text:
A news report from the International Business Times:
By HANNAH OSBORNE
November 1, 2012 1:55 PM GMT
Extreme weather could eventually lead to the extinction of butterfly populations in the UK because they take so long to recover after a drought.
The sensitivity and recovery of UK butterflies following extreme drought is affected by the area and fragmentation of habitat types, research by NERC Centre for Ecology & Hydrology has found.
With more droughts during summer months predicted, scientists believe butterflies face eventual extinction.
Co-author Dr David Roy, from the centre, said: "The delayed recovery of butterfly populations is worrying given that severe summer droughts are expected to become common in some areas of the UK, for example, south east England.
"If populations don't recover by the time the next drought hits, they may face gradual erosion until local extinction."
The scientists looked at data on the Ringlet butterfly collected between 1990 and 1999; the period that spanned a severe drought in 1995.
They found that there were marked declines in insect species after the 1995 drought. The Ringlet butterfly populations crashed severely in regions that were drier.
Researchers also found habitat structures in the wider areas influenced population, with populations in larger and connected patches of woodland recovering faster.
Lead author Dr Tom Oliver said, "Most ecological climate change studies focus on species' responses to gradual temperature rise, but it may be that extreme weather will actually have the greatest impact on our wildlife.
"We have provided the first evidence that species responses to extreme events may be affected by the habitat structure in the wider countryside."
Dr Tom Brereton, from Butterfly Conservation and study co-author, added: "Our results suggest that landscape-scale conservation projects are vital in helping species to recover from extreme events expected under climate change.
"However, conversely, if we do nothing, the high levels of habitat fragmentation will mean species are more susceptible."
There are only around 60 species of butterfly that are regularly seen in the UK. As butterflies pollenate plants, their extinction could have a huge impact on the ecosystem.
To leave feedback about this article, e-mail the author: _EMAIL_
To contact the editor, e-mail: _EMAIL_


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|Main Body||Upon Completion, Participants Will Have a Broad Understanding Of:|
-The history of Asbestos materials in buildings
-Manitoba Labour and Environment regulations
-Classification of Asbestos work
-Type 1, Type 2 and glove bag procedures
Pinchin Environmental offers this training course in Winnipeg to teach maintenance workers and supervisors how to work safely around asbestos materials. The course meets the requirements of the Workplace Safety and Health Regulation, Manitoba Regulation _PHONE_, Part 37 Asbestos to provide training to workers working with asbestos.

source: HuggingFaceFW/fineweb-edu


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The Beginnings of Baptist Hospital - 1920s
- Old Main (1923)
- Progressive Care (1928) - Originally built as the Blanche Barrus Nurses' Home
Old Main (1923)
Old Main was the original Baptist Hospital building. The five story, 80 bed facility was officially dedicated on May 28, 1923. On October 24, 1978 the building was demolished to make room for Watlington Hall. In 1920 the Baptist State Convention appointed a committee to select a site for the hospital. The four largest cities in North Carolina were possible options: Charlotte, Winston-Salem, Greensboro and Raleigh. The winning site was of course Winston-Salem. Construction began in 1921.
For a history of NCBH and the School of Nursing, read Ms. Heinzerling's 1960 manuscript.
Although this photograph has "30" in the upper right corner, this picture most likely is not from 1930. Rather, this photograph is probably from around 1923 when the building was completed, as there are no grown trees or bushes in the front.
The site the Baptist State Convention building committee chose was an 11.2 acre, undeveloped piece of land in the Ardmore section of Winston-Salem. The land was heavily wooded with a small brook. It has been written that the tract of land was known as the "wilds of Ardmore." Ardmore as a whole was not fully developed at this time. Only two houses faced the hospital, and there were two paved roads: Hawthorne and Queen Street.
This is another photograph of Old Main. Here small trees and bushes are apparent, so it must be later than the previous picture but earlier than 1941, as the medical school building is not visible.
When the hospital first opened, the first floor was made up of offices, a sitting room, x-ray department, nurses' dining room, switch-board and kitchens. The Director of Nurses also lived on the first floor in her own suite. During the first year of operation, the hospital only used two floors for patients, the third and fourth floors. The third floor was for obstetrical patients while the fourth floor was for medicine and surgery for adults and children. The fifth floor was used as living facilities for the nurses of the Nursing School. During the first week of operation, twenty five patients were admitted to the new hospital.
Another photograph of Old Main with its original entrance and no medical school building to be seen. Once again, the small trees and bushes lead one to believe the date is sometime after 1923 but before 1941. One source lists the date as 1928.
In 1978 the demolition of Old Main began, much to the reluctance of Medical Center staff. It was necessary to tear down the historic building because it was not fire-proof, thus making it unusable for patient care, and renovating it for office space was not economically feasible.
A funeral of sorts was held for the building on October 11,1978 before demolition began. Many people involved in the Medical Center's growth spoke about Old Main during a memorial service for the building.
This photograph has "1923" labeled in the lower left corner, but this too is unlikely the photograph's date as there are mature trees and bushes around the building. The photograph was taken by Dr. W.H. Sprunt, an employee at the hospital.
In 1948 the hospital underwent some construction that changed Old Main's entrance.
This undated photograph shows Old Main's new entrance (1948) as well as the first medical school building (right).
Progressive Care Building (Blanche Barrus Nurses' Home) 1928
What is now known as the Progressive Care Building, was once the Blanche Barrus Nurses' Home. Completed in 1928, makes Progressive Care the oldest standing building at the Medical Center. This facility is easily noticeable on the corner of Hawthorne Road and Medical Center Boulevard.
North Carolina Baptist Hospital was home to a Nursing School, and it was customary for the students to live in the hospital. Soon enough, the nursing program outgrew its residences on the fifth floor of the hospital making the construction of a new home necessary.
The home was dedicated to Blanche Barrus, the first paid, full-time secretary of the Woman's Missionary Union (WMU). Blanche Barrus traveled the state spreading her missionary goals, and then worked on obtaining her medical degree in order to become a medical missionary. Just before completing her internship, Blanche Barrus became ill and died.
Two nursing students shared each bedroom with a full bathroom between every two rooms. There was even a classroom in the basement. In 1936 an additional eighteen bedrooms were built as well as a front porch.
The nurse in the right photograph is Lucille Cain Hartman, class of 1932.
In 1959 renovations began on the Nurses' home to convert it to a progressive care center. The nurses moved into the Twin Castles Apartments, adjacent to the hospital.
The Progressive Care Center opened in 1961 and provided seventy-nine hotel type patient rooms, bringing the hospital's bed count to almost 500. The center also had a beauty shop, barber, cafeteria, snack bar, and recreation room.
Such an idea was unique and received national attention. The PCC primarily served out of town patients who did not need close nursing supervision, thus reducing the costs of the patient's stay. In 1974 a new twenty-six bed psychiatric inpatient department opened on the third floor.
This photograph was not dated, however it is sometime after the 1961 opening of the PCC. The exterior of building today has not changed much since it was built in 1928. Currently the PC Building is home to several departments such as facility services and the life support education program.


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Financial and Organizational Structures
Users should familiarize themselves with the financial and organizational structures used in Oracle Cloud, particularly if they will create and/or submit expense reports, make purchases, manage grants and/or analyze financial data.
- The Chart of Accounts (COA), which is used in all areas to track financial activity in our general ledger and subledgers;
- Our Organizational Structure, which is used to identify our work areas; and
Project information (i.e., POET), which is used to gather data and report specifically on financial activity for the following project types:
- Grants and Contracts;
- Faculty Funds and Student Organizations;
- Gifts and Endowments;
- Cores; and
- Capital Projects.
Click here to open and complete the Oracle Cloud: Introduction to our Financial and Organizational Structures training course in Oracle Learning.
Transaction Review and Approval
Transactions are generally reviewed first within the area that created the transaction and then routed to central Finance or Human Resources. For example, transactions such as the following are typically reviewed by the following roles within the business unit:
- Time and absence transactions are reviewed by the employee's Line Manager;
- Purchasing and expense transactions are reviewed by the Financial Unit Manager(s) of the related financial unit(s) and, if greater than $10,000, by the Business Unit/Entity Approver(s); and
- Human Resources transactions are reviewed by the Business Unit/Entity Approver of the related business unit.
Instructions for identifying your local resources are available here.
Additional information about the COA, including the current list of segment values, is available on the Financial Accounting page of the Finance website, and reference materials are also available within Oracle Cloud in the Help Center.

source: openbmb/Ultra-FineWeb


text:
This beautifully engineered 6" levitating and rotating planet commands
attention. The planet is suspended in mid-air by an electronically controlled
magnetic field. Unlike other floating globes, a built-in computer chip continuously
adjusts to atmospheric changes to guarantee the planet remains suspended. Once
the planet is levitating you can start the rotation with a simple little spin.
The electronic system will register the rotation and keep the planet rotating
until you stop it.
- 6" ball
- Levitates and rotates
- Comes with space probe that explored Mars
- 6 page informational booklet with details, dates and specifications of
probe and Mars included
- Instructions included


