acre Development
Characteristics Varied to Estimate Groundwater Mounding
Model Boundaries, Recharge, and Difference Between Undeveloped and Developed Water Levels
Maximum Height of Groundwater Mounding
Maximum Extent of Groundwater Mounding
Simulation of Groundwater Mounding Beneath Hypothetical Dry Wells for a 1-Acre Development
Model Discretization, Boundaries, and Difference Between Undeveloped and Developed Water Levels
Use of Analytical Equations to Estimate Groundwater Mounding
Description of Hantush Equation
Spreadsheet for Solving Hantush Equation
Comparison of Analytical and Finite-Difference Estimates of Groundwater Mounding and Effect of Vertical Layering
Summary and Conclusions


I can't guarantee that every mail will receive an answer but I will try.
Gobetwino is not restricted to work with Arduino, the serial port can be configured so it can work with most devices that can send and receive strings over a serial line.
Gobetwino is listening on the serial port, for "commands coming from Arduino, and in response it will do something for Arduino and possibly return something to Arduino.
Gobetwino defines a set of command types that can be used as templates to create actual commands. Arduino can ask Gobetwino to execute these commands, and return something to Arduino.
So what can Gobetwino do? Using the defined command types you can create commands in Gobetwino that Arduino can ask Gobetwino to execute. These commands
With combinations of these commands you can do things like:
 - Start any program on your PC, either directly or via an associated file type.
 - Start Excel, send data from Arduino directly into the Excel sheet, save the sheet and email it, without touching your PC.
 - Send e-mails to a POP3 mailbox and have Arduino react to the contents of the emails.
 - Log data directly to a CSV file on the PC, so the data can be used in spreadsheets or databases.
 - Download a file from the internet and have Arduino ask for a specific line of data from the file.
Gobetwino is kind of a "genreric proxy" for Arduino. It's a program running on a PC (Windows only - sorry), that will act on behalf of Arduino and do some of the things that Arduino can't do on its own. So it works like a go between, hence the name.
Gobetwino is free, comes with a detailed user manual, and sample Arduino sketches to show how it can be used.
Gobetwino can be downloaded here.
Check my blog for information about updates, user suggestionns, and bugs.
The current version is to be considered a beta version, it probably still has bugs in it, and no long time stability test has been performed yet.
If you have comments, questions or whatever, mail me at:


Lossiemouth jets deployed to help NATO safeguard Baltic states
Lossiemouth Typhoons head for Baltic mission
The UK is once more taking its turn to enhance NATO's Baltic Air Policing mission with four Typhoon aircraft, which have deployed from RAF Lossiemouth to Amari airbase in Estonia (Mike Crutch reports).
The Typhoons augment four Norwegian F-16 fighters aircraft in Lithuania and will safeguard the airspace of the Baltic states through until the end of August.
The Estonian Minister for Foreign Affairs Ms Keit Pentus-Roimannus welcomed the RAF as a "demonstration of Alliance solidarity carrying a visible sign and sound, which was the whisper of freedom".
The RAF detachment, forming under the banner of No.121 Expeditionary Air Wing, is led by Wing Commander Stu Smiley and took over the NATO task from the Spanish Air Force.
Having arrived directly from RAF Lossiemouth after a journey of a little over two hours the four jets from No.6 Squadron are set to play their part in ensuring that aircraft are available on high readiness ground alert to investigate any unknown approaches to the Baltic air space, usually probing Russian Air Force aircraft.
The jets will also carry out training and practice scrambles with their NATO partners.
NATO Baltic Air Policing missions have been carried out continuously since 2004. The Royal Air Force's previous roulement was in 2014, with RAF Coningsby-based Typhoons deploying to Lithuania.


