text:
What affect does fertilizer have on the rate of growth in plants over a certain period of time? When tested, there is no affect on the growth of plants from a change of an environmental factor, such as an exposure to fertilizer. By changing the independent variable (whether or not the plant was planted with fertilizer), you are testing to see how the dependent variable would change (the growth of plants). In order to assure that there is no experimental error, a control must be kept to produce the most accurate data on what effect fertilizer has on plant growth.
Although many environmental factors could be tested, such as the amount of sunlight exposed to or the amount of water given, some of the controls in this experiment would be to keep both of the stated factors above the same, along with testing the same type and age of plant, testing in the same temperature, and planting in the same type of pot. In order to conduct this experiment, the only thing needing to be changed is having one plant growing with fertilizer in its soil, and one without.
By doing so, we can see whether or not fertilizer has any effect on plant growth by measuring the mass of the plant (in grams) every 15 days. Two plants will be tested at the same time in order to keep all other environmental factors the same. Once finished, the data will be analyzed by graphing and charting the results to be able to compare the differences in growth. Once tested, the results show that on day 1, the plant not exposed to fertilizer began at 5 grams, and that the plant exposed to fertilizer began at 4 grams.
After 15 says, the plant not exposed to fertilizer was measured at 12 grams, and the plant exposed to fertilizer was measured at 22 grams. Lastly, after 30 days, the plant not exposed to fertilizer was measured at 21 grams, and the plant exposed to fertilizer was measured at 48 grams. In conclusion, the original hypothesis that environmental factors had no effect on plant growth was proven faulty when shown that fertilizer did, In fact, Increase the plant growth.


From Wikipedia, the free encyclopedia
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Naddod (Old Norse: Naddoðr or Naddaðr, literally "studded")[1] was a Faroese Viking who is credited with the discovery of Iceland. Naddod was also one of the first settlers on the Faroe Islands after Grímur Kamban became the first to settle there around 825. Naddod was born in Agder, which comprises the two Norwegian counties of Aust-Agder and Vest-Agder.[2]
Landnámabók, a medieval Icelandic manuscript, describes in considerable detail the settlement (Icelandic: landnám) of Iceland by the Norse in the 9th and 10th century. According to Landnámabók, Iceland was discovered by Naddod, who was sailing from Norway to the Faroe Islands, but got lost and drifted to the east coast of Iceland. Naddod came upon the shore of a land with a bay and mountains near what is today the Icelandic town of Reyðarfjörður. Although he climbed a mountain to look for smoke rising from fireplaces he saw no sign of humans. Naddod decided to continue his journey to the Faroe Islands, but as he returned to his boat it started to snow and so he named the land Snæland (Snowland). The island later became known as Ísland (Iceland). (See names of Iceland).
Naddod is probably the father of Ann Naddodsdóttir from Shetland.
 1. ^ Icelandic: Naddoður, Faroese: Naddoddur
 2. ^ Iceland: The First Settlers
Other sources[edit]
 - O'Donoghue, Heather Old Norse-Icelandic literature: a short introduction(Published by Wiley-Blackwell, 2004)
External links[edit]


User Guide
What happens when I boil structured water?
After boiling structured water 90% of the structure will remain. The loss of 10% is insignificant; we recommend to use cold structured water, then boil it and then use it for your coffee or tea.
We also recommend to structure your water first before processing it in any way and then adding minerals or other chemical components afterwards.
Can I use my water structurer for other liquids besides water?
Yes. You can use your water structuring device for other clear liquids without large sediments. Wine, whiskey, vodka, tequila and other clear alcoholic beverages are fine to use. Juices, milks and carbonated liquids are not equipped for any UMH water structuring device. When using other liquids besides water make sure to rinse your UMH device with clear water right after.
Does my water structuring device require cleaning and maintenance?
Yes. Depending on your device there is a little bit of uptake required. All inline devices are completely free of maintenance. The UMH Alpha, Live and Delta need to be maintained and cleaned 1-2 times per year.
How many times do I run my water through the stand-alone or portable UMH water structuring device?
One time is fully sufficient. If you want to, you can run it through several times which will increase the crystallinity every time you run it through. One can use this feature for alchemical applications or to optimize the efficacy of hydration.
Cleaning Instructions
Fill a pot with structured water high enough to submerge your UMH water device; bring to a boil, turn off heat and wait 10 minutes to cool down. Add 6 tablespoons (TBS) of baking soda and solve in hot water. Submerge the UMH water structuring device fully and let sit for 30 minutes. Use a ladle to carefully submerge your device. Then rinse the device under running water and let dry. Reattach all parts of your UMH device and make sure you put all rubber/cardboard washers back in place. If you restructure other liquids (e.g. wine, whiskey, tequila, vodka, etc.) please rinse the device right after. Do not structure any liquids that contain sediments like fruit flesh, also no tea, coffee, milk or carbonated drinks. Please do not use harsh chemicals or vinegar to clean your UMH water device! Thank you and much Love.
UMH Alpha
Undo all parts and rubber washers. Detach the golden ball from the UMH Alpha horizontally and leave the golden nozzle attached to the Alpha stand and remove the glass funnel.
UMH Live with Travel Kit
Undo all parts and rubber washers. Detach the golden nozzle on the bottom of the UMH Live and remove the lab-grade plastic funnel.
UMH Delta
Undo all parts and rubber washers. Detach the UMH Delta main housing from the stand and remove the glass funnel.


Wink Wink! Why Do We Blink?
3 min read
why do we blink
Blinking is one of our body's functions that we have the least control over and neither do we give any thought to it. But if you think about it, do you not want to know why we blink or how many times do we blink? Have you wondered that excessive blinking could signify any health problem that you may be suffering from and don't know of?
Let's discuss all these questions and doubts related to why do we blink?
Why do we blink?
Blinking is a function that is a constant closing and opening of our eyelids in a semi-automatic manner. It is a continuous process where we may don't even notice it, although its main function is to protect the eyes from drying up and uniformly spreading the water other than this, blinking also helps in keeping away any kind of object that may irritate our eyes.
What will happen if we stop blinking?
If we discontinue blinking or force our eyes to not close, they will get dry and irritated and start watering to fulfil the eye's need to stay hydrated.
Our eyelid does the job of spreading the moisture from the tear ducts to the whole eye and to cover our eye in case of any harmful irritant trying to get inside.
What do you do in a sandstorm? You shut your eyes.
When you are afraid of something? You close your eyes.
When you are surprised? You stretch your eyes wide.
According to some studies, there can be many causes for blinking less often. Blinking may vary for different age groups.
An infant blinks less often. They may only blink twice or thrice in a minute, which could be for several reasons like smaller eye size and their tear ducts develop after a few months; numerous other reasons that are still to be known. According to some research, an average individual could blink up to 20 times in a minute and almost 28,000 times in a day.
why do we blink
Whoops! That's a lot of blinking.
There is a further distinction in this rate of blinking when it comes to gender. It is found that women tend to blink twice as much as men. The rate that we blink at is further determined by the activities we are doing; we tend to blink less when we are trying to concentrate on the task. This is the reason why people start feeling sleepy when they are studying.
Why blinking frequently could be a problem?
Although blinking is an automatic process, excessive blinking other than the usual. So, it is important to look into the causes of blinking more frequently
Most of the times blinking excessively could be for the following reasons
These are minor issues that can go away by taking proper rest or simple medication. Sometimes the reason behind it could be more severe and could indicate disease
Wilson's disease is caused by the deficiency of copper in our body and is a result of various neurological problems.
Blepharospasm is the proper term for the condition of excessive blinking due to a neurologic condition.
Tourette syndrome is another neurological condition that leads to engaging in various involuntary actions or movements of our body parts.
There are other serious conditions that you need to look out for when you find that you or anyone around you are Blinking more than normal.
How to check?
If you want to check it is advised to visit an Ophthalmologist regularly and not only when you think your eyesight is weakening. We need to take care of ourselves. In the current scenario, when we are working from home and constantly sitting in front of our laptops or mobile phones, we mustn't ignore our eyes.
To check for yourself you can see if
 - your eyes are getting irritated frequently
 - constantly watering
 - people around you notice anything different
How to avoid this situation?
After looking at all the problems related to your blinking frequency you would want to know how to avoid it. We should keep this in mind that excessive eye blinking is not always a serious issue, nor you should worry if this happens to you. Several reasons can be behind this and all you need to do is keep a check to do the things which give your eyes proper break
 - Get your eyes examined: It should be the first thing you should do when you have an eye problem. An eye specialist would be able to best explain the issue to you or suggest you be more careful.
 - Use Eye Drops if necessary: There are lots of eyes drops available in the market that you can use frequently or on days you feel your eyes are strained. Always consult a doctor before buying one for your eyes.
 - Wear your prescription glasses: If you have prescription glasses, remember to wear them all the time and especially when you are working in front of a screen. If you do not have prescription glasses but feel that your eyes get tired while you work on a computer you should get them checked.
 - Follow proper hygienic routine if you wear contact lenses: If you wear contact lenses, it is very important to follow a hygienic and proper routine for them and store them properly as that can get bacterias to your eyes.
 - Avoid smoke and pollution: When traveling or outside make sure to cover your eyes or wear sunglasses to protect your eyes from pollution damage. When you get home remember to wash your eyes with water.
 - Take frequent breaks when working on a computer: If you work on a computer for longer durations you should take timely breaks to give some time. This is a healthy practice to follow, even if you use your phone for long periods.
 - Engage in activities that reduce stress: Sometimes stress can be a reason your eyes get irritated and tired. Try to get yourself into activities that reduce stress such as Putin cucumber slices on them or massaging your eyes can help to reduce stress.
There are so many other things that we know are good for our eyes that we tend to avoid or feel lazy to do. You should keep in mind that eyes are important and if we overlook them it won't be good. So, it is better to take precautions when we have time than to regret it later.
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Tennessee State Motto
South Dakota Motto
Agriculture and Commerce
The state motto of Tennessee is "Agriculture and Commerce." It is taken from words on the Tennessee state seal and was formally adopted in 1987.
The significance of the motto can be understood while looking at Tennessee's economic growth. The state is one of the most agriculturally diverse states in the country due to its rich soil, good climate, and rainfall. Not only does the terrain range from mountains to hills to flatlands so does the kind of agriculture made possible there. East Tennessee is populated with livestock and dairies while middle Tennessee is greener with its orchards, nurseries, and vegetable production, and western Tennessee tends to various crops.