Answer to your Frequently Asked Question:
Printer Friendly
Description of Problem 100000001860
Why do the printed pages have a gray background?
Description of Solution 200000002403
Check the following:
1. Make sure you use paper that meets the recommended specifications.
2. The drum unit may be damaged. Try wiping the Green (or Dark brown) image drum (roller) with a soft cloth. If the problem
persists then replace the DR-600 drum unit.
3. The toner cartridge may be damaged. Replace it with a new TN-670 toner cartridge.
4. Check the printer's environment - high temperatures and high humiditycan increase the amount of background shading.
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text:
ACCOUNTING TERMS - ACCOUNTING DICTIONARY - ACCOUNTING GLOSSARY
From the web's #1 provider of financial analysis / ratio analysis
CURRENT COST Definition
CURRENT COST is the cost which would be incurred for replacement of an asset.
Learn new Accounting Terms
EARNINGS BEFORE TAXES see PROFIT BEFORE TAXES.
LEAST-SQUARED METHOD of approximating cost is a statistical approach that is both objective and considers all the data points. By using mathematical formulas to arrive at the best possible cost line (i.e., the regression line), it is more accurate than the methods mentioned previously. The regression line is in the form Y=a + bX, where X is the independent variable and Y is the dependent variable. The coefficient of determination (R2) can be used to judge the line's goodness of fit.


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they decided to found their own university < is it correct pls explain
I'm confused with this >> decided to
decided to found >> if to is to+inf >> it has to change like this [to+find] not [to+found] right?
decided to found >> decided +to >> if to is an prep. so it has to change like this [decided to finding]
or if you say in this case found is not participle of find so it means that in this sentence has 2 real verb. In grammatical it cannot has 2 real verb in the sentence without connector right?
I can see why you are confused. Sanjay is right. The infinitive "to" is always followed by a present tense verb.
He finds the treasure. He found the treasure. He decided to find the treasure.
But "decided to found the University" is correct in that it too uses the present tense verb. Why?
Because there are two different verbs that share "found". The verb "found" -- meaning to set up or establish -- and the verb "find" -- meaning to locate or discover.
I hope this helps.
|link||answered Sep 23 '12 at 14:10 Jeff Pribyl Grammarly Fellow|
Hero of the day
Person voted on the most answers.


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What will the reforms mean for researchers when applying for Academy funding or using the funding granted? How are the Academy's new practices linked to national and international developments in science and research? Join this Academy of Finland webinar to address these questions.
Starting with calls to be opened after 1 January 2021, the Academy of Finland will introduce a number of reforms concerning open access to scientific publications and responsible researcher evaluation. Through the reforms, the Academy wants to further strengthen its long-established policies on openness of scientific outputs and responsibility in researcher evaluation.
The policies are supported by the Academy's commitments to international and national declarations over the past two years. The reforms concerning open access publishing and responsible researcher evaluation support the Academy's objective of funding high-quality, high-impact and innovative research in an accountable manner.
13.00 – 13.05 Aki Salo (Academy of Finland, Senior Science Adviser): Welcome
13.05 – 13.15 Riitta Maijala (Academy of Finland, Vice President for Research): Introduction: Reforms to Open Access and Responsible Researcher Evaluation
13.15 – 13.35 Henriikka Mustajoki (Federation of Finnish Learned Societies, Head of Development): Open Access and responsible research evaluation – Role of national recommendation and policies
13.35 – 14.00 Johan Rooryck (cOAlition S, Executive Director): Plan S: an international alliance for the alignment of Open Access policies
14.00 – 14.20 Comments and discussion on links between domestic and international OA policies
14.20 – 14.30 Break
14.30 – 14.50 Jyrki Hakapää (Academy of Finland, Senior Science Adviser): Academy of Finland's Open Access Policy
14.50 – 15.10 Kata-Riina Valosaari (Academy of Finland, Counsellor of Science): Responsible Researcher Evaluation at Academy of Finland
15.10 – 16.00 Comments and discussion on Academy of Finland's policies and guidelines
(Kuva: Juho Karjalainen)


Advantages and Disadvantages of Delegated Legislation
HideShow resource information
Advantage: Time Saving
Delegated legislation saves Parliament time. Parliament does not have enough time to pass all the new detailed and local laws required each year. There is often only enough time in the parliamentary session to pass all Government laws introduced. There is very little time left for other types of bills, and making over 3000 statutory instruments as well as local by-laws and emergency provisions each year would be impossible.
Delegated legislationcan be passed quickly to deal with situations when they arise, and in emergencies. If it was necessary to follow the parliament procedure, it would take too long before the law was introduced. This would be wholly innapropriate and ineffective in emergency situations.
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Disadvantage: Partly undemocratic
The process of making delegated legislation is to some degree undemocratic. Delegated legislation is not debated by Parliament, except in the case of statutory instruments subject to the affirmative resolution procedure. Statutory instruments are drafted by unelected, permanently employed civil servants, and are often only rubber-stamped by the appropriate minister. As discussed above, the Queen and Privy Council are not elected, yet they approve Orders in Council.
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Advantage: Produced with specialist knowledge
People with specialist knowledge are involved in the preparation of delegated legislation. Parliament does not necessarily possess this specialist knowledge. For example, local councils have greater knowledge in the local area. Bristol City Council has severalby-laws relating to the Clifton and Durdham Downs. These by-laws regulate behaviour on the Downs, and amongst other things, prohibit vehicles and grazing. Government ministers and their civil service departments have considerable technical knowledge within their particular area of responsibility. For example, the Cableway Installation Regulations 2004, made by the Transport Minister in order to comply with a European Directive, required detailed technical knowledge of cablecars, drag ligts and ski lifts etc
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Disadvantage: Lack of publicity
Delegate legislation is insufficiently publicised. Because delegated legislation is not debated by Parliament, there is not the same opportunity to press to raise public awareness of it as there is with an Act of Parliament. This, added to the fact that there is no general effective way to publicise delegated legislation, means that an enormous volume of law is passed without the public being aware of it. Much remains unpublicised after coming into force.
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Advantage: Parliamentary Control
There is some control over delegated legislation. In Parliament, statutory instruments are subject to affirmative or negative resolutions or are scrutinised by the Scrutiny Committee. By-laws must be approved by the relevant minister, and a judge can declare void any delegated legislation that has gone beyond its powers. This range of control should ensure that all delegated legislation conforms to the requirements of the parent Act and therefore the will of Parliament.
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Disadvantage: No effective control
There is a lack of proper control. Many of the parliamentary and judicial controls are limited in effect. For example, not all statutory instruments are subject to the affirmative or negative resolution, and those subject to the latter may be overlooked. Judicial controls are dependant on a person challenging the validity of the law, which rarely occurs due to limited knowledge, finance and time. Consequently, some delegated legislation that is ultra vires is never challanged, and so remains in force.
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Advantage: Democratic
Delegated legislation is, to an extent, democratic. Government ministers, who are responsible for issuing statutory instruments and who also approve by-laws, are elected. Local councillors, responsible for making by-laws, are also elected. Orders in Council are drfted by the Government, although they are approved by the Queen and Privy Council, neither of which is an elected body.
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Disadvantage: Contradicts the separation of powers
Some delegated legislation offends the doctrine of separation of powers. Under this doctrine there are three branches of power: the executive, the legislature, and the judiciary. No one should be a member of more than one of the three branches of power, and the three branches should operate separately from each other. They should not perform each other's duties.
The executive is the Government and is responsible for formulating policy. In theory, Government ministers should not also be making law. The legislature is the Houses of Parliament and is responsible for making law.
The judiciary should ensure the law passed by Parliament is applied. According to this theory, they should not be declaring whether the law is valid or not.
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Disadvantage: Risk of sub-delegation
There is a risk of sub-delegatioin where the person or body that has been given the power to make law may pass this power down to another. For example, statutory instruments are supposed to be made by Government ministers. In reality, they often merely rubber-stap laws actually made by their civil servants.
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Roman bronze stylus filigree I
(Unit Price: 18,90 ¤ per pcs.)
Roman bronze stylus
The stylus 'Stilus' is a massive, cool writing tool from polished bronze. This is an antique writing utensil for writing on wax tablets, crafted in very noble fashion, made by applying the lost wax technique. The pointed end serves for writing letters or numbers. The flattened end is an eraser tool to smooth out the carved writing.
This bronze stylus is made very complex, using the traditional technology of the 'lost mould'. An individual wax model is here provided for each stylus, embedded in a mould of gypsum. The mould is heated, so that during casting the now liquid wax can run out. The metal is heated and cast into the hollow cavity of the gypsum mould. Then the mould is smashed and the unfinished casting is cleaned. Finally, the moulding blank is ground and polished glossy!
The stylus was used as a writing tool till the 1960s to inscribe slate and wax tablets. The shape of the stylus was most of the time round or angular, it was made of iron, bronze, bone or sometimes of silver. The point of the stylus pressed into the wax to write. The other end, shaped like a scoop, helped to correct errors. By smoothing out the wax surface, the tablets could be reused for writing. Some Roman styluses look like busts of the goddess, Minerva, because in the Roman age she was considered the guardian goddess of teachers and writers.
What an unusual 'notepad' and a noble writing tool!
- stylus length 4 inch (10cm)