Write Scripts for the mongo Shell
The following document pertains to the mongo shell included in the MongoDB Server Download. For information on the new MongoDB Shell, mongosh, refer to the mongosh Documentation.
To understand the differences between the two shells, see Comparison of the mongo Shell and mongosh.
You can write scripts for the mongo shell in JavaScript that manipulate data in MongoDB or perform administrative operation.
This tutorial provides an introduction to writing JavaScript that uses the mongo shell to access MongoDB.
From the mongo shell or from a JavaScript file, you can instantiate database connections using the Mongo() constructor:
new Mongo()
new Mongo()
new Mongo()
Consider the following example that instantiates a new connection to the MongoDB instance running on localhost on the default port and sets the global db variable to myDatabase using the getDB() method:
conn = new Mongo();
db = conn.getDB("myDatabase");
If connecting to a MongoDB instance that enforces access control, you can use the db.auth() method to authenticate.
Additionally, you can use the connect() method to connect to the MongoDB instance. The following example connects to the MongoDB instance that is running on localhost with the non-default port 27020 and set the global db variable:
db = connect("localhost:27020/myDatabase");
See also:
Starting in version 4.2, mongo shell provides the method isInteractive() that returns a boolean indicating whether the mongo shell is running in interactive or script mode.
When writing scripts for the mongo shell, consider the following:
 - To set the db global variable, use the getDB() method or the connect() method. You can assign the database reference to a variable other than db.
 - Write operations in the mongo shell use a write concern of { w: 1 } by default. If performing bulk operations, use the Bulk() methods. See Write Method Acknowledgements for more information.
 - You cannot use any shell helper (e.g. use , show dbs, etc.) inside the JavaScript file because they are not valid JavaScript.
 The following table maps the most common mongo shell helpers to their JavaScript equivalents.
 Shell Helpers
 JavaScript Equivalents
 show dbs, show databases
 use
 db = db.getSiblingDB('')
 show collections
 show users
 show roles
 db.getRoles({showBuiltinRoles: true})
 show log
 db.adminCommand({ 'getLog' : '' })
 show logs
 db.adminCommand({ 'getLog' : '*' })
 cursor = db.collection.find()
 if ( cursor.hasNext() ){;
 - In interactive mode, mongo prints the results of operations including the content of all cursors. In scripts, either use the JavaScript print() function or the mongo specific printjson() function which returns formatted JSON.
 To print all items in a result cursor in mongo shell scripts, use the following idiom:
 cursor = db.collection.find();
 while ( cursor.hasNext() ) {
 printjson( );
From the system prompt, use mongo to evaluate JavaScript.
Use the --eval option to mongo to pass the shell a JavaScript fragment, as in the following:
mongo test --eval "printjson(db.getCollectionNames())"
This returns the output of db.getCollectionNames() using the mongo shell connected to the mongod or mongos instance running on port 27017 on the localhost interface.
You can specify a.js file to the mongo shell, and mongo will execute the JavaScript directly. Consider the following example:
mongo localhost:27017/test myjsfile.js
This operation executes the myjsfile.js script in a mongo shell that connects to the test database on the mongod instance accessible via the localhost interface on port 27017.
Alternately, you can specify the mongodb connection parameters inside of the javascript file using the Mongo() constructor. See Opening New Connections for more information.
You can execute a.js file from within the mongo shell, using the load() function, as in the following:
This function loads and executes the myjstest.js file.
The load() method accepts relative and absolute paths. If the current working directory of the mongo shell is /data/db, and the myjstest.js resides in the /data/db/scripts directory, then the following calls within the mongo shell would be equivalent:
There is no search path for the load() function. If the desired script is not in the current working directory or the full specified path, mongo will not be able to access the file.
Give Feedback
On this page
 - Opening New Connections
 - Differences Between Interactive and Scripted mongo
 - Scripting


Top 5 Surface Protections for Your Home
Renovating a building involves upgrading countertops, floors, and cabinets. All of them are created with materials like wood, marble or glass. They help to prevent damage, wear, and soiling of the surface of a material. The top 5 surface protections for your home include tapes, boards, mats, drop cloths and sealants.
People often use tapes but there are different types of adhesive tapes that are exclusively designed for specific purposes. Starting from plumbers, astronauts to secretaries, people make use of tapes for holding together a number of things. Adhesive tape is a strip of paper or cloth coated with an adhesive substance that allows it to get attached to different surfaces.
Painter's Tapes, Duct Tapes, Teflon Tapes, Masking Tapes and Double-sided Tapes are used for various purposes. Tapes used for surface protection are often created with Polyurethane which has an adhesive on it for binding it to a surface. These tapes are durable and strong and so they are ideal for protecting countertops, wooden floors, and windows. The side of the adhesive tape sticks to the material surface without leaving a residue. Therefore you won't face any difficulty in removing it by peeling it away. Usually, protective tapes have several functions like preventing scratches on wooden floors in high traffic areas as well as shielding surfaces at the time of paint renovations.
Shurtape is another surface protector which is used to seal aluminum backed duct wrap. It helps to create barriers between water and vapor and repairs metal temporarily. Moreover, it resists odor and smoke. Shurtape also provides a wide array of tape products that resist ultraviolet rays of the sun for greater surface protection.
Boards created with reconstructed cardboards are used as surface protection for different types of flooring like linoleum, marble, concrete, and wood. Usually, the boards are available in rolls. You can unravel the rolls for covering the surface of your floor or any other hard surface area. If you have to remove the board, you have to lift it up and roll it back into its original state as no adhesive is used.
Protective mats are pieces of materials created from different types of fabric or plastic. They help to protect your ceramic tiles, granite floors, carpets, and marble floors. You can easily place the mats in your doorways or on steps for keeping debris and mud away from your flooring. If you want you can spread the mats on countertops for preventing dust from settling on your indoor surface. Some of the mats are created for absorbing oil, paint, and grease and so they are perfect during the construction of homes and new buildings.
Drop Cloths
These are mostly used for protecting surfaces at the time of painting work during the renovation. Most of the canvas drop cloths seem like large bed sheets and they are spread over a surface loosely for preventing paint from staining it or for holding off dust particles.
This is an extremely useful thing that you can keep in your home. The sealant deals with small cracks before they break the structural integrity of your home. This surface protector is excellent for sticking to 2 surfaces together. Polyurethane sealant is used as adhesive due to its tear resistance capacity, hardiness, and strength. This material provides good adhesion to different substrates like glass, wood, plastic, and concrete because of its elasticity and structural properties. As a result of which Polyurethane sealant is used widely in the automotive, construction and textile industries.
Choose the best adhesive carpet protection from the top online store for your home and protect its surface for several years to come.