text:
Posted on 07 March 2015
PuzzleThere is a spear tip with the following sequence of numbers:
The key is five letters.
You need the first names from the weekday solutions.
Convert the numbers to letters:
Take the initials from the first names of the persons for the weekly puzzle solutions:
Milton Hershey (Commodore) Cornelius Vanderbilt (Princess) Diana Spencer Ganesh Dutt Clara Brown
to get MCDGC. Using that as a key to decrypt a Cipher results in ANCSOCSTUDENTS (Ancient Societies Students), who were philanthropic with respect to the Cahokia Mounds Brochure Campaign.
The answer is stl.la/ancsocstudents.
The letter in Pramik Sanning

source: openbmb/Ultra-FineWeb


in Ruby
 Here's an example of catching a Perl exception from Ruby:
 use Inline Ruby;
 sub callback { die "died!" }
 def func
 yield [1, 2, 3]
 rescue PerlException => e
 print "Got an exception: " + e + "\n"
 Resulting in this output:
 Got an exception: (in cleanup) died! at line 3.
 2. Catching exceptions in Perl
 Here's a familiar example of catching exceptions in Perl:
 use Inline Ruby;
 sub callback { die "died!" }
 eval {
 print "Got an exception: $@" if $@;
 def func
 yield [1, 2, 3]
 Which prints:
 Got an exception: #
Supported Data Types ^
Inline::Ruby seamlessly converts between most types of Perl and Ruby data types.
Supported Perl Data Types
The following data types may be passed from Perl into Ruby. Any unrecognized type is replaced with undef during translation.
 1. Integer
 Converted to Ruby "Fixnum" object.
 2. Floating Point
 Convert to Ruby "Float" object.
 3. String
 Converted to Ruby "String" object.
 4. Array Reference
 Converted to Ruby "Array" object (elements recursively converted).
 5. Hash Reference
 Converted to Ruby "Hash" object (elements recursively converted).
 6. Code Reference
 Converted to Ruby "Proc" object.
 7. Undef (and all others)
 Converted to Ruby NilClass object (known as nil).
Supported Ruby Data Types
The following Ruby types map be either returned from a Ruby method or function to Perl, or may be passed as arguments to a Perl callback. Unrecognized types are replaced with nil and translated to undef.
 1. Object
 Ruby objects are wrapped in instances of the Inline::Ruby::Object class. This allows Perl to call methods on the object as usual.
 2. Fixnum
 Converted to a Perl integer scalar.
 3. Float
 Converted to a Perl floating point scalar.
 4. String
 Converted to a Perl string.
 5. Array
 Converted to a Perl array reference (elements recursively converted).
 6. Hash
 Converted to a Perl hash reference (elements recursively converted).
 7. True
 Converted to a scalar containing 1.
 8. False, Nil, and anything else
 Converted to undef.
Low-Level Inline::Ruby ^
Unlike most other Inline languages, you can use Inline::Ruby independently of Inline:
 use Inline::Ruby qw(rb_eval);
 rb_eval('print "hello from Ruby!\n"');
By default, Inline::Ruby doesn't export anything. You can request any or all of the following functions:
 1. rb_eval()
 Takes one string argument, a Ruby expression, and returns the result of evaluating it. For example:
 $sum = rb_eval("3 + 4");
 2. rb_call_function()
 Takes the following arguments:
 1. $func
 The name of the Ruby function to call.
 2. _USER_
 Optional arguments to the Ruby function.
 For example:
 rb_eval <
Copyright (c) 2002, Neil Watkiss.
syntax highlighting:


NeurIPS 2019
Paper ID:2447
Title:Uncertainty-based Continual Learning with Adaptive Regularization
This paper proposed uncertainty-regularized continue learning (UCL) to address the challenge of catastrophe forgetting of neural networks. In detail, the method improves over variational continual learning (VCL) by modifying the KL regularizer in mean-field Gaussian prior/posterior setting. The approach is mainly justified by intuition explanation rather than theoretical/mathematical arguments. Experiments are performed on supervised continual learning benchmarks (split and permuted MNIST), and the method shows dominating performance over previous baselines (VCL, SI, EWC, HAT). Reviewers include experts in continual learning. Some of them were concerned on the MNIST benchmark, but with additional supervised learning and RL experiments provided in author feedback, reviewers reached a consensus of accepting this paper. Although UCL is an improvement over VCL, two continual learning experts in the reviewing panel viewed this modification as novel contribution. I would suggest the following revision In the camera ready: 1. A clear discussion on the novelty of UCL over VCL; 2. A better justification of the UCL objective, preferably with some detailed derivation; 3. Adding in the RL experiments to make the paper stronger.


1. Introducing gen3sis
*gen3sis*: **gen**eral **e**ngine for **e**co-**e**volutionary **si**mulation**s**
gen3sis: general engine for eco-evolutionary simulations
In this vignette you will be introduced to gen3sis, an engine for simulating various spatial eco-evolutionary models. Here will create a virtual planet, biodiversify it and examine virtual species.
In particular, we will go through the following steps:
1. Set-up gen3sis package and check if we are set with all the necessary input data.
2. Run one simple example simulation
3. Visualize the outputs
4. Analyze the outputs
The first step for running a simulation consists of setting up the folder structure that should contain input data (i.e. config and landscape).
1. Set-up
First of all, load the gen3sis package.
From now on, if you run into problems, refer to gen3sis the for the full help documentation.
Let's check the version of the gen3sis package we are using
print(paste("gen3sis version:", packageVersion("gen3sis")))
#> [1] "gen3sis version: 1.3"
All gen3sis simulations need a landscape object which define the environment over which the simulation will take place and a configuration object which defines the mechanisms of speciation, dispersal, trait evolution and ecological interactions. Here we will use a published example1. We will consider the continent of South America with a time span from 65Ma to 0Ma (1 time-step = 1 myr) and a spatial resolution of 1°.
All the data we will use here (i.e. the landscape and the configuration object) is available in the simulation repository, so you need to download the data (i.e. landscape, configs and outputs) and set the correct datapath. For more information about these input data, please check the associated metadata.This is stored in the METADATA.txt file inside the landscape folder and, for the configuration, as a comment in the beginning of the config R script.
To access this dataset, define the path to the data contained inside the package.
The full landscape can be downloaded and stored locally for running the experiment. An experiment folder should look like this:
The landscape is the virtual environment in which the processes of speciation, dispersal, evolution and ecology take place (e.g. temperature and aridity data that might be spatially and temporally dynamic). Landscape objects used in gen3sis are generated based on temporal sequences of landscapes in the form of raster files, which are summarized in the form of two classes.
The first landscape class contains: (i) the geographic coordinates of the landscape site, (ii) the corresponding information on which sites are generally suitable for the organisms modeled (e.g. land or ocean), and (iii) the environmental conditions relevant for the species' ecology (e.g. temperature and aridity). The landscape may be simplified into a single geographic axis for theoretical experiments, or it may consider realistic configurations aimed at reproducing real local or global landscapes.
The second landscape class defines the permeability of the landscape for species movement between sites via dispersal. Connection cost between sites is computed for each time step from the gridded landscape data based on harvesine geographic distances modified by a user-defined cost function and stored as sparse distance matrices. Distance matrices, containing the connection costs, are provided at every time step as either: (i) a pre-computed full distance matrix, containing all habitable sites in the landscape (faster simulations but more storage required); or (ii) a local distance matrix, computed from neighboring site distances up to a user-defined range limit (slower simulations but less storage required).
NOTE the gen3sis landscape contains several files. The landscape.rds file contains the landscape changing over time with its environmental variables. The distances folder stores the information on how the landscape is connected (connections costs) which will interact with the disperal ability of the modeled organisms. To see how to create a landscape object, refer to design_landscape vignette and create_input_landscape vignette.
This figure shows the temperature and aridity of the lanscape used in this vignette at 65, 30 and 0Ma.
The configuration are the rules of our virtual planet, it is where we define all the ecological and evolutionary equations and parameters.
The configuration object includes information on the model initialization, the observer function and the biological functions, namely speciation, dispersal, evolution, and ecology. The possibility of the user to customize these functions confers the flexibility and generality of gen3sis. The initialization function creates the ancestor species at the start of the simulation. Users can define the number of species, their distribution within the landscape and their trait values. The observer function allows recording any abiotic or biotic information of the virtual world as it changes by defining the outputs that are saved at specified time-steps. The configuration further allows to define the speciation function, the dispersal function, the evolution function and the ecology function, which are defined in the section on core processes below. Altogether, those six functions are specified in the configuration object and interact with a set of core objects defined in the simulation engine. The configuration object further lists the ecological traits considered in the simulation, sets a random seed allowing simulation reproducibility, start and end times of the simulation, as well as simulation aborting rules including the limits for a total or local number of species.
In our example, we start our simulation with the 40\(^{th}\) time-step and end it a the latest available time-step of the landscape, i.e. 40 to 0Ma. We set ten different ancestor species, each colonizing one random cell in the landscape, with initial optimum temperature equal to the local temperature of the site. The dispersal of all species is the same and stochastic, following a Weibull distribution with shape 1.5 and scale 133. Speciation takes place after every second time-step (2 Myr) of isolation. Clustered populations (exchanging genes) had their trait homogenized and weighted by abundance, meaning that a temperature optimum of populations that are doing well in a site will contribute more to the average trait of a cluster. Temperature optimum evolves based on a normal distribution with standard deviation 0.001, possibly increasing or decreasing species optimum temperature. Abundances in a site are based on how close the species population optimum temperature is to the site temperature. We scale the values to avoid small numbers and apply a carrying capacity based on aridity and temperature corrected by the area. If abundances are below 1, species are considered extinct, if total abundance in a site (sum of all species in a site) is above the carrying capacity, small abundances are removed progressively and randomly distributed across the present species until total abundance is smaller or equal to the carrying capacity. For more details regarding the configuration used here and how to modify it, please refer to create_config vignette.
2. Run
Now that we have set up the general folder structure, the input data and configuration file, we can run a simulation using the run_simulation function. This function will:
 1. Read in the config and prepare the output directories, initial landscape and call create_ancestor_species from the user config to create the initial species for the simulation.
 2. Start the main loop over the time-steps. For every time-step it loads the appropriate landscape, removes all sites that became uninhabitable in the new time-step, and calls the main steps of any iteration.
 3. At the end of every time-step, if desired, the simulation saves the species, landscapes, species richness patterns, etc… by calling the end_of_timestep_observer from the user config. In this function the user can implement customized observer functions, for example calculating summary statistics or creating species patterns plots.
 4. When the simulation reaches the end, a phylogeny, runtime_information, the world starting conditions and the used config are saved at the output folder. If the output folder is not specified, it is deduced from the location of the landscape object. The function will return a summary object. In this vignette we will save it as sim.
Additionally to the main functions, the package provides several convenience functions to generate input data, configuration files, and plots. Moreover, all functions are accessible to the observer functions, which requests the variables for calculation during the model runs. This allows to transform the output of the simulation model into a format that can be readily analyzed.
To launch a simulation you need to call the run_simulation function. We only store one intermediate step between the starting and end time-steps by setting "call_observer=1", this means one time-step equally distributed between the starting and ending time-steps. By doing so, we will have a look at our virtual world at 40, 20 and 0 Ma.
# we set verbose to 0 to avoid a large console outputs of how the simulation is
# developing
sim <- run_simulation(config = file.path(datapath, "config/config_southamerica.R"),
 landscape = file.path(datapath, "landscape"), output_directory = tempdir(), call_observer = 1,
 verbose = 0)
After the simulation is finished, a plot is created inside the SouthAmerica folder to show the state of the initial world. They are automatically stored in a sub folder called output inside our SouthAmerica folder and inside another folder named after our configuration file (i.e. config). It should look like this:
3. Visualize
After having run the simulation, we