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EPJ Plus Focus Point on Advances in Photonics for Heritage Science: Developments, Applications and Case Studies
- Published on 14 October 2022
Guest Editors: Daniela Comelli, Austin Nevin & Gianluca Valentini
Photonics is the science of light and is considered one of the key enabling technologies for innovation in all industries. New photonic applications are emerging in various fields, such as environmental monitoring and medicine. The same technological innovation is being adopted in the field of heritage science, where photonics is the foundation for the application of a range of non-invasive, non-contact, and often portable devices for studying works of art and artistic materials.
In this Focus Point on "Advances in Photonics for Heritage Science: Developments, Applications and Case Studies", the guest editors have selected seventeen papers that present a range of optical and photonics-based techniques, highlighting their advantages and limitations, as well as current and future applications to study our heritage.
Manuscripts deal with (i) the use and optimization of new photonics-based techniques, (ii) new methods of data analysis based on multivariate statistics, by showing how they are essential when dealing with high-dimensional spectroscopy datasets, (iii) case studies that describe the analysis of specific works of art, often highlighting the importance of a multi-analytical approach that is required to understand the complexity of highly heterogeneous materials, (iv) the photo-physical study of pigments and their degradation.
In the future photonics-based techniques will undoubtedly continue to develop and will play an important role in the analysis, conservation and access to our cultural heritage.


Is symmetry identity?
International Studies in The Philosophy of Science 02/2012; 16(2). DOI:10.1080/02698590220145061
Source: arXiv
ABSTRACT Wigner found unreasonable the "effectiveness of mathematics in the natural
sciences". But if the mathematics we use to describe nature is simply a coded
expression of our experience then its effectiveness is quite reasonable. Its
effectiveness is built into its design. We consider group theory, the logic of
symmetry. We examine the premise that symmetry is identity; that group theory
encodes our experience of identification. To decide whether group theory
describes the world in such an elemental way we catalogue the detailed
correspondence between elements of the physical world and elements of the
formalism. Providing an unequivocal match between concept and mathematical
statement completes the case. It makes effectiveness appear reasonable. The
case that symmetry is identity is a strong one but it is not complete. The
further validation required suggests that unexpected entities might be
describable by the irreducible representations of group theory.
0 0
1 Download
Available from


text:
Courses that cover holistic animal nutrition are available at only a select number of institutions, typically through their continuing education departments. A much larger number of schools offer courses in general animal nutrition through undergraduate and graduate programs in animal science. Some common concepts covered in these courses include:
- Symptom analysis and treatment evaluation
- Nutrition and the digestive process
- The physiology of digestion
- Daily nutritional requirements
- Nutritional disorders
Find schools that offer these popular programs
- Animal Health Sciences
- Animal Nutrition
- Dairy Science
- Farm Animal Breeding
- Livestock Management
- Poultry Science
List of Common Courses
Veterinary Homeopathy Course
Typically offered as a continuing education course for professional veterinarians, this course details a variety of approaches to homeopathic animal care. Beginning with diagnosis and evaluation of symptoms, the course goes on to cover such subject material as the homeopathic effect and curative response, adjunctive therapies, chronic disease and vaccination. Discussion of nutraceutical medicines (the use of nutrition to heal) and the ways in which they differ from standard pharmaceuticals are also included. Veterinarians learn the proper applications of holistic medicine to animals, what the benefits of these medicines are, how to tell if they're working and how to talk to pet owners about veterinary homeopathy. The format for this class usually involves a number of successive professional seminars.
Animal Nutrition Principles Course
This course covers the basics of domestic animal nutrition from the fundamentals to feeding and ration balancing. Other topics can include the economics of animal agriculture, genetics, reproduction and nutrient absorption. Emphasis is placed on creation and analysis of the proper formulas used in animal feeding. Though the subject matter covers both mammals and birds, this course, like most animal science program courses, is specifically interested in cattle, horses, pigs and poultry. This typically 1-semester course almost always includes a laboratory element.
Animal Anatomy and Physiology Course
Animal anatomy and physiology is an important subject to understand when dealing with animal nutrition because nutrition is bound up with the anatomy and physiology of digestion. This course delves into the form and function of cells, tissues and organs. It also explores circulation, digestion and reproduction. How animal physiology is affected by environmental factors is another common topic. A lab component is part of the course.
Small Animal Nutrition Course
The small animal nutrition course examines principles behind the proper feeding and care of dogs, cats and other domestic animals. These courses introduce students to the stages of domestic animal life, the function of nutrients and various applications of therapeutic nutrition, most notably prescription diets and foods. Some small animal nutrition courses involve in-depth studies of domestic animal anatomy and metabolism, including digestive tract and stomach size and functions, feeding habits and nutritional requirements. Nutritional disorders such as obesity and pancreatitis may also be covered. Courses dealing with the anatomy, physiology and metabolism of domestic animals may be prerequisites for this course.


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90% stolen over three weeks? Does this mean the person spending endless hours tending to the park's Federally protect plant notice on day one a few plants were missing and every day thereafter until the population was at 10%?
Poaching native Venus Flytraps is not a new occurrence. If people are that concerned with protecting the plants, why hasn't someone installed at least one trail camera with night vision capabilities in a location where it cannot be destroyed or stolen?
More information about formatting options


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My father-in-law just asked me an interesting question:
How much would an inch of water covering an acre weigh?
It's not such a difficult question. It seems like a perfect query for Wolfram Alpha.
WA doesn't get the question at all. In fact, it seems to have classified an acre as an animal. Maybe I should have said hectare? Nope. It does no better.
Interestingly, Google makes solving this problem trivial, thanks to the useful "convert" command. I solved the problem in two steps. (It helps to know that a cubic centimeter of water weighs a gram – in fact, that's the definition of a gram.)
Convert 1 inch x 1 acre to cubic centimeters -> 102 790 153 cubic centimeters
We already have the answer, 102,790,153 grams, but to put it into terms that are more human I Googled:
and got the correct answer, 113.306748 short tons.
No matter that my father-in-law used a calculator, we both got the same answer, proving that Google is, in some cases, better at numeric analysis than Wolfram Alpha.
The real problem with WA is that it's not easy to formulate a query that produces the results you're looking for. Type 'blood alcohol' and you'll get fascinating results (thanks to Chris Heath for finding that, by the way), but not necessarily results you can expect. And, as it turns out, predictability is an important feature of any search engine, or computational knowledge engine for that matter. Before it's useful you need to have some idea of what kind of answers you might get, and, for the moment, Wolfram Alpha's results seem utterly random. I'm rooting for it, but it may be that it's just too smart for The Rest Of Us.
(Thanks to Edward Coffey who points out that the query "1 acre * 1 inch * 1g / cubic centimetre" works on Wolfram Alpha. Quite well, in fact. But I don't think that changes my point.)


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The availability of suitable building material was of great importance to Nebraska's pioneer settlers. Here in Jefferson County, native limestone was used for building and the stone was burned in kilns to produce lime for mortar and whitewash. The U.S. Army reportedly operated the first kiln in this area during the 1848 construction of Fort Kearny on the Platte. During the 1870's and 1880's, the limestone industry flourished in Jefferson County and numerous kilns and quarries were located near here.
The limekiln which survives on this site was built in 1874 by Woral C. Smith who had settled in the county the previous year. Much of the limestone from Smith's quarries was used locally, but after the St. Joseph and Denver City Railroad built a siding to the kiln, limestone products were shipped throughout the region. In 1876, Smith constructed the nearby house with limestone from his quarters.
Today, commercial limestone production continues in several areas of Nebraska. Although the old limekilns have largely disappeared, the Smith kiln and limestone house remain as examples of this important pioneer industry.
Jefferson County Historical Society
Nebraska State Historical Society
US 136 west of Fairbury


Lotus-Notes-oriented questions on StackOverflow are infrequent enough that the single lotus-notes tag should encompass all Lotus Notes language topics, including LotusScript, the Notes formula language, the Notes C/C++ API, and the COM and Java interfaces. As such, it is better to use that tag, lotus-notes, rather than this one, lotusscript.
It is appropriate to also include specific language tags when asking questions about communicating with Lotus Notes from those languages, for example using.NET or VBA to send an email, or to pull data from SQL into Notes.
history | show excerpt | excerpt history