In: |
Vegetarian dining in Portugal
Eating out in Lisbon and Portugal as a vegetarian.
This article researches the possibilities for vegetarians to have a good time on holiday in Lisbon and the rest of Portugal, eat enough healthy food and even taste traditional Portuguese food without having to consort to eating meat.
We'll give you some advice and tips on the best places to eat, get your nutrients and enjoy great meals dining out the way you should on holiday!
In the large Supermarkets all over the country vegetarian food has become easily available from the large choice of beans, lentil and nuts already much used in the traditional Portuguese Cuisine, you now also will find many soya meat imitations, Tofu, Seitan and other meat replacement products.
Going to restaurants you generally wont find these things on the menu.
If you don't eat meat but fish there is no problem, fish is on just about every menu. Inland you'll find less fresh fish but many Bacalhua (salted cod dishes) that make up a large part of the traditional menu all over Portugal.
You don't eat meat or fish? Than eggs, cheese are often available but after that it gets more difficult.
Some vegetarian facts
Vegetarianism is growing and growing worldwide and anno 2013 the statistics demand that we take vegetarians serious in our supermarkets and restaurants.
We already know countries like India and Taiwan to have a large percentage of vegetarians (respectively 40% and 10%)
Europe however has lower percentages but the amount of vegetarians are steadily growing due to more food and environmental awareness and the various meat scams of recent years.
The Netherlands has a percentage of roughly 5% vegetarians and most of the population eat meat only a couple of times a week.
The Uk scores higher roughly 10% of it's population is fully vegetarian.
Germany has almost 8 million vegetarians making it one the most vegetarian countries in Europe.
America scores around 6% of its population, which is, let's face it, a substantial amount of people.
Portugal however scores around 0.3% and most Portuguese cannot imagine a meal without meat or fish.
Hopefully, in the future, more and more restaurants will understand the necessity of creating fully vegetarian, balanced and delicious meals.
Traditional vegetarian foods that you can find in restaurants
Eating traditional Portuguese: It can be a bit of a challenge finding typical Portuguese food that doesn't consist of meat or fish, yet it's possible!
First of all don't make the mistake of going to a traditional restaurant thinking they can and will throw something together that will come close to a meal. The best you can hope for in most restaurants is an omelet or a couple of fried eggs, salad (not much more than lettuce, tomato and onion), white rice, potato, chips and if there out of eggs, well…..
So lets look at the traditional kitchen most dishes consist of fish, meat or mixes of fish and meat.
Some of the the side dishes however, can be exciting for vegetarians especially the really traditional ones that go back to a time when fish and meat where not daily available making some of them are really fully nutritious vegetarian meals and delicious if made well.
Check out the following
not a meal but a great beer snack that many Portuguese eat while socializing with friends over a beer or a glass of wine. They are big butter beans, salted and delicious as a snack. Most Portuguese will pop the bean out of it's skin (as it can be bitter) and eat only the inside leaving the skin on the plate provided.
Acorda is found all over Portugal and it's much like the Italian risotto but not made with rice but bread mixed with almost anything. Not al Acorda's are vegetarian but a lot of them are or could be if you ask the cook.
Acorda can be with beans, veg or gamba's. It's always mixed with plenty of olive oil and seasoning.
A type of acorda with beans. A filling and great vegetarian meal.
Migas Now Migas is one of my favourites. Especially the regional Ribatejan dish that you will find in Lisbon in restaurants that serve dishes from Ribatejo. But the whole country has different types of Migas all worth trying.
It literally means breadcrumbs and is made of the tougher, heavier country bread type. In Ribatejo they use Broa. The bread is cut into small pieces, mixed with olive, white bean, a Portuguese cabbage called caldo verde or couve Portuguesa also finely chopped, salt, pepper, sometimes garlic and other seasoning. It's delicious mixed with salad it's a filling and perfectly nutritious meal.
Most Portuguese soups are vegetarian. Generally stock cubes aren't used in preparing soups and a vegetable soups will be made using partly pureed vegetables, salt and olive oil. So if you can handle a meal made purely of soup (bread and olives) this can be a safe way to go.
Chick pea chick pea is part of the traditional Portuguese kitchen and most restaurants will have them. Very often they are mixed with chopped onion and fresh parsley and they can help in making a sufficient vegetarian meal.
In portuguese they are called grao (grouwng)
Many restaurants offer buffet and a lot of these buffet will have at least a few vegetarian dishes (if your strict you may want to check with the cook which dishes are really vegetarian but I've had a few of these meals choosing the veg, bean and chickpea dishes that did taste good and where fulfilling.
And from my experience that's where 'vegetarian' stops in all Portuguese traditional restaurants.
In Lisbon there are plenty of alternatives, generally a bit more expensive than the average, although the vegetarian meal is likely to be the cheapest.
Italian, Thai, Chinese, Indian, Turkish restaurants all offer vegetarian meals and there are many of them.
This month we will introducing a new tag to our restaurants that serve also fully fledged vegetarian meals, so they become easier to find!
Being a vegetarian I love the fully vegetarian restaurants that give me a menu where I can choose, wow, but being a person I like to go out with friends and not all of them get as excited as I do when I say 'vegetarian restaurant!'. that's why all restaurants should offer vegetarian alternatives, there are to many of us to ignore! And our meat eating friends do take us into consideration and will also move to a restaurant that offers both if they are to be found.
If on average 7% of eaters are vegetarian than 7% of menu's should be vegetarian but lets make it 10% it rounds better and gives meat eaters the opportunity to skip for one day.
Sadly not every vegetarian want tofu, which is pretty difficult to get and even more difficult to cook, if you want to get it right.
Why never a vegetarian lasagna (nuts replace meat very well) or a quiche. Want to do it portugeuse use all the beans from the traditional kitchen, spice them up the way you would any other Portuguese dish, serve with rice and a well fried egg or boiled potato and voila, a traditional Portuguese vegetarian meal is born!
Conclusion: if an average of 7% of the total tourist population are vegetarians just taking Europe and America into perspective, isn't it time for Portugal to start thinking of alternatives? At least there where there are tourists? And maybe offering fully fledged vegetarian meals to the Portuguese just to show them how delicious vegetarian food can be!
Vegetarian food is easier to cook, easier to keep fresh and a lot cheaper, shouldn't every restaurant be happy to have at least one dish on their menu and at least 2 because they like to offer choice!
Vegetarian dining in Portugal photo gallery