Unit Converter
0.9166 Cups to Tablespoons
0.9166 Cups =
1.46656 x 101
(scientific notation)
Cups to Tablespoons Conversion Formula
[X] tbsp = 16 × [Y] cup
where [X] is the result in tbsp and [Y] is the amount of cup we want to convert
0.9166 Cups to Tablespoons Conversion breakdown and explanation
If we want to calculate how many Tablespoons are 0.9166 Cups we have to multiply 0.9166 by 16 and divide the product by 1. So for 0.9166 we have: (0.9166 × 16) ÷ 1 = 14.6656 ÷ 1 = 14.6656 Tablespoons
So finally 0.9166 cup = 14.6656 tbsp
Popular Unit Conversions


text:
The Irish Hare
Credit: Mike Rendle
The Irish hare Lepus timidus hibernicus is the only species of lagomorph native to the island of Ireland. Carbon dating of cave fossils has shown that hares were present in Ireland as far back as 30,000 BP. This species is now thought to have continuously inhabited Ireland since before the last ice age.
The Irish hare's unique morphology, ecology and behaviour as compared to other mountain hares seem to be the result of genetic adaption over a period of at least 30,000 to 60,000 years. Consequently the Irish hare possesses a high number of unique genetic characters that are not shared by any other hare species outside of Ireland. This suggests the current Irish hare population could be the only remaining descendants of an older genetic lineage that was probably common in Europe prior to the last Ice age. So although the Irish hare is currently classified as a sub-species of the mountain hare there is now compelling evidence that it should be given species status in its own right.
The Irish hare is about the same size as the mountain hare (Lepus timidus scoticus). Coat (pelage) colour varies, even within the same group, from russet brown to light brown or blond. There are two moults and the coat can vary throughout the year, developing white patches. Its fur does not normally change to white in winter although it can become lighter and greyer. Colour change in Irish hares is more prevalent in very severe winters. Few Irish hares turn completely white but all white specimens have been reported and some have gained a place in folklore.
Irish hares and brown hares (Lepus Europeaus) may be difficult to distinguish in the field due to the variations in pelage and tail colour. As with the mountain hare, the black tipped ears of the Irish hare are shorter than those of the brown hare The upper surface of the brown hare's tail is always dark, while the Irish hare's tail may be white or dark in colour.
Irish hares can be found from hill-top to sea-shore and there are reports of them grazing on sea-weed. However, they are most likely to be found in "unimproved" areas of species rich vegetation and tall plants such as rushes. This provides not only food but also cover and shelter where they can lie up during the day, out of sight of predators.
Irish hares appear to be relatively solitary animals for most of the year with a limited range and dispersal. Studies have produced figures of between 10 and 40 hectares as the Irish hare's typical range. Although not highly social, Irish hares exist as local populations, some of which have now become extinct.
Irish hares breed throughout most of the year, with leverets recorded from January through to November. With a gestation period of 52 days and a lactation of around 6 weeks, this means that females (does or jills) may be in an active breeding phase at any time. Irish hares are thought to have up to four litters a year of between one and four leverets, the average being two. 75% of the leverets are unlikely to survive their first year of life. Like the brown hare, Irish hares do not breed in their first year.
Irish hares have been in serious decline since the early 1900's owing to changed farming practices, especially mechanised grass cutting. Their persecution for sport may also have had a major impact. The Ulster Wildlife Trust has warned that hare hunting and coursing "may prove to be the final straw for some of the more isolated populations." In an article on 23 May 2005, the Irish Independent placed the Irish hare alongside the corncrake and the marsh fritillary butterfly as species under severe threat in Ireland.
Credit: Mike Rendle
Organised hare coursing has now been banned in Northern Ireland but remains widespread in the Irish Republic. Throughout Ireland, the Irish hare remains a quarry species and may be hunted with guns or dogs despite evidence of on-going long term decline. The most robust time series survey data available suggests that hare numbers have declined in Northern Ireland by around 50% over a six year period between 2004 and 2010.
Historically large colonies, such as those at Aldergrove near Belfast and Bull Island near Dublin have also declined. Rathlin Island, off the North Coast of Ulster, remains a stronghold for Irish hares. It is home to the Rathlin 'golden hare', which displays a distinct genetic variation producing individuals with blue eyes.
Brown hares were introduced to Ireland by landowners in the 19th century. These appear to have died out although a small population exits in North West Ulster. It is not know if these individuals are descendants of the original imported hares or the result of a more recent introduction. Irish hares and brown hares may interbreed but the degree of threat to the future of the native Irish hare population is unknown.
Irish hares were also introduced to Mull from Ireland, although it's not clear when this took place. DNA taken from hares on Mull has verified their heritage.

source: HuggingFaceFW/fineweb-edu


text:
Overpopulation of infrastructures has resulted in a shortage of resources or raw materials for construction works. So, as alternatives, many artificial raw materials are replacing natural ingredients. Now, we are discussing the alternative of sand. Surkhi is one of the artificial fine aggregate replacing sand.
'Surkhi' is a powdered form of over burnt broken brick or clay balls. The name surkhi is derived due to its reddish color. It shows pozzolanic properties and is composed of about 63 % of silica by weight.
It is also called Brick Dust.
It has various names differing from nation to nation and according to its uses. It can be called surkhi in India, Pakistan, Nepal, etc., and brick dust in England or Europe, or the USA.
2. Mechanism of Manufacturing
In the factory; clay containing silica, alumina, lime, oxides of iron, and magnesia is burnt the same as bricks but at a high temperature of about 600° C in a furnace.
Then, over burnt product gains reddish like color. It is then transferred to a mill to grind it into coarsen (like sand) or finely(like cement) powdered form as a requirement. Thus obtained product is surkhi.
( Note: Generally, surkhi is not produced commercially but broken or overburnt bricks from brick factories are used as surkhi after grinding it. )
|Read More: Prismatic Compass|
3. Types of Surkhi
a. Fine Surkhi
This is a finely powered surkhi that is used in place of cement, lime,, or other binding materials.
Concrete or mortar prepared using fine surkhi as binding material is generally used only for temporary constructions.
b. Coarse Surkhi
This is a coarsely powdered surkhi that is used in place of filling material like sand.
Concrete or mortar prepared using coarse surkhi as filling material is generally used in permanent constructions.
Some of the features are:
a. It contains a high amount of silica.
b. It is a reddish colored powdery material.
c. It increases its compressive strength and compatibility with time and hydraulicity ( property to set and hardens).
d. It is good binding and filling material having good bond strength, abrasion resistance, durability, and thermal resistivity.
a. It can be used as sand in mortar known as Surkhi mortar. ( Surkhi mortar is the mixture of lime/cement, surkhi, and water. It is economically accessible too.)
b. It can be used as binding material like cement or lime.
c. As its strength increases with more immersion on water, it can be also used for hydro-constructions like constructions in sea, ocean, rivers, blockage, etc.
a. Addition of (10- 20) % of quick lime in the clay gives quality surkhi that can give good finishing to the mixture during construction.
b. The alkalis and salt solutions cannot reduce the binding property to some extent.
a. Un-proportion amount of silica-containing clay can cause less cohesion, cracking, shrinking, and warping.
b. It cannot resist the long exposure of humidity, weathering, etc.
|Read More: Grades of Concrete|


text: All human beings experience emotion. However a number of individuals have difficulties recognising, processing and regulating their emotions. This set of emotional "deficits' is classified as alexithymia. The prevalence rate of alexithymia in alcohol use disorders is between 45 and 67%. The objective of this paper is to review the published research on alexithymia and alcohol use, assess the methodological quality of this evidence, and draw the findings together to present a critical update on the relationship between alexithymia and alcohol use disorders. Yet, few research studies have comprehensively investigated alexithymia in alcohol use disorders, and a number of key issues still remain to be addressed in exploring the veracity of the link between alexithymia and alcohol use. For example, limited evidence exists regarding the association between alexithymia, alcohol consumption and severity of alcohol dependence. Furthermore, there is no current knowledge about the predictive utility of alexithymia in relation to more well researched and established psychological drinking constructs. Although alexithymia is often considered a risk factor for the development of alcohol use disorders, there is little evidence to support this notion. Given that alexithymia may have the potential to interfere with treatment outcomes, a better understanding of the role of alexithymia in alcohol use is needed.


text:
Page 1 of 4
Please PAUSE the "How to Draw a Kangaroo" video after each step to draw at your own pace.
For the first few steps, don't press down too hard with your pencil. Use light, smooth strokes to begin.
Step 1: Draw an oval as a guide for the lower part of the kangaroo's body. It doesn't have to be a perfect shape. It's just a guide.
Step 2: Draw a small circle on the upper right side as a guide for the upper part of the kangaroo's body. The circle should be around half the size of the original oval, and their outer edges should meet.
Step 3: Draw an even smaller circle on the upper right side of that. Pay attention to the positions of the circles and their different sizes.
Step 4: Draw a small arc on the right side of the head as a guide for the kangaroo's muzzle.
Step 5: Draw a longer, thinner arc on top of the head as a guide for the kangaroo's ears.