The Difference between Jail and Prison
The Difference between Jail and Prison
The type of facility a convicted criminal will serve their time depends on the level and severity of the crime, the class of the crime, and the type of crime committed. In the following article, I will explain the difference between jail and prison while also mentioning federal prison. Focus will be given to the offense committed by the inmate.
County Jail
County jails are funded and run by the county or city government.
People who are sent to County Jails fit one of three criteria:
 - The person was just arrested and is being for a plea bargain, trial, or sentencing.
 - County Jails also act as holding cells for those who were transferred and are awaiting transportation to State or Federal Prison.
 - People who have only been convicted of misdemeanors and are serving shorter sentences; usually only a year or less.
State Prison
State prisons are funded and run by the state or federal government, and are often referred to as penitentiaries.
People are sent to State Prison if they fit these criteria:
 - The person has been convicted of a felony criminal offense and is serving a sentence longer than a year.
 - Those who are released from prison are usually released under the supervision of parole officers, halfway houses, or other type of community program.
Federal Prison
Federal Prisons are funded and run by the federal government. The requirements of being sentenced to federal prison are much stricter than any other correctional facility.
People are sent to Federal Prison if they commit the following types of crimes:
 - If the person committed a crime on federal property, like a national park or military base.
 - If the person committed a crime against a federal officer, like a DEA or FBI agent.
 - If the person commits a crime across state lines; like kidnapping or murdering a victim and driving them through several states.
 - If the person commits a crime that involves immigration or customs violations; such as human trafficking.
Further reading:
The Bureau of Justice Statistics – Information on correctional population in the United States
Be the first to comment
Leave a Reply


Admission is always free Directions
Open today: 10:00 to 5:00
Marks and Labels
rubber stamped on verso in black:
This piece is 1/1000 of a total work composed of 250 prints each of four different colors: red, yellow, blue
This piece "exists" when installed. The piece is conceived as occupying four walls, each 200'' long
by 40" high, each color occupying a separate wall. Each wall is divided into 250 8" square units measuring
26 units long by 10 units high (see diagram below). In order to "exist" the piece must be installed as
closely as possible to the following instructions:
1. Each piece must be vertical
2. Each piece must be installed on any given wall at its proper location in accordance with the penciled
number on the grid printed below
3. If you have two or more colors, each color must be installed on a separate wall in the same room
4. In order to properly locate your piece, please observe the following rules:
If your piece is:
BLUE-start measuring from the top left corner of your wall
GREEN-start measuring from the top right corner of your wall
RED-start measuring from the bottom right corner of your wall
YELLOW-start measuring from the bottom left corner of your wall
[a stamped 10 by 25 grid covers lower portion of verso] inscribed in pencil in second box over and second up from the lower right corner: 224
5. If your wall is not large enough to accommodate your piece, please ask for an exchange
6. If your piece will be framed, it is recommended that you use a frame without an edge
D.B., New York, December 1976
Gift to NGA in 2015 by Bob Stana and Tom Judy, Washington, DC.


text:
Dexter Filkins joins Dorothy Wickenden to discuss how the West misreads militant Islam.
Onward and Upward with the Arts
The Myth of Whiteness in Classical Sculpture
Scholars have known for centuries that Greek and Roman marble figures were routinely covered in bright paint. Why does the myth of their whiteness persist?


Previous:, Up: Parallel [Contents][Index]
5.4.2 Input During Parallel Execution
Two processes cannot both take input from the same device at the same time. To make sure that only one recipe tries to take input from the terminal at once, make will invalidate the standard input streams of all but one running recipe. If another recipe attempts to read from standard input it will usually incur a fatal error (a 'Broken pipe' signal).
It is unpredictable which recipe will have a valid standard input stream (which will come from the terminal, or wherever you redirect the standard input of make). The first recipe run will always get it first, and the first recipe started after that one finishes will get it next, and so on.
We will change how this aspect of make works if we find a better alternative. In the mean time, you should not rely on any recipe using standard input at all if you are using the parallel execution feature; but if you are not using this feature, then standard input works normally in all recipes.


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What is Sukuk?
Sukuk (plural of sakk, which is the Arabic word for certificate) is defined as certificates representing a proportional and undivided ownership right in tangible assets, a pool of predominantly tangible assets, or a business venture. These assets must be in a specific project or in investment activities that comply with shari'ah rules and principles. it is the Islamic equivalent of securities or bonds in the conventional system.
Difference between Sukuk and Bond
Bonds are certificates of debt owed by the issuer, whereas sukuk are instruments that represent a proportionate and undivided ownership right over the asset in which the funds are being invested.
- Sukuk can only be issued for specific shari'ah-compliant purposes and shari'ah-compliant assets, whereas bonds can be issued for general unspecified purposes
- Sukuk are based on the real underlying asset; therefore, the income must be related to the purpose for which the funding is used.
- In the case of sukuk, investors have ownership claims on the specific assets or the underlying business venture, whereas in bonds they have general creditors' claim on the issuer.
- It cannot be traded in the secondary market unless the underlying assets represented by the certificate comprise the majority of real assets and financial rights.
Structures of Sukuk
It nvolves the physical ownership rights in the underlying assets or in the form of usufruct of such assets. This structure needs to meet the requirements set by a recognized external credit assessment institution (ECAI) for being an asset-backed structure. This structure exposes the sukuk holders to losses in case of the impairment of the assets.
According to this structure, the issuer purchases the assets and then leases them on behalf of the investors, using the funds received from the issued sukuk notes. In most cases, this structure takes the form of a sale-lease to the originator and backed by the issuer, with a binding purchase undertaking from the originator on the asset at maturity. The credit risk in this structure lies within the originator subject to any shari'ah-compliant credit enhancement by the issuer. The payment schedule of the repurchase undertaking and the capability of the originator to make the schedule payment to the issuer has weight in determining the credit rating by the ECSI. In case of default, in this type of structure, the holders need to have a right of recourse to the originator because the ownership rights over the underlying asset may not reliably result in an effective right of possession. Because the income of the asset is paid through the issuer to the investors, this type of structure is in some cases referred to as pay-through.
Pass-through asset-based structure
In this structure, a separate issuing entity purchases the underlying assets from the originator and packages them into a pool and acts as the issuer of the sukuk. This issuer requires the originator to provide recourse for the asset to the sukuk holder. In case of default by the originator, the issuer guarantees repayment by providing shari'ah-compliant credit enhancement.


I am currently modeling a yagi antenna using Matlab and after I optimized the antenna, it gave me a director length shorter than the exciter itself (even if the optimization gave me a good gain).
From what I have read and learned from textbooks, the directors of a yagi Antenna should always be shorter than the dipole in order to help direct the EM waves forward in a specific direction, and hence, increase the directivity.
In fact, when I even tried to reduce the length of the director to a dimension shorter than the dipole, it gave me a lower dBi (9.17dBi instead of 13dBi).
Why does DirectorLength > DipoleLength gives better gain (dBi)? Shouldn't it be the opposite instead?
Properties of the antenna simulated with Matlab:
enter image description here
 - 1
 $\begingroup$ Howdy, welcome to ham.se! $\endgroup$ – user14945 Sep 7 '20 at 4:32
 - 2
 $\begingroup$ Did you mean to write it gave you a director longer? $\endgroup$ – Phil Frost - W8II Sep 7 '20 at 20:18
I suspect your results are an artifact of your optimization methodology.
I simulated the design described in the link with NEC2 using the EZNEC front-end. For reference, EZNEC calculates the gain as 13.03-dBi in free space with 2-mm diameter elements (the link doesn't specify element diameter). I believe this is close enough to your model's gain of 13.6-dBi for the purpose of answering your question.
EZNEC calculates the driving-point impedance of your model's driven element as 40-j99 $\Omega$, which is not a good match to the 50-$\Omega$ transmission lines in common use. Increasing the length of the driven element by about 14% - thus, making it longer than the directors - improves the match by changing the input impedance to 59+j6 $\Omega$ while maintaining the 13.03-dBi forward gain.
Interestingly, the driven element is now longer than the reflector, which is also not usual. The radiation pattern of your design show many side-lobes:
enter image description here
I suspect that "cleaning up" the pattern will result in a design with elements whose lengths obey the customary relationships seen in the hundreds of antennas described in the literature.
There are many properties of an antenna that could be optimized:
 - Maximum gain
 - Beam width
 - Front-to-back ratio
 - Feedpoint impedance
 - SWR bandwidth
 - Robustness to manufacturing variation
Typical designs aim for "pretty good" in all of these parameters. Optimizing for one parameter exclusively will typically come at the detriment of others, and result in unusual designs.
The driven element length is chosen to give the right impedance for your matching network. There's no rule about it being longer or shorter than anything.
The directors(s) are always shorter than the reflector(s) because their self impedance, combined with their spacing, is important in establishing the correct currents on each element.
(of course I mean simple thin free dipoles, if they're loaded or bent etc then their physical length doesn't reflect their electrical length any more)
The impedance of a resonant driven element is usually lower than 50 Ohms, so there are various tricks to match it. One of them would be a parallel capacitor, for that you would need to lengthen the driven element to make it inductive. Another would be a parallel inductor, though I've never seen this in practice, that would require a shorter driven element. But it is entirely your choice, depending on what impedance you want to see. Any length within reason is going to be ok.
Your Answer