text:
ASTM D7767 - 11 test method is a newly published extension of Test Method D5403. While Test Method D5403 specifies that a test specimen be cured by exposure to UV or EB as prescribed by the supplier of the material, most radiation curable monomers and oligomers provided as raw materials to formulators are not designed to be used alone but rather as blends of monomers and oligomers so that there are no "supplier prescribed" exposure conditions. Test Method D5403 is not appropriate for the measurement of volatiles from thin radiation-curable coatings because supplier prescribed cure conditions include both a thickness and an exposure specification which are difficult or impossible to achieve in a test lab. Furthermore, inks form a special class of thin radiation curable coatings because they are formulated with known interferences (for example, pigments). As a result, Test Method D5403 does not provide a method for measuring volatiles from monomers and oligomers used as raw materials in the formulation of radiation curable coatings nor does it provide a method for measuring volatiles from thin radiation curable coatings such as inks.
This test method provides a means to measure the volatile content of individual acrylate monomers, oligomers, and blends commonly used to formulate radiation curable coatings such as printing inks. Such coatings comprise liquid or solid reactants that cure by polymerizing, crosslinking, or a combination of both and are designed to be applied as thin coatings in the absence of water or solvent and to be cured by exposing to ultraviolet radiation. There is currently no direct method for measuring the volatiles from the individual materials used or thin coatings made from them.
This test method also provides a means to measure the volatiles from acrylate monomers, oligomers, and blends cured using ultraviolet radiation from which an estimate for the volatiles from a thin coating cured using ultraviolet radiation comprising these acrylate monomers, oligomers, and blends can be calculated. A common exposure step involving a specified amount of ultraviolet radiation in a specific spectral range using a common photoinitiator is called for.
This test method further provides a means to measure the volatiles from thin radiation-curable coatings such as inks in the absence of known interferences such as pigments. A common exposure step involving a specified amount of ultraviolet radiation in a specific spectral range using a common photoinitiator is called for.
If desired, volatile content can be determined as two separate components: processing volatiles and potential volatiles. Processing volatiles are a measure of volatile loss during the actual cure process. Potential (or residual) volatiles are a measure of volatile loss that might occur upon aging or under extreme storage conditions. These volatile content measurements may be useful to the producer of a material, a formulator using such materials, or to environmental interests for determining and reporting emissions.
The validity of this test method for non-acrylated radiation-curable chemistries such as methacrylates, thiol-ene, vinyl ethers, and epoxies cured using ultraviolet radiation has not been verified. Use of an electron beam to cure the acrylate monomers, oligomers, and blends or thin coatings made from them, including inks, has not been verified using this method and cannot be assumed.
New test method to measure the volatile content in UV-curable coatings and inks
Published December 13, 2011
Related Breaking News
- Plan for Development and Operation for Maria Approved
- Clariant's GlucoTain Receives EcoTain Sustainability Excellence Label
- Gazprom, BASF, E.ON, ENGIE, OMV and Shell sign Shareholders' Agreement on the Nord Stream 2 project
- Clariant Announces New Sustainability Commitments at Sustainability Dialog 2015
Related Paint & Coatings Manufacturer News