Oracle8i SQL Reference
Release 3 (8.1.7)
Part Number A85397-01
SQL Statements:
Use the INSERT statement to add rows to a table, a view's base table, a partition of a partitioned table or a subpartition of a composite-partitioned table, or an object table or an object view's base table.
Additional Topics
For you to insert rows into a table, the table must be in your own schema or you must have INSERT privilege on the table.
For you to insert rows into the base table of a view, the owner of the schema containing the view must have INSERT privilege on the base table. Also, if the view is in a schema other than your own, you must have INSERT privilege on the view.
If you have the INSERT ANY TABLE system privilege, you can also insert rows into any table or any view's base table.
subquery: see SELECT and subquery.
Keywords and Parameters
See Also: "Hints" and Oracle8i Performance Guide and Reference for the syntax and description of hints
Specify the schema containing the table or view. If you omit schema, Oracle assumes the table or view is in your own schema.
table | view | subquery
Specify the name of the table or object table, or view or object view, or the column or columns returned by a subquery, into which rows are to be inserted. If you specify a view or object view, Oracle inserts rows into the view's base table.
If any value to be inserted is a REF to an object table, and if the object table has a primary key object identifier, then the column into which you insert the REF must be a REF column with a referential integrity or SCOPE constraint to the object table.
If table (or the base table of view) contains one or more domain index columns, this statement executes the appropriate indextype insert routine.
Issuing an INSERT statement against a table fires any INSERT triggers defined on the table.
See Also: Oracle8i Data Cartridge Developer's Guide for more information on these routines
PARTITION (partition_name) | SUBPARTITION (subpartition_name)
Specify the name of the partition or subpartition within table (or the base table of view) targeted for inserts.
If a row to be inserted does not map into a specified partition or subpartition, Oracle returns an error.
Restriction: This clause is not valid for object tables or object views.
Specify a complete or partial name of a database link to a remote database where the table or view is located. You can insert rows into a remote table or view only if you are using Oracle's distributed functionality.
If you omit dblink, Oracle assumes that the table or view is on the local database.
See Also: "Syntax for Schema Objects and Parts in SQL Statements"for information on referring to database links
Restrictions on the DML_table_expression_clause:
Use the with_clause to restrict the subquery in one of the following ways:
Use the table_collection_expression to inform Oracle that the collection value expression should be treated as a table.
See Also: "Table Collection Examples"
Specify a subquery that selects a nested table column from table or view
Note: In earlier releases of Oracle, table_collection_expression was expressed as "THE subquery". That usage is now deprecated.
Specify a column of the table or view. In the inserted row, each column in this list is assigned a value from the values_clause or the subquery.
If you omit one of the table's columns from this list, the column's value for the inserted row is the column's default value as specified when the table was created. If any of these columns has a NOT NULL constraint, then Oracle returns an error indicating that the constraint has been violated and rolls back the INSERT statement.
If you omit the column list altogether, the values_clause or query must specify values for all columns in the table.
See Also: CREATE TABLE for more information on default column values
Specify a row of values to be inserted into the table or view. You must specify a value in the values_clause for each column in the column list. If you omit the column list, then the values_clause must provide values for every column in the table.
The returning clause retrieves the rows affected by a DML (INSERT, UPDATE, or DELETE) statement. You can specify this clause for tables and snapshots, and for views with a single base table.
Specify a subquery that returns rows that are inserted into the table. If the subquery selects no rows, Oracle inserts no rows into the table.
The subquery can refer to any table, view, or snapshot, including the target table of the INSERT statement. The select list of this subquery must have the same number of columns as the column list of the INSERT statement. If you omit the column list, then the subquery must provide values for every column in the table.
You can use subquery in combination with the TO_LOB function to convert the values in a LONG column to LOB values in another column in the same or another table. To migrate LONGs to LOBs in a view, you must perform the migration on the base table, and then add the LOB to the view.
See Also:
 - If subquery returns (in part or totally) the equivalent of an existing materialized view, Oracle may use the materialized view (for query rewrite) in place of one or more tables specified in subquery.
 See Also: Oracle8i Data Warehousing Guide for more information on materialized views and query rewrite.
 - If this subquery refers to remote objects, the INSERT operation can run in parallel as long as the reference does not loop back to an object on the local database. However, if the subquery in the DML_query_expression_clause refers to any remote objects, the INSERT operation will run serially without notification.
 See Also: parallel_clause in CREATE TABLE
Inserting Values Examples
The following statement inserts a row into the dept table:
The following statement inserts a row with six columns into the emp table. One of these columns is assigned NULL and another is assigned a number in scientific notation:
 VALUES (7890, 'JINKS', 'CLERK', 1.2E3, NULL, 40);
The following statement has the same effect as the preceding example, but uses a subquery in the DML_query_expression_clause:
INSERT INTO (SELECT empno, ename, job, sal, comm, deptno FROM emp)
Inserting Values with a Subquery Example
The following statement copies managers and presidents or employees whose commission exceeds 25% of their salary into the bonus table:
 SELECT ename, job, sal, comm
 FROM emp
 WHERE comm > 0.25 * sal
Inserting into a Remote Database Example
The following statement inserts a row into the accounts table owned by the user scott on the database accessible by the database link sales:
INSERT INTO scott.accounts@sales (acc_no, acc_name)
 VALUES (5001, 'BOWER');
Assuming that the accounts table has a balance column, the newly inserted row is assigned the default value for this column (if one has been defined), because this INSERT statement does not specify a balance value.
Inserting Sequence Values Example
The following statement inserts a new row containing the next value of the employee sequence into the emp table:
 VALUES (empseq.nextval, 'LEWIS', 'CLERK',
 7902, SYSDATE, 1200, NULL, 20);
Inserting into a Partition Example
The following example adds rows from latest_data into partition oct98 of the sales table:
 SELECT * FROM latest_data;
Inserting Using Bind Variables Example
The following example returns the values of the inserted rows into output bind variables :bnd1 and :bnd2:
INSERT INTO emp VALUES (empseq.nextval, 'LEWIS', 'CLARK',
 7902, SYSDATE, 1200, NULL, 20)
 RETURNING sal*12, job INTO :bnd1, :bnd2;
Returning Values into a Bind Array Example
The following example returns the reference value for the inserted row into bind array :1:
INSERT INTO employee
 VALUES ('Kitty Mine', 'Peaches Fuzz', 'Meena Katz')
 RETURNING REF(employee) INTO :1;
Inserting with TO_LOB Example
The following example copies LONG data to a LOB column in the following existing table:
CREATE TABLE long_tab (long_pics LONG RAW);
First you must create a table with a LOB.
CREATE TABLE lob_tab (lob_pics BLOB);
Next, use an INSERT... SELECT statement to copy the data in all rows for the LONG column into the newly created LOB column:
INSERT INTO lob_tab (lob_pics)
 SELECT TO_LOB(long_pics) FROM long_tab;
Once you are confident that the migration has been successful, you can drop the long_pics table. Alternatively, if the table contains other columns, you can simply drop the LONG column from the table as follows:
ALTER TABLE long_tab DROP COLUMN long_pics;
Inserting into a BFILE Example
When you INSERT or UPDATE a BFILE, you must initialize it to null or to a directory alias and filename, as shown in the next example. Assume that the emp table has a number column followed by a BFILE column:
 VALUES (1, BFILENAME ('a_dir_alias', 'a_filename'));
Copyright © _PHONE_, Oracle Corporation.
All Rights Reserved.


text:
Response Time Monitoring - Real vs. Synthetic
Response time monitoring is a very important aspect of application management. In a way, it is nothing new. People have been monitoring response time ever since the days of green screen mainframe terminal applications. The only variable is the technologies involved, both on the application and the tools for monitoring them. When I speak with customers, I something get these questions about the pros and cons of monitoring response times of real user vs. synthetic transactions, also referred as passive vs. active monitoring, and whether one approach should be used over the other. The truth is both approaches are relevant and they complement each other. Here's why. Real user monitoring is obviously important because it measures the actual experience of actual end users. Despite of its appeal, however, it is not a one size fits all solution to measure the performance of an application. First, there can be a lot of noise in the actual end user response time data, which may make it difficult to determine the relative performance of an application over time. Usage pattern can vary a lot at different times, and the performance of transaction requests can vary a lot depending on the data that are processed. Consequently, we may end up with a lot of apple vs. oranges when trying to compare response time measurements. Second, real user monitoring only works only when there are real users on the system. For example, if there is no end user on the system at 2 a.m., data collected from real user monitoring won't tell if the application is working or not. On the other hand, synthetic transactions can be used even when real users are not around. Because the tests are well defined and their executions are controlled, it is also easier to do long term trending analysis to see if application performance has improved or degraded over time. Synthetic transactions do have their own shortcomings, however. First, unless carefully designed, the tests may not be representative of actual end user activities, reducing the usefulness of the measurements. Second, some synthetic transactions are very hard to create and may introduce noise into business data. While it is usually relatively easy to create query-based synthetic transactions, it is much harder to create transactions that create or update data. For example, if synthetic transactions are to test for successful checkouts on an e-commerce website, the tests must be constructed carefully so that the test orders are not mis-categorized as actual orders. As you can see, there are tradeoffs to both approaches, which are complementary. It is not real user vs. synthetic, it should be real user and synthetic.