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Here are several resources I have regarding wet-on-wet watercolor painting for your review.
#1. "Painting with Children" by Brunhild Muller. 48 pages. The contents include:
Children and Colour
The Moral Effect of Color
Children painting with watercolors
Preparing to Paint – and yes, this does discuss those often-asked questions of how to mix the colors, distribute the colors, water jars, the size of the paper and how to prepare it, and some hints about choosing paintbrushes.
Painting the Colors, including colour stories, painting through the seasons, the background to colour stories, experiencing the colours, moods of nature, painting what you see
Painting with Plant Colours
Poems to Stimulate Painting
This book starts with sections regarding Steiner's words regarding color and its effect on children, and Goethe's Theory of Colors, and discusses the way children experience colors in the fairy tales.
Some considerations: I have enjoyed using this little book, and it is a quick and easy way to start with lots of color paintings done by children. The pictures were helpful when I first started out in identifying what a typical four year old's painting might look like. Ideas for seasonal themes with verses that are typically Waldorf. Very Lovely to look at.
#2 – "Waldorf-Inspired Watercolor Painting with Children" by Anita Briggs and Nadia Tan; available through Barbara Dewey's Waldorf Without Walls. This is a 27-paged spiral bound book with the following contents:
The Changing Consciousness of the Child and Artistic Activity – Colors, Color Moods and Temperaments, Making Colors Come Alive (includes color verses and color experiments)
Painting in the Waldorf School
Getting Started with Wet on Wet Watercolor Painting – Basic approach, Painting Exercises to include single colors, color pairs, many colors, seasonal pictures, silhouettes against an evening sky, animal series, imagination series, and colored landscape patterns
Paintings – 5 pages of paintings in color.
Some considerations: This booklet has many practical hints regarding wet on wet painting and if you sit down and read it very carefully you will find many tips you can use in your painting. It would also be useful to paint through the painting exercises list in the last section of the book after the children are in bed and create your own world of color! You can sometimes find this little booklet on some of the used Waldorf curriculum lists. (It is only 27-pages long so some families may be happier buying it used if available).
#3 – Painting in Waldorf Education by Dick Bruin and Attie Lichthart. This 215-paged book comes with a DVD of painting images and the contents are as follows:
Painting in Education – including Introduction, Colors and their effects on people, the task of the teacher, Goethe's theory of color, A journey through the color wheel: A concise theory of color for the teacher, painting and the senses, watercolor paintspainting techniques and materials and equipment
Kindergarten and Elementary Grades – including handling the curriculum and the basic exercises for the teacher.
Painting in the kindergarten with two basic exercises for the teacher and a section about "Play and Imitation".
Painting in the first grade with an exercise for the teacher and a section called "A Journey of discovery through the land of color."
Painting in the second grade with one teacher exercises and a sections regarding Complementary Colors and Color Mood and Color Movement.
Painting in the third grade with two exercises for teacher and a section entitled," Drama in Color Experience."
Painting in the fourth grade (subtitles in this chapter include "from soul-to-nature mood, Earth colors, mythology and landscape, Maps, animals and human figures) (also two exercises for the teacher)
Painting in the fifth grade which includes two exercises for the teacher and notes about experiencing processes, plants and trees, mythology, history and maps, landscape, animals and color perspective, annual festivals.
Painting in the sixth grade which includes "on the path to exact observation", minerals and the veiling technique, flowers, landscapes and trees, "leaving an open space", Indigo.
Painting in the seventh grade which includes "exploring new worlds", "Heavenly phenomena" and "Voyages of discovery".
Painting in the eighth grade which includes two teacher exercises and the section entitled "Industrial activities and cultural landscapes."
Black and white drawing in the sixth, seventh and eighth grades
Perspective and dissections in the seventh and eighth grades
Painting in the Ninth Grade, including three exercises for teacher and sections on "Durer as a source of inspiration for black and white drawing" and "Drawing and painting in connection with art history."
Painting in the Tenth Grade, including two exercises for the teacher and the section, "Movement and order in black and white and color."
Painting in the Eleventh Grade, including painting trees and plants in moods, the impression and the expression – various drawing techniques; shading, drawing plants, animals and people and a basic exercise for teacher.
Painting in the Twelfth Grade, including "The summation – The human: studies of the head."
ADDITIONAL ASPECTS FOR THE DIDACTICS OF THE PAINTING LESSON
Lesson preparation, post-discussion, temperaments
Curative and pedagogical painting
USE OF COLOR IN OTHER LESSONS AND IN SCHOOL BUILDING–
Drawing, form-drawing, crafts, needlework and drama
Rudolf Steiner's color advice for the school building
Rudolf Steiner's color lectures
The School sketches by Rudolf Steiner as described by Fritz Weitmann
BIBLIOGRAPHY OF SELECTED TITLES IN ENGLISH
Some considerations: A lot here to keep you busy throughout the grades, but lots of text with no pictures (black and white plates in the front of what is on the CD so those are the only pictures). This book really deserves and needs your attention, focus, and sitting down to try these exercises yourself! Worth your money.
#4 – "How to Do Wet-on Wet Watercolor Painting and Teach It to Children" by Rauld Russell, xeroxed with color cover and tied with ribbon; 43 pages long, available through Marsha Johnson of Shining Star School in Portland, Oregon through her Yahoo!Group _EMAIL_. Proceeds from sale of this book go to Shining Star School.
Lesson 1 – Yellow (goes into painting preparation as well)
Lesson 2 – The Rainbow
Lesson 3 – Blue
Lesson 4- Red
Lesson 5 – Green
Lesson 6 – Sunrise
Lesson 7 – Sunset
Lesson 8 – Blue-Violet
Lesson 9 – The Suffering of Light
Lesson 10- The Deed of Color
Lesson 11- The Color Circle
Lesson 12- The Color Combinations: Yellow and Green,
Lesson 13: Yellow and Blue
Lesson 14: Yellow and Violet
Lesson 15: Vermillion, Crimson and Blue in Green
Lesson 16: Complementary Colors
Summary (gives suggestions for colors for the four seasons, the four elements, the cycle of day and night, landscapes and seascapes, the four temperaments, etc. and themes to choose from to paint).
Pre-School and Kindergarten
APPENDIX (lists all supplies you will need to complete this course)
Some considerations: An excellent course for you to start to paint by, ideas for how to prepare, set up, verses, focus for each grade…Worth the price even if it is a xerox copy and such.
I know many of you out there have these resources, please do leave a comment in the comment section as to what you liked and didn't like about these books as these reviews are only my opinion and may not resonate with everyone!
Thanks, and happy painting!!


demographic factors
Socioeconomic characteristics of a population expressed statistically, such as age, sex, education level, income level, marital status, occupation, religion, birth rate, death rate, average size of a family, average age at marriage. A census is a collection of the demographic factors associated with every member of a population.
Use demographic factors in a sentence
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From Intellivision Wiki
The Zero Flag (Z) is set whenever the result of the previous operation resulted in a zero (0). The behavior of the following opcodes is affected by the value of the Zero Flag.
The following opcodes affect the value of the Zero Flag:
- Indicates slight variation from normal Sign Flag behavior. See opcode documentation for more details.


text:
The Daly News, Friday, March 13,1998 21
Homesteaders were hardworking people
The entire family helped in order for them to succeed
When the homestead program
started on St. Croi in 1932, it was
This third column focuses on
homesteaders at work and the hardship they encountered.
Homesteaders worked hard, with
commitment from the entire family
if they were to succeed in making a
life for themselves on the land.
Although agriculture had been
modernized, bomesteader relied on
traditional hand tools including
cane knives, hand plows and hoes.
This tradition was passed down
from slaves who worked the land
more than 300 years. Everybody
worked from dawn to dusk.
Homesteaders worried constantly about the weather, getting the
cane to the market, the price of cane
and sanual paymenTs fr their land.
But the homestead program tried
to improve the living conditions of
local people through the coostruction of new homes.
In the 1930s,. St. Croix's rural
blacks and Hispanics lived in
unsanitary housing in old slave
plantation villages and in overcrowded houses, for which they
paid 30 to 50 cents per week to
The typical set of rooms was
occupied by five or six persons.
Disease was rsmpan Many people
lived in poorly bult twoor threeroom apartments in long barracktype buildings. Many families did
not have their own homes.
Homesteading brought the first
radical change from these slave
housing patterns that dated back
from the 1800s.
Starting in 1934, the federal
government constructed houses for
homesteaders. This was the first
public housing in the Virgin
Islands. The new houses cost
between $500 and OO00. They consisted of two to four rooms with
kitchens, citerand porches.
In 1938, 52 new houses had
been built on homestead plots, but
the federal funds dried up with only
a few additional hose constructed
by the local government.
Some homesteaders erected their
own houses. Overall about 20 percent of the homesteaders lived on
family values at home
and at work. Strong
family ties were key to
their own land.
Homesteading reinforced family
values at home and at work. Strong
family ties were key to successful
But homesteaders had to use
their land mainly to grow sugar
cane for the big sugar corporations
on the island. Al first, homesteaders
enjoyed success. From 1933 to
1937 homesteaders saw steady
advances in both output and income
on their farms.
During this period, 96 percent of
all bills were paid on time, and more
than 300 homesteaders averaged an
income of $100 per year from cane
sales, which they supplemented with
other food crops grown.
By comparison, the typical field
workers for the sugar corporation
earned about $75 per year in wages.
But the homesteaders failed to
sustain their success. In 1938 a
severe drought hit the island.
With this natural disaster, sugar
prices fell, and rising wage rates
forced many homesteaders to relinquish their plots in favor of govemBy the end of 1941, only 202
active homesteaders remained with
533 acres of aceland in production.
The program also suffered as the
federal government grew disinteresLed. In 1934 the federal funds for
the program were reduced tremenThe cuts scrapped officials'
plans to purchase additional lands,
build more houses and provide
more cooperative services for the
farmers. In fact, by 1935 there were
no federal funds.
Instead, the federal government
gave millions to the Virgin Islands
Co., which was established in 1934
to rehabilitate the sugar industry.
By the 1940s the sugar company receive a total of S3.4 million as
compared to $400,000 for the
Next week Who is to blame for
the failure of the homestead proOlasee Davis, wao hs a master
ofscience degree in range management and forestry ecology, is a SL
Croix ecologist, activist and writer.