text:
The Dimanco Dipslide has replaced the lengthy traditional method of testing and is a safe, reliable, economical and fast indicator of the presence of bacteria or surfaces and in liquids.
- Surfaces and liquids can be tested.
- Sampling is fast and easy.
- Does not require a lab or specialised equipment.
- Does not require specialised training or staff.
- Slides are incubated and read in a sealed tube, eliminating contamination hazards.
- Cost effective alternative to sending samples to an external lab.
- Get your results much faster.
Supplied ready-to-use, the slide can be used on site. Sampling takes just a few seconds. The results are easily read after just 24 – 48 hours and the appropriate remedial action can then be taken.


text:
The sort order for files and folders whose names contain numerals is different in Windows Vista, Windows XP, and Windows Server 2003 than it is in Windows 2000
In this example, 401 is a numerically higher value than 6. Therefore, the Ie401sp2 folder is listed after the Ie6 folder when you sort the folders by name in ascending order. In the following example, note how the following files, whose names contain numerals, are sorted.
To configure a policy setting to modify sort order in Windows Vista, Windows XP, or Windows Server 2003Important This section, method, or task contains steps that tell you how to modify the registry. However, serious problems might occur if you modify the registry incorrectly. Therefore, make sure that you follow these steps carefully. For added protection, back up the registry before you modify it. Then, you can restore the registry if a problem occurs. For more information about how to back up and restore the registry, click the following article number to view the article in the Microsoft Knowledge Base:
You can configure a policy setting to use either the newer sort order or the sort order that is used in Windows 2000. The policy setting is stored in the following registry entries:
- Click Start, click Run, type regedit, and then click OK.
- Use one of the following methods, as appropriate for your situation:
- To configure the policy for all users of the computer, locate and then click the following registry key:HKEY_LOCAL_MACHINE\SOFTWARE\Microsoft\Windows\Currentversion\Policies\Explorer
- To configure the policy for the current user, locate and then click the following registry key:HKEY_CURRENT_USER\SOFTWARE\Microsoft\Windows\Currentversion\Policies\Explorer
- To configure the policy for all users of the computer, locate and then click the following registry key:
- On the Edit menu, point to New, and then click DWORD Value
- Type NoStrCmpLogical, and then press ENTER.
- On the Edit menu, click Modify.
- To set the sort order that you want to use for files and folders whose names contain numerals, use one of the following methods, as appropriate for your situation:
- To configure Windows XP or Windows Server 2003 to use the method that Windows 2000 uses for sorting files and folders, in the Value data box, type 1, and the click OK.
- To configure the default Windows XP or Windows Server 2003 method for sorting files and folders, in the Value data box, type 0, and then click OK.
Note When theNoStrCmpLogicalvalue does not exist or when it is set to 0 (zero), the default Windows XP sort order is used.
- Exit Registry Editor, and then restart the computer.
Article ID: 319827 - Last Review: 08/28/2007 16:00:24 - Revision: 1.9
- kbhotfixserver kbqfe kbfix kbbug kbwinxpsp1fix KB319827


text:
Strategies for Teaching Based on Autism Research
The STAR Program (Strategies for Teaching based on Autism Research, Arick, Loos, Falco, Krug, 2004) teaches children with autism the critical skills identified by the 2001 National Research Council and uses many of the evidence-based practices identified in the 2009 National Standards Report and 2014 National Professional Development Report.
The ABA (Applied Behavior Analysis) instructional methods of discrete trial training, pivotal response training and teaching functional routines form the instructional base of this comprehensive program for children with autism. The STAR Program is the only curriculum that has been validated by multiple independent randomized control trials (including IES and NIH Grants) on the market today.
- Research Validated
- ABA Based
- Award Winning
The STAR Program includes detailed lesson plans, teaching materials, data systems and a curriculum-based assessment for teaching in the six curricular areas of receptive language, expressive language, spontaneous language, functional routines, academics, and play & social skills.