text:
Convertin' a constant force into an oscillatin' one is a useful trick. Ya'll seen em: gravity-powered pendulums and wind-powered turbines for example, them both set machines a-spinin and a-swingin by exploitin' a constant force.
Them machines might work sweetly at macroscopic scales but ain't nobody cracked it on the nanoscale even though nanobods are a-chompin at the bit to reproduce this trick. The trouble is that gravity ain't strong enough at this level and as for wind, who you kiddin?
That leaves only tricky-dicky forces from the dizzy world of electrostatics and magnetics and these are so poorly understood on tiny scales that them nanobods are still a-wondrin and a-ponderin over how to harness them.
But Hyun "Mighty" Kim and his crew at the University of Wisconsin-Madison say they cracked it.
Their device is a kinda nano-mushroom that stands between the plates of a capacitor, in a constant DC field.
Give the mushroom a push and it leans towards the source electrode where electrons tunnel across into the mushroom head. The DC field exerts a force on this extra charge on the 'shroom, pushing it towards the drain electrode where the electrons jump ship. The force disappears and the mushroom's stiffness sends it swinging back to the source again like metronome, and the process starts again.
Voila! A nanomechanical oscillator that converts a a constant force into an oscillation.
Them nanobods are gonna be cockahoop over this one, betcha!
Ref: _URL_.1646: Self Excitation of Nano-Mechanical Pillars


text:
What is Read With Me?
The Read With Me program improves children's reading and communication skills by employing a powerful method: reading to a therapy animal. But not just any animal. Read With Me teams are registered therapy animals that volunteer with their handler going to schools, libraries, and many other settings as reading companions for children.
Pet Partners launched their own reading program for therapy animal teams in September of 2016. Previously, Dogs on Call had partnered with R.E.A.D. (Reading Education Assistance Dogs), a program of Intermountain Therapy Animals since 1999.
How Does It Work?
Read With Me utilizes registered therapy animals that have been trained and tested for health, safety, appropriate skills, and temperament. When these animals come to hear children read, it's fun and that makes all the difference!
But Why Dogs?
- Help increase relaxation and lower blood pressure.
- Listen attentively.
- Do not laugh, judge, or criticize.
- Allow children to proceed at their own pace.
- Are less intimidating than peers.
When a Read With Me animal is listening, the environment is transformed, a child's dread is replaced by eager anticipation, and learning occurs. The handler is a skilled facilitator, too, shifting performance pressure off the child and providing support, while the child gets the supervised reading practice necessary to build vocabulary, increase understanding of the material, and gain fluency as a reader.
The Results Are Significant
Participating kids make enormous strides in reading and communication skills while, along the way, building self-esteem, confidence, and social skills. And there are bonus benefits – performance in other subjects tends to improve, as does attendance and even personal hygiene.
To learn more about Read With Me, visit the Volunteer Center at _URL_.


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Harbor seal activity and numbers are on the increase as we approach the summer month for pupping or birthing. By late June or early July harbor seals numbers will have peaked and pups will literally be popping out on the beach. Check out the blog today!
What is a harbor seal haul-out and what are you looking at?
Harbor seals use specific shoreline areas on a regular basis to haul-out of the water and rest. These resting areas are called seal haul-outs and include: beaches, rocky areas, log booms and floats. Some haul-outs are used regularly, while others may be used seasonally or occasionally. Time spent on the haul-out is essential for their survival as they rest, dry out, interact and regulate body their temperature. In addition to resting, Harbor seals give birth to and nurse their pups on the haul-out, and undergo an annual molt of their pelage or fur. This SealCam is focused on a haul-out in the Puget Sound and that is used by harbor seals throughout the year for many of the activities described above. A regular viewer may also see many other species of wildlife including perhaps some other fin-footed marine mammals known as Pinnipeds.
Erin D'Agnese is a Western Washington University graduate student, and has been interning with Washington Department of Fish and Wildlife (WDFW) Marine Mammal Investigations since 2011. She is collaborating with WDFW biologists on her Master's project to study pup rearing success of female harbor seals at a longterm study site in south Puget Sound. Her research will study how the success of known females relates to age, body mass, pupping experience and pup care behaviors of the mother. Study results may lead to a better understanding of the unique reproductive strategy used by harbor seals and enhance the use of a non-invasive measuring technique on protected marine mammals.
Erin will be using the WDFW SealCam to aid her in this research and will be posting periodic notes from the field on her project and what she is observing at the harbor seal haulout. Check out the blog today!
Currently, the Sealcam has a series of video clips and still photos organized by categories that will help tell you about the life, birth, ecology, diseases and sometimes death of the seals and wildlife that inhabit this fascinating area. As we approach the months of March through June harbor seal presence and activities will intensify leading up to the late June-mid August popping season. The early weeks are challenging for many baby animals, and seals are no exception. During this time period, mortality rates for our harbor seals, according to biologist Dyanna Lambourn, can reach as high as 50 percent. So, as we experiment with camera technology, you are invited to stay tuned and cheer on this year's young seals as they practice swimming and begin their fight for survival during the critical first months of life in Puget Sound.
Young pups may become separated from their mother and appear "abandoned" on shore, log-booms, rocks or other haul-out sites. The pup's best chance for survival is to stay in the location where its mother expects it to be upon return. To help ensure the pups' survival, biologists ask that people stay clear—at least 100 yards away from the animals at all times. If you are concerned about the welfare of any harbor seal, please leave the animal in place, and contact the Northwest Marine Mammal Stranding Network contact for your area at _URL_ or call _PHONE_.
Please visit the Sealcam frequently and send it to the attention of friend. The Sealcam is also an important tool used by Department biologists to continue to study and add our knowledge of this member of the marine mammal's order of pinnipedia or wing or fin-footed mammals.
Viewing Seals Responsibly In the Wild
- If you see a seal on the beach, give it room
- Use binoculars or a spotting scope if you want to see the animal "close up".
- The NMFS marine mammal viewing guidelines mandate a minimum approach distance of 100 yards.
- The approach distance will reduce the potential for disturbing or stressing a resting or injured animal.
- Keep pets away. Baby seals can easily fall prey to dogs.
- To avoid possible injury to seals, dogs should be leashed and kept away from seals on the beach. Some diseases are common to both dogs and seals.
- Older seals may bite in self defense.
- People may also be at risk if they come into direct contact with a diseased animal.
- It is a Federal offense to harass seals in any way.
- Please go to Northwest Marine Mammal Stranding Network in Washington to report stranded or injured marine mammals.
Remember: Share the beach and help keep the "wild"