text:
It covers all aspects of people, process and technology to achieve competency in digital technologies
Edtech company Simplilearn has announced the launch of the Simplilearn Digital Transformation Academy in a bid to help enterprises gain the skills and strategies necessary to become digital-ready.
Through a comprehensive online self-paced and instructor-led curriculum, Simplilearn's Digital Transformation Academy offers to provide enterprises with the insights and training to guide their digital strategy, identify opportunities and correct skill deficits in emerging technologies, while quickly creating the platform for the entire organization, from employees to executives, to digitally transform themselves.
The Simplilearn Digital Transformation Academy covers all aspects of people, process and technology to achieve competency in digital technologies including Design Thinking, Big Data, Machine Learning and Artificial Intelligence, Cloud Computing and DevOps, Programming and Automation, Digital Marketing and more. The Digital Transformation Academy is designed to be customizable across a wide variety of industries and for all employee and management levels and roles while delivering on Simplilearn's outcome-centric, high engagement learning approach.
Simplilearn's Digital Transformation Academy offerings include:
- Up-to-date, in-depth content developed by industry leaders. The learning content are designed and updated by world-class, subject matter experts and industry thought leaders.
- Comprehensive, outcome-centric curriculum. Offering more than 130 courses in 9 categories specific to topics essential to digital transformation, the Academy's curriculum focuses on developing proficiency in immediately usable skills. Each course is supplemented with applied learning projects and real-world case studies, with hands-on practice via Simplilearn's CloudLab online development environment.
- Flexible learning approach. Simplilearn is the first online training company that provides a global, anytime, anywhere approach to employee training. So people can learn in the way they want to learn, our courses combine self-paced online content and instructor-led live virtual classrooms, backed by 24/7 global teaching assistants to enable learners to quickly resolve questions.
- Progress tracking and assessments. The learning management system (LMS) is intuitive and has built-in tools for enterprises to track the learning progress of employees, including reports and alerts that help ensure high course completions. All learning programs come with preand post-course assessments as well as independent certifications.
"The rapid pace of technological change has triggered businesses to embrace evolving digital technologies or risk becoming obsolete," said Anand Narayanan, Chief Product Officer at Simplilearn. "We look forward to embarking on our Digital Transformation Academy to support organizations with our advanced learning approach, to create better outcomes in achieving a digital savvy workforce."
Simplilearn has partnered with leading Global System Integrators, FMCG, Banking and Telecom companies to support their digital transformation journeys. With integrated learning programs across key technology and business domains, Simplilearn continues to be the preferred training company for individuals, working professionals, and higher institutions of higher education.


Can you delete a USB stick?
Right-click the listing for your memory stick drive and highlight the «Eraser» option to view the available actions that Eraser can perform. Ensure that you right-click the correct drive; if you erase data on the wrong drive, you will permanently delete the data on that drive.
How do I delete everything off a USB stick?
WARNING: Erasing the USB device will delete all content on the device.
 1. Connect the USB storage device to the computer.
 2. Open Disk Utility which can be found by opening: …
 4. Click to change to the Erase tab.
 5. In the Volume Format: selection box, click. …
 6. Click Erase.
Can USB flash drives be erased and reused?
Read more How do I remove Avast Antivirus from program files?
Can you just pull out a USB stick?
"Whether it's a USB drive, external drive or SD card, we always recommend safely ejecting the device before pulling it out of your computer, camera, or phone. Failure to safely eject the drive may potentially damage the data due to processes happening in the system background that are unseen to the user."
How do you clean a USB stick?
Click the Windows orb and then «Computer.» Double-click the drive letter for the USB flash drive in Windows Explorer to open the device and view its contents. Click and highlight files to remove from the USB flash drive. Press the «Delete» key on the keyboard.
What happens when you delete a file from a USB flash drive?
Normally deleted files from USB flash drive are deleted permanently instead of going to the recycle bin. … This is a third-party tool named Pen Drive Recovery Tool. This tool has the capability to recover corrupted, deleted, and formatted files from USB flash drive.
How long will a USB flash drive last?
Most flash drive manufacturers estimate that their devices will last 10 years, but they could feasibly last longer if you use them sparingly and keep them safe. So, data storage lifespan is finite. But, most users will never reach a large enough number of write/erase cycles to worry about it.
Why can't I delete files on my USB stick?
#4: Run Check Disk Tool To Fix 'Flash Drive Won't Delete Files' It is possible that the file is unreadable or corrupted due to which flash drive won't delete files error occurs. So, in this case, you can run disk checking utility to fix this issue and delete the files from pen drive easily.
Read more How do I delete a URL I copied?
Do USB flash drives go bad?
In the event that a USB Flash drive is not destroyed through environmental factors or internal component failure, the device will still eventually go bad if it is written to and read from enough times. … So, it can take years of heavy use to access a flash drive enough times to break it.
What happens if you remove a USB without ejecting?
When you remove a flash drive without warning the computer first, it might not have finished writing to the drive.» This means that pulling your external drive out without warning could result in the file you just saved being lost forever — even if you saved it hours ago.
Is it bad to remove USB without ejecting?
Is there a difference between a flash drive and a thumb drive?
Perhaps the biggest difference between a thumb and flash drive is their memory storage type. Flash drives use Compact Flash (CF) while thumb drives are a type of Solid-State Drive (SSD). … Not only is CF used on flash drives, but you can also find it in tablets, smartphones, cameras, and MP3 players.
How do I clean my flash drive on Windows 10?
Cleaning and formatting flash drive
 1. Open Start.
 3. Right-click the removable drive and select the Delete volume option.
 4. Click the Yes button.
 5. Right-click the «Unallocated» space and choose the New Simple Volume option.
 6. Click the Next button.
Read more What can I clean my computer screen with?
16 авг. 2019 г.


text:
Green Privet Root Ball 150/175
Privet tend to be semi-evergreen plants depending on how cold the winter is. They have simple, oval leaves and bear small white flowers followed by black or purple fruits. Privets are one of the few plants that can tolerate pretty much all soils and aspects. They are perfect for small gardens as they can be pruned hard to keep them slender whilst retaining height.
Privet can grow about 30cm (1ft) per year


text:
Cameroon Giant Fire Millipede (Pelmatojulus excisus)
Mohamed bin Zayed Species project number 180514904
Distribution, Ecology and Conservation status of two endemic giant millipedes (Diplopoda: Spirobolida; Spirostreptida) in Cameroon rainforest.
In order to assess the threats on giant millipedes and to prepare an effective management plan that will help to reduce or stop anthropogenic pressure on their habitat, it is important to monitor the trend of their distribution in regard to the anthropic impact on the vegetation. This study will highly contribute to the conservation of threatened Cameroonian millipedes in general and the Cameroon giant endemics in particular The study has the following specific objectives: - Identify the status and repartition of the target threatened and endemic species; - Identify the most important and threatened habitat of these species - obtain new data on the ecology and habitat use of each millipede species; - develop conservation measures that could be implemented to conserve these threatened species and their habitats
Project 180514904 location - Cameroon, Africa


text:
Australian Correspondence Schools: - Department of Conservation, Ecology and the Environment presenting the Pet Care Courses which is significant to pet owners, veterinary assistants, or people who work with animals (for e.g. on farms, zoos, pet shops, trainers, etc). In sympathetic Animal behavior, they enlarge their source for perceptive human activities, and as such, the course may also be precious for anyone studying general psychology.
Aims of Australian Correspondence Schools
Department of Conservation, Ecology and the Environment offers Pet Care Courses: -
1. Identify factors affecting animal behavior.
2. Describe the influence of genes on animal behavior.
3. Explain how animals perceive and how they respond to various stimuli.
4. Explain the influence of environment factors, such as circadian rhythms, on biological clocks, reproductive cycles, orientation and other animal behaviors.
5. Explain the social influences on animal aggression, play, sexual behavior, communication and other behaviors.
6. Describe different ways that animals learn (such as conditioning and habituation) and some effects of learning on behavior.
7. Discuss psychological implications of different handling techniques.
8. Identify abnormal animal behavior (eg. psychotic, neurotic behavior) and ways to reduce dependence on humans.
Please use the Contact form on the right for Pet Care Courses information and ordering.