text:
Open-File Report 2006-1255
Near complete coverage of the East Antarctic Shield by ice hampers geological study of crustal architecture important for understanding global tectonic and climate history. Limited exposures in the central Transantarctic Mountains (CTAM), however, show that Archean and Proterozoic rocks of the shield as well as Neoproterozoic-lower Paleozoic sedimentary successions were involved in oblique convergence associated with Gondwana amalgamation. Subsequently, the area was overprinted by Jurassic magmatism and Cenozoic uplift. To extend the known geology of the region to ice-covered areas, we conducted an aeromagnetic survey flown in draped mode by helicopters over the Central Transantarctic Mountains and by fixed-wing aircraft over the adjacent polar plateau. We flew more than 32,000 line km covering an area of nearly 60,000 km2 at an average altitude of 600 m, with average line spacing 2.5 km over most areas and 1.25 km over basement rocks exposed in the Miller and Geologists ranges. Additional lines flown to the north, south, and west extended preliminary coverage and tied with existing surveys. Gravity data was collected on the ground along a central transect of the helicopter survey area.
Posted September 2006
Part or all of this report is presented in Portable Document Format (PDF); the latest version of Adobe Acrobat Reader or similar software is required to view it. Download the latest version of Acrobat Reader, free of charge or go to access.adobe.com for free tools that allow visually impaired users to read PDF files.


Counsellor - Psychologist (children & parents)
- French and English -
Christelle is a French psychologist who specialises in supporting families in their parenting. She has a special interest in young children and giftedness.
Her approach is play-based and she will always work with the parents along with the child. She is trained in "Hand In Hand Parenting" approach and believes helping parents strengthening their bond with their child is a key factor to solve childhood issues such as emotions' regulation, anxieties, sleep issues, bed-wetting...
Her work relies on both the latest knowledge in neuropsychology and early childhood development as well as positive discipline approaches such as Isabelle Filiozzat's and Catherine Gueguen's.
Having worked in London and Singapore, Christelle does consultations in French and English.
She also offers Montessori Parental workshops for parents and helpers where we explain the child's major developmental steps and share ideas of suitable Montessori activities.
Contact: _URL_