Monthly Archives: February 2011
Why count salmon? Getting the numbers straight — going back to 1933
Contributions to the Life History of the Sockeye Salmon by Wilbert Clemens 1933
As mentioned last week, I had the good fortune of coming across some pretty old reports on British Columbia Sockeye at a used book store.
This is the cover from the "British Columbia Fisheries Department 1933″ report titled "Contributions to the Life History of the Sockeye Salmon. (Paper 19)" by William A. Clemens. It's reprinted from the:
Report of the British Columbia Commissioner of Fisheries, 1933
These reports review the runs of sockeye on four of BC's large sockeye-producing systems: the Skeena, the Nass, Rivers Inlet, and the Fraser.
The "Introduction" to this 1933 report seems to point to a common issue. In the fifth paragraph it states:
"Introduction" to Report of the Commissioner of Fisheries 1933
The history of the sockeye-fishery on the Fraser River is illustrated in Fig. 1 [below]. The enormous packs of the years 1897, 1901, 1905, 1909, and 1913 are conspicuous. While the calamitous rock-slide in the canyon at and above Hell's Gate in 1913 was a factor in the elimination of this extraordinary cyclic run, it is evident that there has been a steady decline in the runs of the other three cyclic-years, and there is no reason to doubt that overfishing has been a most important factor in the decline of Fraser as a sockeye-producing area in all cycle-years. [my emphasis]
And here's the part of this report I find quite interesting: Figure 1. "Packs of sockeye salmon on the Fraser River from 1895 to 1933, in thousands of cases. The continuous line represents the actual packs and the broken line the trend.
Figure 1. Packs of sockeye salmon on the Fraser River from 1895 to 1933
What this graph shows is that in 1913 there were almost 2.4 million cases of canned sockeye salmon. Approximately 1.7 million of these were done in Washington but still based on Fraser River sockeye.
If you haven't had a chance to read earlier posts on this topic — I recommend: Once upon a salmon… and Somebody get the Fraser sockeye story straight, please…
Those two posts point to a serious discrepancy in the Fraser sockeye story.
The Cohen Commission into declines of Fraser sockeye presented in its earliest material a chart like this one below (i've added the numbers and question marks):
This graph, originally printed in a publication on the Mekong River in Asia, suggests that Fraser Sockeye only numbered about 25 million total run size in 1901 and about 37 million in 1913.
And if you've read all the various news stories from this past summer — many pundits were comparing this past year's Fraser sockeye run to the 1913 run.
But there seems to be a problem…
See a 1902 Fisheries report "Thirty-fifth Annual Report: Department of Marine and Fisheries 1902" states:
… the total pack of Fraser river sockeye for this year [1901] reaches a total of 2,081,554 cases. [as demonstrated in Figure 1 graph from 1933 report above]
Large as this amount is, representing a total of 30,000,000 fish, it could have been largely increased, possibly doubled, had the canneries had capacity enough to have handled all the fish available during the run.
On Fraser river, the canners placed 200 as the maximum number of fish they would guarantee to take from each boat and for 12 days, from 6th to 17th August this limit was enforced. The fishermen could consequently during this period fish only for a short time each day. During the height of the run they dare not put more thati a small length of their net in the water. In some cases nets were sunk and lost from the weight of fish.
_ _ _ _ _ _
And so… if just under 2.1 million cases represent approximately 30,000,000 sockeye canned (a case is 48 lb) and reports suggest another 30 million were available to be canned what does this suggest about total run size? –
And… what does the 2.4 million cases of 1913 represent?
Well… the math would suggest approximately 36 million sockeye were canned in 1913. And, so what was the total run size?
The graph that the Cohen Commission is working with, suggests that we're estimating the 1913 sockeye run solely by what ended out in cans.
_ _ _ _ _ _
And then, even despite the devastating rock slide, there were still over 500,000 cases of sockeye canned in 1917 [see Fig. 1 graph above from 1933 report] — the next big year of this cycle (1897, 1901, 1905, 1909, 1913…2010). That's still approximately 7,500,000 sockeye: canned.
But I thought that the 1913 run was decimated by the rock slide? — apparently fish still got through, because there was still enough sockeye four years later to can over 7 million — 500,000 48-lb cases.
_ _ _ _ _ _
Could it not maybe be that the main problem is as exactly pointed out in the 1933 report above:
And so if we were being warned of overfishing in the first half of the 1900s, is it all that advisable that we were taking 80% of the total sockeye runs in commercial fisheries from the 1950s on?
Salmon Think Tank
Do we not learn lessons from the past?
How is it that you spell "cod" again?
Oh right… "E" … "X" …"T" … "I" … "N" … "C" … "T" …
(at least commercially, and largely 'functionally' — why?
overfishing and mismanagement and lack of political will and too much bickering).
Why count salmon? trying to get the salmon story straight…
Dr. Suess wisdom
One fish, two fish, red fish, blue fish…
There's some wisdom in this great old rhyme. And for some reason it is also a very popular search term to find this website which leads folks to this post from last year — Why count salmon?. (Whether folks stick around or not is another story…)
As mentioned in that post:
I haven't seen the book in awhile; however, I don't think there were any rhymes about "mark-recapture" sonar hydroacoustical split-beam single-beam DIDSON data capturing salmon counting wonder tools.
See if Suess' fish on the right were captured by one of these techno-gizmos utilized for counting salmon they'd show up as some grainy fuzzy blob resembling a baby ultrasound image.
See that silver streak in the image on the right… that's a sockeye… red and green fish… can't you tell?
If you go to this site (Using Sound Images to Count Salmon in the Fraser River, 2004) you can watch a little movie of this blip going by.
That paper also explains: Why would a fish biologist use an imaging sonar system to count fish?:
…Fisheries managers first allocate a portion of returning sockeye salmon to meet annual escapement goals (the number of fish returning to their home stream to spawn to sustain each stock) and then the remaining fish are allocated to harvesting by First Nations, commercial and recreational fisheries.
Reliable escapement data is a key requirement for effective management of sockeye salmon. Historically, the escapement of sockeye salmon stocks for which pre-season forecasts predict more than 25,000 fish will be returning is measured using a mark-recapture program (MRP).
These programs involve capturing and marking returning salmon below their spawning grounds and then constant monitoring of the spawning grounds to determine the ratio of marked to unmarked fish. Knowing the ratio of marked to unmarked fish recaptured and the total number of fish that were marked downstream, the number of fish that return can be estimated.
As a result of stock-rebuilding efforts that were initiated in 1987, the number of stocks exceeding the 25,000 fish criterion (changed to 75,000 fish in 2004) has increased, placing considerable pressure on the resources available for assessing sockeye salmon stocks in the Fraser River. A mark-recapture estimate requires a large field crew and since sockeye salmon begin returning to their streams in July and may not finish spawning until late November or early December, these programs are both labour-intensive and costly to operate. [my emphasis]
_ _ _ _ _
Hmmm. So let's recap:
Reliable data is a key requirement of effective management… mark recapture studies are labour intensive… we are still "estimating" regardless of method… AND we have changed the threshold of what runs are considered important enough to try and enumerate — it was 25,000 but now it's 75,000.
Does this then mean that we are only concerned about the larger runs and are focusing less and less on the smaller runs — those smaller runs which are the key components of biodiversity?
And… now our data is actually less reliable because between 1987 and 2004 we were trying to collect data on all runs larger than 25,000. After 2004, it's now only runs greater than


text:
CR-39 is transparent in visible spectrum and is almost completely opaque in the ultraviolet range. It has high abrasion resistance, in fact the highest abrasion/scratch resistance of any uncoated optical plastic. CR-39 is about half the weight of glass and index of refraction only slightly lower than that of crown glass, making it an advantageous material for eyeglasses and sunglasses lenses. A wide range of colors can be achieved by dyeing of the surface or the bulk of the material. CR-39 is also resistant to most of solvents and other chemicals, to gamma radiation, to aging, and to material fatigue. It can withstand the small hot sparks from welding. It can be used continuously in temperatures up to 100 °C and up to one hour in 130 °C.
In the radiation detection application, raw CR-39 material is exposed to proton recoils caused by incident neutrons. The proton recoils cause tracks, which are enlarged by an etching process in a caustic solution of sodium hydroxide.
The enlarged tracks are counted under a microscope (commonly 200x), and the number of tracks is proportional to the amount of incident neutron radiation.
Effect of alpha-particle energies on CR-39 line-shape parameters using positron annihilation technique.(Polyally diglycol carbonate )
Jul 01, 2006; Polyally diglycol carbonate "CR-39" is widely used as etched track type particle detector. Doppler broadening positron...


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Improving Efficiency and Safety in Product Shipping through Automated Palletizing
Fast and efficient product shipping is essential for any business. However, manual palletizing can often present unexpected challenges, such as difficulty maximizing load amounts while ensuring stability and preventing product damage. These issues can be effectively resolved through the implementation of automated palletizing.
Manual palletizing poses a significant risk of injury for workers who are required to engage in repetitive and strenuous tasks for extended periods of time. Automating these tasks relieves workers of the heavy lifting and reduces the risk of strain injuries, ultimately improving their overall well-being.
In addition to improving safety, automated palletizing also increases productivity by enabling the cobots to work for longer periods of time while maintaining the same speed. This minimizes downtime and boosts productivity, allowing businesses to effectively balance taking advantage of opportunities, satisfying customers, and maintaining a happy workforce.
Palletizing cobots are intuitive to use and can transform palletizing from a bottleneck into an efficient and streamlined process. By automating palletizing tasks, businesses can ensure faster and safer product shipping, ultimately benefiting their bottom line.


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Finding Usages of a Symbol
This command allows finding all usages of a specific symbol in the currently loaded assemblies. You can start the search from the declaration of the symbol or from any other usage. You can invoke this command from the code viewer, from the File Structure Window and other tool windows.
To find usages of a symbol
- Place the caret on a symbol in the code viewer or select the symbol in a tool window.
- Do one of the following:
- If you try to search for usages of an overriding or implementing member of a derived type, you are prompted to specify whether you want to add usages of the base members to the list of search results. Choose No to search for usages of the overriding member only. Choose Yes to search for usages of both the overridden and base members.
- If a single usage is found, dotPeek will navigate you to the usage directly in the code viewer. Two or more search results will be shown in the Find Results Window.
Finding usages of generic types
When searching for usages of generic types, e.g.
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Pekin Chicken
The Pekin is a breed of chicken, and a genuine bantam of Chinese origin. They have no real relationship to the large breed of Cochins, are rather short, and often only 20-30 centimetres tall. The Pekin possesses a wealth of feathering about their feet and legs, quite nearly obscuring them. The breed is remarkably popular, and seems to almost encompass the gamut of chicken colours.
Pekin Chicken - History
The first Pekins are alleged to have been looted from the private collection of the Emperor of China at Peking (now known as Beijing) by British soldiers towards the end of the Second Opium War around 1860. However, some sources suggest that a consignment of birds from China around 1835 were given to Queen Victoria, assuming the name of 'Shanghais' and that these birds were bred with further imports and were developed into the breed we know today as Pekins. The Pekins first brought to the United Kingdom are said to have been Buff in colour, with Blacks and Cuckoos arriving later on
Pekin Chicken - Characteristics
The Pekin is a True bantam, a breed of miniature chicken which has no large fowl counterpart. They are rather round-shaped, and their carriage tilts forward, with the head slightly closer to the ground than their elaborate tail feathers. This 'tilt' is a key characteristic of the Pekin. The bird on the whole, though the tail especially, should be abundantly feathered, and well rounded. The cockerels often have longer feathers that protrude outwards from their feet. The range of Pekin colours is extensive, and the list is continually growing. Colours include black, blue, buff, cuckoo, mottled, barred, Columbian, lavender, partridge, white, birchen, and silver partridge Rarer colours are in great demand, and many breeders spend much time perfecting new lines of colours in their birds. Frizzled Pekins are common.
Pekin Bantams are very docile, and with careful and regular handling they make ideal pets, especially for families with younger children. However, the Pekin bantam cocks can still be aggressive and defensive of their territory and mates once they reach sexual maturity, but are generally gentle natured.
The hens are regularly broody and are known to be good sitters and attentive mothers. They are not very productive egg layers.
Pekin Chicken - Use
Pains are ornamental birds that only lay about 2 eggs per week. However what they lack in egg production they make up for in personality.
Pekin chicken on grass
Pekin chicken
Origin: China
Other names: Pekin Bantam
Use: Ornamental
Male weight: 680g
Female weight: 570g
Egg colour: white / cream
Comb type: single
Back to the breeds page
Photos of Pekin Chickens
Bantam Peking rooster / cock on green grass background
Bantam Peking rooster / cock
Illustration of Pekin Chickens from a book by Jean Bungartz, 1885
Illustration from a book by Jean Bungartz, 1885
Pekin bantam female in chicken run
Pekin bantam female
Young Pekin chickens (accompanied by Sebright in the background)
Young Pekin chickens (accompanied by Sebright in the background)
Back to the breeds page


Open P-TECH for
Schools & NGOs
Open P-TECH gives schools and organizations who work with students the ability to create admin accounts at absolutely no cost.
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Industry-backed online learning for your whole school!
Schools and student-serving organizations can integrate Open P-TECH into their overall learning plans, so that they can better support and track student progress. Open P-TECH offers administrative accounts at absolutely no cost. This provides the following benefits to organizations who want their own Open P-TECH accounts:
Bulk registration: After an ID is created, organizations can bulk-register all teachers, facilitators, and students who will access the platform through a simple upload feature, or custom URL. This includes the ability to assign students to specific teachers or facilitators to enable easier progress tracking.
Administrative features: Give teachers the ability to track student learning completions, create specific learning plans, assign specific learning to their students, and add external content of their choosing to their organization's Open P-TECH content library.
Customized level of service: Organizations who meet basic requirements for usage will receive individual support from a member of the Open P-TECH team to ensure that all their onboarding needs are met. Organizational users will also have access to custom enablement materials and ongoing webinars to ensure that Open P-TECH is easy to use and maximize.
How do I sign up my organization?
Any organizations that meet the following criteria can fill out the form below.
A member of our team will contact you within 24 hours with simple next steps on how to create accounts for the students and teachers who will access Open P-TECH.
 1. A url to your organization indicating a mission of working with youths aged 14 to 20 years.
 2. A need for at least 10 student accounts and at least one teacher/faculty account.
 3. Name, email address, and title of a point-of-contact for the bulk
 4. registration process.
Fill in the following request form
To sign up your organization, please first register for a personal account with Open P-TECH. Then provide us with your Open P-TECH login information below.