text:
Growing Grapes in Your Backyard
|Topic||What varieties are best for my backyard?|
A large number of grape varieties are available in California. Varieties are divided into table grapes and wine grapes according to their primary use. Some are suitable for multiple uses and may have secondary uses in making juices or jellies. American and American hybrids are typically grown for table grapes, juice, or jelly. Table grape and multiple-use type varieties are the ones most commonly grown by home gardeners. They are usually adapted to a range of local conditions and training systems. Numerous varieties are available, and suitable ones for various climate zones are listed in tables 15.1 and 15.2, linked below.
Wine grape varieties are suitable for many home gardens, but for optimal performance, the wine grape variety chosen should be suited to the climatic region and site. Table 15.3, linked below, provides variety information on wine grapes.
Grape Varieties - UC
Cultural Information for Selected Table Grape Varieties, Table 15.1 (pdf) in California Master Gardener Handbook. UC Buy Publication
Cultural information for selected American and American-European hybrid seedless table grape cultivars, Table 15.2 (pdf) in California Master Gardener Handbook. UC. Buy Publication


An Advanced Swing
An Advanced Swing | The Physics of Flying Trapeze This investigation is a replacement for the original 'advanced swing' page which contained some over-simplification. If you have any comments, please contact us using the link above.
Up to this point, we have modelled our flyer swinging on his trapeze as a ball on a string. While this has allowed an understanding of some aspects of trapeze, there are several shortcomings with this approach.
Ball and string model
With the ball and string model, the only way to swing higher is to start higher. However, once we allow the flyer to move his body, this is no longer the case.
In this article we will show how a flyer can increase the height of his swing by moving his body. Our new model is therefore 'ball on a variable length string'. This is still a simplification compared with real life, but it captures the interesting physics which will allow us to gather some more interesting insights into the swing.
If you watch high level trapeze artists swinging, you will notice that while each has his or her own style. However there are basic movements common to all, which can summed up as:
"Long on the way down, short on the way up"
Let's look at what this means and why it causes the swing to increase in height. We will then consider a flyer swinging and show how this principle can be put into action.
First of all, let's define what we mean by the words 'long' and'short'. When we modelled the flyer as a ball on a string, we showed that it was the length of the string that defined the period of the swing. When we consider a flyer hanging from a trapeze bar, the same is still true, however as before we should note that it is not the length of the trapeze cables that represent the length of the pendulum, but rather the distance from the pivot (the attachment point at the top) down to the flyer's centre of mass (generally around the hips). A long pendulum results from moving the flyer's centre of mass away from the pivot (straightening his body). A short pendulum results from the flyer bringing his centre of mass up towards the pivot, and there are a number of ways to achieve this.
Shorten the pendulum
Why does this help?
In our simple model, once a flyer is swinging the energy in the system (flyer, bar, cables and pivot) is fixed. It just moves from one from to another, oscillating between kinetic energy and potential energy as the flyer swings back and forth. In order to increase the height of the swing, the flyer must put more energy into the system. This is because we know that at the extreme end of his swing, where he is stationary, all the energy is in the form of gravitational potential energy (with zero kinetic energy).
PE = m x g x h
(m = mass, g = acceleration due to gravity, h = height with respect to the bottom of the swing)
Therefore if h is to be increased, then the energy in the system needs to be increased (as m and g are both fixed). This energy need to come from the chemical energy stored within the flyer (from his food). In order to add this energy into the swing, he needs to do work during the swing (in this context work is technical term which means moving against a force):
Work Done = force x distance moved
Let's now look at how the flyer can do work on the swing by shortening the pendulum on the way up and thereby gain height.
'Short on the way up'
From the flyer's perspective, he experiences both a centrifugal force pulling his body away from the pivot and a gravitational force pulling his body downwards. Any work that he can do against these two forces will add energy to the swing. If he wants to move his centre of mass up towards the pivot he must pull up in the opposite direction to the centrifugal force and against a component of the gravitational force (in other words he has to do work = expend some energy). Initially, we will imagine the flyer simply bending his arms and pulling himself up towards the bar.
We will look at each force separately, but of course the flyer only feels one combined force.
Pull against the centrifugal force
Centrifugal Force
Moving his centre of mass towards the pivot shortens the pendulum and reduces the moment of inertia of the pendulum (I). We know that in the absence of external forces angular momentum is conserved (if we look over a short enough time on the swing this applies here because the force the flyer exerts is along the cables and perpendicular to the direction of movement).
Angular Momentum (L) = I x ω
Therefore if I decreases, the angular velocity (ω) must increase to keep the angular momentum the same. So the flyer accelerates and so swings faster.
Since the kinetic energy of the system is given by:
KE = I x ω² = L x ω
Therefore if omega increases with constant angular momementum, then the kinetic energy increases. The flyer has used the chemical energy inside his body and added some of it into the swing. As we saw above, this means the swing will be higher once all this kinetic energy has been converted back to potential energy at the end of the swing.
The more energy the flyer can add into the swing, the more height he will gain. As we can see in the equation above, the kinetic energy depends on the moment of inertia and the angular velocity. Since the angular momentum is constant if we look over a short enough time, we can therefore say that the amount of extra energy the flyer can add depends on the amount by which he can change the angular velocity (which we know he can do by pulling himself in towards the pivot and reducing his moment of inertia). So, to increase the height by a lot, he needs to shorten his pendulum as much as he can, and do this at a time when he is moving the fastest (ie at the bottom of the swing).
Gravitational Force
As the flyer pulls up towards the pivot, he is also lifting his body. However unlike the centrifugal force which pulls along the line of the cables, gravity always acts downwards.
The force due to gravity is given by:
Force = m x g
However, only a component of this force acts along the line of the cables:
Force (parallel to cables) = m x g x cosθ
The potential energy the flyer gains by shortening by a distance d is given by:
PE = m x g x cosθ x d
(force x distance moved)
Pulling against gravity lifts the flyer and adds to his potential energy. As we showed above, this means he will be higher at the end of the swing.
We also note that cosθ is greatest when θ=0, ie. at the bottom of the swing. So the best time to pull against gravity to gain the most energy is at the bottom.
Putting this into practice
We've seen that both forces are greatest at the bottom of the swing, so this is the best time to shorten the pendulum and add the most energy. However, pulling up to the bar at the bottom is very hard, and so the flyer makes a compromise and swings his body up to the bar, shortening his pendulum, as he is approximately halfway up to the peak. This makes up the first part of the force-out.
Force-out - showing how pendulum is shortened
This explains why'short on the way up' is a good way to increase swing height, and how the flyer achieves it by doing work against the centripetal and gravitational forces to add kinetic energy into the system (which is converted to potential energy at the ends of the swing).
'Long on the way down'
Once the flyer has shortened his pendulum on the first swing, one strategy would be to continue to shorten it on the second and third swings etc. However, there is obviously a limit to the extent to which the swing can be shortened, given that the flyer needs to remain hanging under the bar in order to perform his trick. What he really needs to do is find a way to lengthen his swing again (without undoing the work he has just done to shorten it), so that he can the shorten it again on the next swing to gain yet more height. This is exactly what he does.
At the peak of the swing, the angular velocity of the flyer (ω) is zero. Therefore he has zero angular momentum, and so zero kinetic energy. All the energy in the system is stored as potential energy.
Remember that:
KE = I x ω²
So we can conclude that while ω is zero, he can change his moment of inertia as much as he likes without changing his kinetic energy. In other words he is free to lengthen his body without losing any kinetic energy.
What about potential energy? Potential energy is given by:
PE = m x g x h
Therefore provided the flyer keeps his body at the same height above the ground, he will not lose any potential energy. At the peak of the swing, the fly cables are rarely horizontal, therefore if the flyer just straighens his arms to lengthen the swing he will inevitably move downwards (reducing h) and decrease his potential energy.
The flyer needs to lengthen his swing away from the pivot in a horizontal direction, hence the force-out.
Force-out - showing how pendulum is lengthened
The flyer then swings down from the peak with a long swing, and gets ready to shorten as he swings up to the next peak.
As an aside, even if the flyer doesn't force-out horizontally and just straightens his arms, it is still possible to keep some of the extra energy. The energy