The Lennard-Jones potential has the form:
The (attractive) $r^{-6}$ term describes the dispersion force (attraction at long range). Why is the power $-6$ rather than something else?
I think that it has to do with dipole-dipole interactions, but I am having difficulty working out the physics. Can you please help me?
I know that, at a distance $z$ away, the on-axis electric potential due to a dipole at the origin and aligned on the z-axis is given by:
$$V = \frac{1}{4\pi\epsilon_0} \frac{p}{z^2}$$
where $p$ is the (magnitude of the) dipole moment.
But if there is an atom nearby, the dipole will induce a dipole on the atom. The induced dipole will in turn induce a dipole on the first dipole. Is it possible to classically derive the $r^{-6}$ dependence of the dispersion force? Thanks for your time.
 - 2
 $\begingroup$ You might want o check the Wikipedia article on Vanderwaals forces: en.wikipedia.org/wiki/Van_der_Waals_force $\endgroup$ – Johannes May 1 '13 at 16:48
 - 5
 $\begingroup$ The $r^{-6}$ comes from the London dispersion force (en.wikipedia.org/wiki/London_dispersion_force) and the derivation of this is complicated. Googling for "derivation of london dispersion force" finds several promising looking articles, but they won't be easy reading! $\endgroup$ – John Rennie May 1 '13 at 17:30
 - $\begingroup$ _USER_ OK, thanks. I was thinking that the derivation would involve a dipole-dipole interaction, but I guess it is more complicated than that. $\endgroup$ – Andrew May 1 '13 at 19:57
 - 2
 $\begingroup$ _USER_ you are right it is essentially a dipole-dipole interaction but when averaging over all possible orientations the power of the decay changes from 2 to 6. $\endgroup$ – gatsu May 2 '13 at 11:00
The "simplest" classical explanation I know is the van der Waals interaction described by Keesom between two permanent dipoles. Let us consider two permanent dipoles $\vec{p}_1$ (located at $O_1$) and $\vec{p}_2$ located at $O_2$. Their potential energy of interaction is: \begin{equation} U(\vec{p}_1,\vec{p}_2,\vec{O_1 O_2}) = -\vec{p}_1\cdot \vec{E}_2 = -\vec{p}_2 \cdot \vec{E}_1 = -\frac{[3(\vec{p}_1\cdot\vec{u})(\vec{p}_2\cdot\vec{u})-\vec{p}_1\cdot \vec{p}_2]}{4\pi \epsilon_0 ||\vec{O_1 O_2}||^3} \end{equation} where $\vec{u}= \vec{O_1 O_2}/||\vec{O_1O_2}||$ and $\vec{O_1 O_2}$ is a vector going from $O_1$ to $O_2$.
Now, if the system is subject to thermal fluctuations then the dipoles can change their orientations according to a Boltzmann weight. If the time scale associated to the motion of the particles is much longer than the one associated to the dipole orientations then for each distance $r = ||\vec{O_1O_2}||$ on can trace over all the possible orientations.
The effective interaction between the dipoles is then characterized by the free energy of the system i.e. by:
\begin{equation} \mathcal{F}(r|p_1,p_2) \equiv -k_B T \ln \int \frac{d\Omega_1 d\Omega_2}{(4\pi)^2} \:e^{-\beta U(\vec{p}_1,\vec{p}_2,\vec{O_1 O_2})} \end{equation}
where $d\Omega_i$ is the solid angle element associated with the direction of dipole $\vec{p_i}$ and $\beta=1/k_B T$.
This quantity is super difficult to compute. However, if the dipoles are sufficiently far apart, their interaction energy is small and one may expand the exponential in powers of $\beta U$: \begin{eqnarray} \mathcal{F}(r|p_1,p_2) \approx -k_B T \ln \int \frac{d\Omega_1 d\Omega_2}{(4\pi)^2} && \times\\ && \:\left(1 \right.\\ && -\beta U(\vec{p}_1,\vec{p}_2,\vec{O_1 O_2}) \\ && \left.+\frac{1}{2}\beta^2 U(\vec{p}_1,\vec{p}_2,\vec{O_1 O_2})^2\right) \end{eqnarray}
The first integral $\int \frac{d\Omega_1 d\Omega_2}{(4\pi)^2} 1 $ is trivial and equal to $1$. The second integral of the potential is zero by symmetry (each dipole is as likely to be at either a positive or negative angle from $\vec{u}$ and the integral of a scalar product of two independent vectors is zero). The only remaining term is of order 2 in $\beta U$ which decays with $1/r^6$. At the end of the day we end up with something like: \begin{equation} \mathcal{F}(r|p_1,p_2) \approx -k_B T \ln \left(1+\beta^2\frac{C}{r^6} \right) \approx -\frac{C}{k_B T}\frac{1}{r^6} \end{equation} where
\begin{equation} C = \int \frac{d\Omega_1 d\Omega_2}{(4\pi)^2}\left( \frac{[3(\vec{p}_1\cdot\vec{u})(\vec{p}_2\cdot\vec{u})-\vec{p}_1\cdot \vec{p}_2]}{4\pi \epsilon_0}\right)^2 \end{equation} is a number not important in terms of physical insight.
What matters here is that the average value of the dipole-dipole interaction is zero while the first non zero term not to be zero is owing to fluctuations. This is roughly the rule with van der Waals like interactions which is that they are fluctuation driven (the same is true in the quantum case).
Remark: the previous derivation assumes that the interactions travel at infinite speed which is not true. When the limitation of the speed of light is introduced then at large distances, the van der Waals interaction decays as $1/r^7$.
 - 1
 $\begingroup$ +1 Great answer. I have a small doubt : in the equation for the free energy what happens to the internal energy part. I see that you have just indicated the entropy part. $\endgroup$ – WYSIWYG Sep 16 '15 at 5:16
 - 1
 $\begingroup$ _USER_: what do you mean by "entropy part"? I have used the usual definition that the free energy is the log of the partition function; or are you referring to something else? $\endgroup$ – gatsu Sep 17 '15 at 8:04
 - 1
 $\begingroup$ I am sorry but you are mistaken. I am taking the log of the partition function i.e. $\ln Q = \ln \sum_i e^{-\beta E_i}$ which is minus the free energy. To see this do as follows: $-\ln Q = -\ln Q -\sum_i p_i \ln p_i + \sum_i p_i \ln p_i$, where the second equality is a tautology. Now, do not touch at the second Shannon entropy term and focus on the first one. We now relate $p_i$ and $Q$ via $p_i = e^{-\beta E_i}/Q$. Upon inserting this expression into the log of the first entropy we get $\sum_i p_i \beta E_i + \ln Q$ which gives $-kT \ln Q = F = \langle E \rangle -TS$, which what I used. $\endgroup$ – gatsu Sep 18 '15 at 10:50
Your Answer


text:
During the IX Day on School Mediation the first two intellectual outputs of MEDES were officially presented:
Output 1) Toolkit MULTI-MEDES: multimedia learning material in 3 languages (Italian, Spanish and English) for mediation in schools, consisting in:
- Informative material for training on school mediation and restorative justice
- Videos with examples of mediation activities in school
- Interactive web targeting future young mediators, to approach the mediation contents autonomously in a ludic way.