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Using Resource Manager to View the Inventory Data Video
This is an introduction video on using the Resource Manager. You can use the Resource Manager to view all of the inventory data for a single resource using the Symantec Management Console. The Resource Manager displays basic inventory, more detailed inventory data that the Inventory Solution gathers, status of the inventory data, and custom data of the managed computer.
For more information, please see the article the following location:


perlfunc root Symbol - manipulate Perl symbols and their names use Symbol; $sym = gensym; open($sym, "filename"); $_ = <$sym>; # etc. ungensym $sym; # no effect print qualify("x"), "\n"; Symbol::gensym creates an anonymous glob and returns a reference to it. Such a glob reference can be used as a file or directory handle. For backward compatibility with older implementations that didn't support anonymous globs, Symbol::ungensym is also provided. But it doesn't do anything. Symbol::qualify turns unqualified symbol names into qualified variable names (e.g. ''myvar'' -> ''MyPackage::myvar''). If it is given a second parameter, qualify uses it as the default package; otherwise, it uses the package of its caller. Regardless, global variable names (e.g. ''STDOUT'', ''ENV'', ''SIG'') are always qualfied with ''main::''. Qualification applies only to symbol names (strings). References are left unchanged under the assumption that they are glob references, which are qualified by their nature. Symbol::qualify_to_ref is just like Symbol::qualify except that it returns a glob ref rather than a symbol name, so you can use the result even if use strict'refs' is in effect. Symbol::delete_package wipes out a whole package namespace. Note this routine is not exported by default--you may want to import it explicitly.


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More so for ZARI where 36% of the respondents were satisfied with access to information by women with 42% being dissatisfied with suitability of the facility for women. There was also a big disparity between NAIS and ZARI on the cost of the information and services (63% and 91%). However, all the members of staff at ZARI are satisfied with the quality of information, 100% satisfaction was recorded compared to 77% satisfaction at NAIS. All directors, managers and administrative staff were generally satisfied at both NAIS and ZARI. However, technical members of staff were dissatisfied (2 officers from Kasama and 4 officers at NAIS HQ; 2 officers at Kasama and 1 officer at ZARI HQ).
Table 6. Satisfaction for various factors.
Reasons for joining the project – NAIS
There were several reasons that were given by members of staff for joining the projects. Most of the respondents in NAIS indicated that they joined the project to improve the extension system of the ministry of agriculture (36%). The same number of respondents joined the project for the sake of improving their personal lives.
There were fewer members of staff who joined the project to abreast themselves with new technical information to help farmers use improved methods of production to improve their livelihoods (5%). The same percentage of respondents say they joined the project because of their positions in the institution. Some of the respondents in NAIS say they joined the project to built capacity to perform their daily duties through the use of ICTs and exchange information (27% and 5%).
Table 7. Reasons for joining NAIS project.
Reasons for joining the project – ZARI
Results of this study showed that most researchers at ZARI did not join the project with the farmers' interests at heart as most respondents had less focus at farmer level. Only 16% of the researchers joined the project to research for activities that would help generate information for farmers. Most of them joined for the purpose of communicating with their colleagues and access information for research purposes (47% and 42%). Others say they joined the project in order to get opportunities to learn more important global issues and be exposed to the outside world in terms of training (5%), while the same number said they wanted to benefit from the IICD supported project. 26% of the respondents say they joined the project to improve their IT skills.
Table 8. Reasons for joining ZARI project.
The study revealed that the project had low economic impact on NAIS (5%), although, there was no negative impact in the same institution. There was very high sector and gender impact in ZARI (83% and 60% respectively). Awareness was very high in the two projects (81% and 83%). Generally, there was lower development impact in NAIS as compared to ZARI.
Table 9. Development impact.
Before undertaking any development intervention, good practice would suggest that the two projects access what has already worked, or not worked, and why. This is of course difficult to do when undertaking pilot projects in an emerging area such as ICTs, however it is precisely for this reason that pilot projects in NAIS and ZARI had to monitor and evaluate the changes brought about by the pilot interventions.
One of the key observations made during the FGM was that the study paid attention to monitoring and evaluation of ICT outcomes, with the result that there was little data to assess the actual impact of these technologies on the rural poor and that there was need to undertake more rigorous monitoring and evaluation of the projects and develop frameworks and guidelines for measuring impact.
Since applications of ICTs in community-based development projects are still relatively new and experimental, future initiatives should build on "what works and what does not work" and "why."
There is also need for the two projects to engage in ongoing dialogue with members of staff within NAIS and ZARI and the local people in Kasama district, where the pilot projects are located, about the role and impact of ICTs and the context in which ICTs should be introduced, especially in terms of their information needs, attitudes towards the technologies themselves, applications and products, and possible impacts, both positive and negative.
For the NAIS project, the FGM also identified the need to have farmers and extension camp officers fill in the end-user questionnaires so that we engage local people in the validation of the various communication tools and let them identify the most useful medium to meet their needs. This requires acknowledging that people should be active creators and not just passive users of the new ICTs.
Generally, there was low women participation in the two projects. Was this a reflection of the establishment of the two institutions? To tackle this problem, there is need to hold a workshop for women in all IICD supported projects to in Zambia to establish why there is low women participation in the projects as this would help reshape the gender imbalances in the projects. The two projects should provide needs-sensitive ICTs skills training at all levels, especially to youths, women and marginalized groups. Individual, group and organizational ICT capacities need to be strengthened to ensure effective use of ICTs for exchange of information, in particular knowledge building for productive activities that lead to wealth generation and improved livelihoods.
1. IICD, project proposal (2006) Strengthening the agricultural information flow and dissemination system of the national Agricultural Information Services in Zambia: The Hague.
2. Ministry of Agriculture and Cooperatives (April 2004) Agriculture and Cooperatives final draft policy, Lusaka: Zambia.
3. Rural information services, (1986) Annual report, Ministry of and Water Development, Lusaka, Zambia.
4. Infornet, (February 2006) Information Needs Assessment Survey for Kasama and Kafue districts, Lusaka, Zambia.
5. Welcome to Zambia Agriculture Research Institute, Researching Soils, Crops and Water in Zambia.
6. Millennium Development Goals
7. Clare O'Farrell, Pat Norrish and Nigel Scott, (1999) ICTs for Sustainable Livelihoods,
8. Simon Batchelor and Clare O'Farrell, (March 2009) Revisiting the "Magic Box" – Guiding principles for ICT interventions.


French Word of the Day: Croque-mort
French Word of the Day: Croque-mort
The word croque-mort may be one of the most off-putting in the French language, and no one seems to agree on its origins. Since its case is yet to be settled, here is everything you need to know to choose your side.
What do I need to know croque-mort?
Being a croque-mort is a job like any other else and you may have to call upon one someday. Behind this ill-omened term, stories on how it was born continue to have French people debating.
So what does it mean?
A croque-mort is another word for employé des pompes funèbres – undertaker, or literally translating to 'dead-biter'. Il est croque-mort, ça doit être déprimant comme métier. – He is an undertaker; it must be such a depressing job.
The term is slightly casual, so if you were talking to someone recently bereaved about funeral arrangements it might be better to use the more formal employé des pompes funèbres, but you won't insult someone if you use this to describe their work.
The most commonly spread legend on the origin of the word is also regarded as the least accurate of all.
A long time ago – possibly starting from the Middle Ages but no one knows for sure – undertakers supposedly had to bite the dead person's big toe to make sure they really were deceased. If there was no reaction, then the person could be buried.
Other possible origins
While this quirky story is very popular among the French, two more plausible explanations have surfaced.
During the plague epidemics of the Middle Ages, survivors would use un croc de boucher – a meat hook – to drag bodies towards mass graves. The ending c is usually silent, but if pronounced, croc will sound like croque. This could have easily led to the creation of a word such as croque-mort.
Even the Académie Française, acting as the official guardian of the French language, has its take on the subject. According to the official body, the misunderstanding comes from the double meaning of the verb croquer.
Though little used in this sense, croquer can also mean'steal' or'make something disappear'. Sa soeur a croqué tout l'héritage! – Her sister stole the entire inheritance!
The word croque-mort would then simply take its origins on the image of someone'stealing' people in the fashion of the Reaper, or making them disappear by burying them.
For more French words or expressions, head to our French word of the day section.
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The Medieval Liberal Arts Curriculum: Geometry
Geometry during the Middle Ages, was construed narrowly as the science of measurements.As with the other disciplines, the focus of Medieval geometry was on the relational values or ratios between objects. Just as Arithmetic was thought to quantitatively express the ratio between things, and Music the expressive means of doing the same thing, Geometry was seen as an additional method of determining ratios.It was used primarily as a means of measuring and calculating the then-known world. However, the concern with ratios also extended into the concepts about God's relationship with his creation and ultimately with humans. To the Medieval mind, this relationship was conceived in geometric terms, and the whole design and structure of God's universe was one that was based on geometry.
Medieval and Renaissance Home Page
Medieval Universities
Medieval University Curriculum
God Using Geometry to Create the World
The Medieval Curriculum
The Trivium
The Quadrivium


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|Address||P.O. Box 219 Batavia, IL 60510|
Copper sulfate is an important agricultural chemical mixed into animal feeds to prevent copper deficiency in farm animals and sprayed on plants to control fungal diseases. Although copper sulfate is soluble in water, the rate at which it dissolves changes depending on the conditions. With the Factors Affecting Solution Formation: An Inquiry-Based Approach—ChemTopic™ Lab Activity, students investigate the effects of crystal size, degree of mixing and temperature on the rate at which copper(II) sulfate pentahydrate dissolves in water.