text:
Fort Lewis College Teacher Education Licensure Program
Fort Lewis College offers Colorado teaching licensure programs in several areas under the direction of its Department of Teacher Education (TED). Undergraduate and transfer students admitted to Fort Lewis College choose the approved major, and its teaching option, that corresponds to the chosen licensure program as shown below.
Licensure Program/Approved Major:
- Early Childhood Education Licensure (Birth to 3rd grade)
- Elementary Education Licensure (grades K-6)
- Secondary History - Social Studies Licensure (grades 7-12)
- Secondary English Licensure (grades 7-12)
- Secondary Mathematics Licensure (grades 7-12)
- Secondary Science Licensure (grades 7-12)
- Secondary Theatre (grades 7-12)
- Art Licensure (grades K-12)
- Music Licensure (grades K-12)
- Physical Education Licensure (grades K-12)
- Spanish Licensure (grades K-12)
The curriculum for all programs is composed of three parts: Courses in the Liberal Arts Core, courses in the specific content area, and education courses. Students can find the specific curriculum for their intended program above by choosing the link to their licensure program. In many cases, transfer students will have completed a number of courses in the Liberal Arts Core and in their content area. Because of the nature of FLC education courses, few education courses beyond the introductory level taken elsewhere are accepted as equivalents. All state transfer agreements are honored.
Transferring Credits into the Chosen Licensure Program:
When transfer students are admitted to Fort Lewis College, the Registrar's Office will evaluate their transcripts to determine transferred courses that are equivalent to FLC's courses. After their initial meeting with an FLC advisor to schedule courses for the next term, transfer students are strongly encouraged to schedule a meeting with the Director of Teacher Education by calling Administrative Assistant Michelle Celeste at _PHONE_. This important meeting serves several purposes: to acquaint the transfer student with the policies and processes for becoming a licensed teacher through the FLC program, to review the student's program of choice to determine courses already completed in it, and to set a tentative plan of action for completing the program. In some cases, the Director of Teacher Education may suggest changes to the student's schedule for the upcoming term.
Additional Endorsement Options:
Students in all licensure programs may seek an add-on licensure endorsement in Culturally and Linguistically Diverse Education (often referred to as English as a Second Language). Since this add-on licensure program entails additional coursework, students should expect that the time needed to complete both the primary licensure program and an add-on will exceed four years.
Please see CLD Endorsement to view needed coursework.
For more information please contact:
It is also possible for students in the Elementary Education program to add the Early Childhood Education licensure without additional coursework. Students interested in this option should speak with their advisor or with the Director of Teacher Education.
Admission to the Program: Once enrolled in the major's teaching option, transfer students work toward meeting requirements for admission to the Teacher Education Licensure Program. Many transfer students meet these admission requirements by the conclusion of their first term at FLC. Students must be admitted to the program in order to advance to any 400 level education course.
Admission to Student Teaching:
Students admitted to the program must subsequently meet requirements for admission to student teaching by the term preceding their intended student teaching term. Student teaching out of the Durango area is allowed.
Upon successful completion of student teaching and all other program requirements, students are recommended to the Colorado Department of Education for their Colorado teaching licensure. Students may be hired out of state with their Colorado licensure but must meet licensure requirements of the other state within a specified time (one or two years is the norm). Licensure requirements vary by state, but most commonly, a state may require a different test than required by Colorado.


text:
- Water contact
For example, in a traditional hand-excavated water well, the level at which the water stabilizes represents the water table, or the elevation in the rock where air starts to occupy the rock pores.
In most situations in the hydrocarbon industry the term is qualified as being an oil-water contact (abbreviated to "OWC") or a gas-water contact ("GWC"). Often there is also a gas-oil contact ("GOC").
In an oil or gas field, hydrocarbons migrate into rocks and can be trapped if there is a permeability barrier to prevent upward escape. Gas and oil are lighter than water, so they will form a bubble at the high end of the "trap" formed by the impermeable barriers. A simple physical model of this would be a coffee cup held upside down underwater with an air bubble occupying the highest portion of the cup's interior. The base of the bubble is the water contact.
Capillary action can obscure the true water contact in permeable media like sandstone. Capillary pressure prevents the hydrocarbons from expelling all of the water in the pores, which creates a transition zone between the fully saturated hydrocarbon levels and the fully saturated water levels.
In poorly porous intervals, the oil-water, gas-water or gas-oil contacts can similarly be obscured, which makes estimation of hydrocarbon reserves difficult. Descriptions of the well's petrophysics will then often further qualify to delineate a gas-down-to, oil-up-to, oil-down-to and water-up-to line, clearly showing the uncertainties involved.
Wikimedia Foundation. 2010.