1. Help Center
 2. Supported formats
Episerver XML
What is Episerver XML and how does it work for Episerver-based web applications?
File Extensions.xml
API Extension episerver
Format Options No
Import Yes
Export Yes
Pluralization supported? No
Descriptions supported? No
Episerver is a content management service provider. Episerver XML is its standard localization file format that is used to load translated/localized strings. The localized XMLs are typically saved in the "lang" folder under the web root directory. With a predefined Localization Provider, strings loaded from the XML will override default UI texts.
Each Episerver XML has at least one locale nested in the tag. Therefore, it is possible that an Episerver XML is multilingual.
Code Sample

 --- true
 This translations contains
a line-break.
 I'm a deeply nested key.
 This key is nested inside a namespace.
 Only one pluralization found.
 Wow, you have %s pluralizations!
 You have no pluralization.
 simple key, simple message, so simple.
 This translation is not yet verified and waits for it. (In some formats we also export this status)


Topic Breakdown
Foram Topic Map
Interactive Quiz
Real-Time Data
Foram Test Construction
As we mentioned on the previous web page What is a Foram? forams are single-celled organisms with a protective test (shell). What is the test made from and how does the foram make it? There are two basic kinds of tests, soft tests made from an organic material called tectin (a complex carbohydrate plus protein material) and hard tests made from minerals. Hard, mineralized tests are much more common.
The evolution of a hard outer shell likely provided forams with additional protection against predators, physical damage, chemical changes, and as a means to control buoyancy. Mineralized foram tests are sorted into four major classes based on the method the foram used to construct them.
 1. Agglutinated
 2. Microgranular
 3. Porcellaneous
 4. Hyaline
1. Agglutinated - This test style was the first to evolve (more than 500 million years ago) and consists of tiny cemented grains gathered from the sea floor. Particles are glued to a tectin base with an organic, calcite or iron-bearing cement. Remember the organic tests we first talked about? This is simply an organic test with particles glued on top. At times these particles appear to have been gathered at random and at other times the grains are similar in size, composition or shape.
More images of agglutinated forams
Bigenerina nodosaria,
Agglutinated test from Puerto Rico, (SEM) image -120X magnification
(Credit: Heidi Crevison Souder; used by permission from Foraminifers as Bioindicators website,
University of South Florida, St. Petersburg)
2. Microgranular - Test walls are composed of tiny, closely-packed grains of calcium carbonate, but with no obvious cement. For many years this group was lumped into the agglutinated class because it was thought that these tests were built from scavenged grains. In fact, some species do have some agglutinated grains thereby adding to the confusion. However, scientists are now convinced this group of forams actually secrets the tiny grains.
Image of microgranular forams
3. Porcellaneous - This test is composed of microscopic calcite needles formed inside the foram and then moved to the outside of the cell. Tests are generally white in color, but may be pink or colorless with an appearance similar to porcelain, hence the name "porcellaneous". Test walls are generally built of three layers - a central layer sandwiched between two outer layers. Calcite needles in the middle layer are arranged in a poorly-organized mesh-like network, while needles in the outer layers are arranged parallel to one another, providing the outside of the test with a smooth surface.
Images of porcellaneous forams
Discorbis mira,
Hyaline test from the Florida Keys, (SEM) image -150X magnification
University of South Florida, St. Petersburg)
4. Hyaline - To build this type of test, the foram secrets one or more layers of calcium carbonate over soft tectin material that serves as a template for the final shape. Rhizopodia, thin organic filaments connected to the foram, assist with hyaline test construction by delivering liquid calcium carbonate to different patches of the exposed tectin surface. The patches of calcium carbonate eventually merge and harden into a solid shell. Hyaline tests are often translucent to light, and commonly have a glassy or milky iridescent appearance.
More images of hyaline forams
Did you know that forams first appeared on Earth
more than 500 million years ago?
Go to Foram Evolution to find out more!
Related Links
Foraminifers as Bioindicators - Beautiful scanning electron microscope images of forams and information relating to the use of forams in monitoring coral reef environments.
Anderson, O.R. & Lee, J.J. (1991). Cytology and fine structure. In Lee, J.J. and Anderson, O.R. (Eds.), Biology of Foraminifera. (pp. 7-40). London: Academic Press.
Haynes, J. R. (1981). Foraminifera. New York: John Wiley and Sons.
Huber, B. T. (1993). What are Foraminifera? Calypso log, 20(3), June 1993. Retrieved August 31, 2004 from _URL_
Murray, J.W. (1991). Ecology and palaeobiology of benthic foraminifera. New York: Longman Scientific and Technical - John Wiley and Sons.
Murray, J.W. (2003). An Illustrated Guide to the Benthic Foraminifera of the Hebridean. Shelf, West of Scotland, with notes on their mode of life. Palaeontologia Electronica 5(1). Retreived August 31, 2004 from _URL_
USGS. (2002). Environmental quality and preservation - Chemical pollutants and toxic effects on benthic organisms, Biscayne Bay: A pilot study preceding Florida Everglades restoration. Open-File Report 02-308. Retrieved August 31, 2004 from _URL_
Revised on: January 2, 2005


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Lesson 1: Retell a Story in Sequential Order
First Day Jitters | 210L
- Learning Goal
- Retell a story in sequential order.
- Approximately 50 minutes
- Necessary Materials
- Provided: Guided Practice Example Chart; Independent Practice Passage, "The Missing Rock"
Not Provided: First Day Jitters by Julie Danneburg, chart paper, markers
will explain to students that when retelling a story, it is important to retell it in the correct sequence (or order). I will model retelling a familiar story previously read aloud in class. I will chart the events as I retell the story and discuss how important it is to tell the story in sequential order. Note: Save the chart of the retell for Lesson 2.
Ask: How did I retell the story? Students should respond that you told the story in the order in which the events happened.
will read First Day Jitters by Julie Danneberg, and chart details from the story in sequential order after we finish reading. (Guided Practice Teacher Example Chart is provided below in Teacher and Student Materials.)
TIP: Read The First Day Jitters before charting the retelling of the story. Then do a picture walk through the story to remind students of the events in the story and the order in which they occurred.
will follow along as we read together the passage "The Missing Rock." You will list the events in sequential order and then retell the story to a partner. (Student Independent Practice is provided below.)
TIP: Allow students to add as many details to their retelling as they want. The focus of this lesson is to retell the story in sequential order. The next lesson will focus on important events versus minor details.
Build Student Vocabulary fumbled
|Tier 2 Word: fumbled|
|Contextualize the word as it is used in the story||When Sarah Jane Hartwell is getting dressed, "she fumbled into her clothes."|
|Explain the meaning student-friendly definition)||To fumble means to act in a nervous or clumsy way. When Sarah Jane Hartwell fumbled into her clothes, she clumsily and nervously got dressed.|
|Students repeat the word||Say the word fumbled with me: fumbled.|
|Teacher gives examples of the word in other contexts||I fumbled for my eyeglasses in the dark room. I fumbled for my keys in my messy purse.|
|Students provide examples||When have you fumbled? Start by saying, "I fumbled when_________________."|
|Students repeat the word again.||What word are we talking about? fumbled|
|Additional Vocabulary Words||covers (noun), slumped|
After reading the passage "The Missing Rock", explain that while turtles are slow walkers, they are fast swimmers. Turtles have webbed feet and a curved shell, which helps them to move quickly underwater. On land, however, turtles carry around a heavy shell, they have short legs that are not directly beneath them, and they have very slow blood flow above water, causing them to move slowly.
Texts & Materials
(To see all of the ReadWorks lessons aligned to your standards, click here.)


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- tending to assume at or just before nightfall positions unlike those maintained during the day, as the leaves or flowers of certain plants.
Origin of nyctitropic
Dictionary.com Unabridged Based on the Random House Unabridged Dictionary, © Random House, Inc. 2018
Examples from the Web for nyctitropic
The nyctitropic movement of plants affords another example of daily periodicity.
As an example of this, I give a record (Fig. 27) obtained with a specimen in which nyctitropic movement was very pronounced.
The extent of the nyctitropic movement varies in individual cases; in some it is slight, in others very large.
The description of this Nyctitropic Recorder will be given in the next paper.Life Movements in Plants, Volume II, 1919
Sir Jagadis Chunder Bose
One species of Phyllanthus takes up in sunshine the nyctitropic attitude of another species.More Letters of Charles Darwin Volume II


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The early Christian church chose Midsummer Day as the birth date of Saint John the Baptist (June 24th -- it isn't really "mid summer" but that's the day traditionally celebrated as midsummer's day).
Saint John has long been thought of as one of the greatest saints. It was he who told of the coming of Christ. He was given the name John the Baptist because he baptized people -- including Jesus.
Saint John's Day has been celebrated throughout many Christian countries for hundreds of years.
In Puerto Rico, for example, bonfires blaze the entire night of June 23rd. Between midnight and dawn, people swim in the sea in memory of the saint who baptized people in water.
In Quebec, Canada, the Fête de la Saint-Jean-Baptiste is also an important holiday which includes bonfires, fireworks, parades and carnivals.