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Anencephalic fetuses can be an alternative for kidney transplantation: a stereological and histological investigation
Ahmet Kalaycıoğlu1, Mehmet Karaca2, ismail Can3, Osman Nuri Keleş3, Yılmaz Üçüncü1, Cemal Gündoğdu4, Abdullah Uyanık5 and Bünyami Ünal3
1Department of Anatomy, Faculty of Medicine, Karadeniz Technical University, Trabzon, Turkey, 2Department of Gynecology and Obstetrics, Faculty of Medicine, Kafkas University, Kars, Turkey, 3Department of Histology and Embryology, Faculty of Medicine, Ataturk University, Erzurum, Turkey, 4Department of Pathology, Faculty of Medicine, Ataturk University, Erzurum, Turkey and 5Department of Nephrology, Faculty of Medicine, Ataturk University, Erzurum, Turkey.
Offprint requests to: Dr. Mehmet Karaca, Department of Gynecology and Obstetrics, Faculty of Medicine, Kafkas University, Kars, Turkey. e-mail: _EMAIL_
Summary. In the study, stereological, histological, and anatomical techniques were used to investigate structural and morphometrical features of anencephalic and normal fetal kidneys.
Twenty human fetal kidneys (5 male and 5 female anencephalic fetuses, and 5 male and 5 female normal fetuses) at gestational ages 30 to 35 weeks were examined. Our study used two basic research methods. One was conventional anatomical measurement at the macroscopic level, such as volume, length, weight, etc. The other consisted of conventional and modern microscopic techniques. The microscopic techniques were based on two research methods: histopathological examination at light microscopic level and stereological estimations, including mean kidney volumes, obtained by the Cavalieri method, and the total number and mean height of the glomeruli via the physical dissector method.
There was no statistical difference between the two groups in terms of width, height, weight, and fluid replacement volumes. Microscopic quantitative assessment found no statistical differences either, in terms of the kidney volumes and the number and height of the glomeruli.
Our findings suggest that kidneys from anencephalic infants may be a suitable alternative for renal transplantation. Histol Histopathol 25, 413-422 (2010)
Key words: Anencephalic donors, Kidney, Stereology, Anatomy, Light Microscopy


text:
- Plesk for Linux
When creating a directory via Plesk File Manager, the operation fails with:
PLESK_ERROR: Error occurred during /bin/mkdir command
PLESK_ERROR: filemng failed: filemng: Error occurred during /bin/cp command.
The following error appears in
CONFIG_TEXT: Disk quota exceeded
- On creating a file with Plesk File Manager, the following error is shown:
CONFIG_TEXT: Unable to create /httpdocs/file.html: Failed to copy files storage to destination path. stderr: filemng: Cannot open destination file '/var/www/vhosts/example.com/httpdocs/file.html.l3J8rf' System error 122: Disk quota exceeded stdout: filemng: Cannot open destination file '/var/www/vhosts/example.com/httpdocs/plesktest.html.l3J8rf' System error 122: Disk quota exceeded
Hard disk quota of the subscription's system user has been reached.
Go to Domains > example.com > Web Hosting Access.
Increase the value of hard disk quota in the Hard quota on disk space section.
Apply the changes.


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Stochastic optimization lies at the heart of machine learning, and its cornerstone is stochastic gradient descent (SGD), a staple introduced over 60 years ago! Recent years have, however, brought an exciting new development: variance reduction (VR) for stochastic methods. These VR methods excel in settings where more than one pass through the training data is allowed, achieving convergence faster than SGD, in theory as well as practice. These speedups underline the huge surge of interest in VR methods; by now a large body of work has emerged, while new results appear regularly! This tutorial brings to the wider machine learning audience the key principles behind VR methods, by positioning them vis-à-vis SGD. Moreover, the tutorial takes a step beyond convexity and covers research-edge results for non-convex problems too, while outlining key points and as yet open challenges.
– Introduce fast stochastic methods to the wider ML audience to go beyond a 60-year-old algorithm (SGD) – Provide a guiding light through this fast moving area, to unify, and simplify its presentation, outline common pitfalls, and to demystify its capabilities – Raise awareness about open challenges in the area, and thereby spur future research
– Graduate students (masters as well as PhD stream)
– ML researchers in academia and industry who are not experts in stochastic optimization
– Practitioners who want to widen their repertoire of tools


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Provided courtesy of Harrier.net
Hash House Harrier roots extend back to the old English schoolboy game of "Hares and Hounds," in which some players, called "hounds," chase others, called "hares," who have left a trail of paper scraps along their route across fields, hedges, streams, bogs, and hills. One of the earliest Hares and Hounds events on record was the "Crick Run" at Rugby School in Warwickshire, England, first held in 1837.
Hare and Hounds as an adult sport began in the fall of 1867 with a group of London oarsmen who wanted to keep fit during the winter. Also called "Paper Chasing" or the "Paper Chase," the game became very popular after its introduction on Wimbledon Common in 1868 by the Thames Hare and Hounds. Early clubs called themselves "Hare and Hounds" or simply "Harriers."
THE HASH IS BORN
The Hash House Harriers as we know it today was founded in Malaya (now Malaysia) by Albert Stephen Ignatius Gispert, an English chartered accountant. It was sometime during 1937 when Gispert (or simply "G" as he was known to his friends) acquired a taste for the paper chase with the Springgit Harriers in Malacca (also in Malaya). Shortly after being transferred by his accounting firm to Kuala Lumpur he gathered together a number of fellow expatriate businessmen to form a harrier group. The first run was held in in December 1938 and the founding members included Cecil H. Lee, Frederick "Horse" Thomson, Eric Galvin, H.M. Doig, and Ronald "Torch" Bennet.
The group's name came about primarily because local authorities required legal registration of the club. While the "Kuala Lumpur Harriers" would have appeared a logical choice, "G" decided instead to use the nickname for the Selangor Club where a number of the local harriers both lived and took their meals. It seems that due to its lackluster food, the dining room was commonly referred to as the "Hash House."
The philosophy of the original Hash House Harriers from the 1938 charter:
- To promote physical fitness among our members
- To get rid of weekend hangovers
- To acquire a good thirst and to satisfy it in beer
- To persuade the older members that they are not as old as they feel
Hashing in Kuala Lumpur was suspended during the World War II occupation by Japanese forces, but then reestablished after peace returned. It wasn't long before the hash began slowly spreading around the world. Former members of the original Hash House Harriers started a hash in 1947 near Milan, Italy, but it wasn't until 1962 that the next group was formed in Singapore. The Singapore Hash was gradually followed by others until in 1973 there were approximately 35 hashes in 14 countries.
Subsequently, the hash began spreading like wildfire and the number of hashes soon climbed into the hundreds by the early 1980s. Today (1999) there are some 1,700 active hashes in over 180 countries, including approximately 350 in the United States


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Dynamics of large-scale fluctuations in native proteins. Analysis based on harmonic inter-residue potentials and random external noise
Erkip, Albert and Erman, Burak (2004) Dynamics of large-scale fluctuations in native proteins. Analysis based on harmonic inter-residue potentials and random external noise. Polymer, 45 (2). pp. 641-648. ISSN 0032-3861
Official URL: _URL_
The fluctuations of residues of proteins about their equilibrium configurations are analyzed by the Langevin equation. Residue pairs that are covalently bonded and those that are within a given cutoff distance of each other are assumed to be connected by linear springs. The actions of the solvent and intramolecular interactions on each residue are treated as random noise. The correlations of fluctuations resulting from the solution of the Langevin equation are observed to be identical to those obtained by the Gaussian Network Model based on equilibrium statistical mechanics. The time-delayed correlations of fluctuations, and the response of the protein to a given frequency and to a window of frequencies are determined. The fluctuations of the residues resulting from a given fixed externally applied frequency are evaluated for different modes of the system. Synchronous and asynchronous components of correlations for different modes are formulated. The findings of the present paper are applied to the 241 residue protein S. marcescens endonuclease (1QL0).
Repository Staff Only: item control page


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Definition of cocoanut
n. - The large, hard-shelled nut of the cocoa palm. It yields an agreeable milky liquid and a white meat or albumen much used as food and in making oil. 2
The word "cocoanut" uses 8 letters: A C C N O O T U.
No direct anagrams for cocoanut found in this word list.
Words formed by adding one letter before or after cocoanut (in bold), or to accnootu in any order:
s - cocoanuts
All words formed from cocoanut by changing one letter
Browse words starting with cocoanut by next letter


text:
Maintenance III - 1990 Folsom
San Francisco, CA 94103
Position: Maintenance III – 1990 Folsom
Location: San Francisco, CA
Mission: Tenderloin Neighborhood Development Corporation (TNDC) provides affordable housing and services for low-income people in the Tenderloin and throughout San Francisco, to promote equitable access to opportunity and resources.
Established in 1981, TNDC has grown to employ more than 400 staff, to develop, own, manage and provide supportive services in 41 properties that offer deeply affordable housing for nearly 4,700 tenants, and to expand its work in community organizing and after school programming. TNDC is viewed as a trusted and well-organized community ally locally and a practice leader nationally. In San Francisco, TNDC envisions diverse communities where people with low incomes can fulfill their potential and meet their basic needs. In the Tenderloin, TNDC stands as a catalyst for advancing community interests and a force for expanding the choices that enhance livability, such as housing, employment, education, food, cultural activities, and open spaces.
TNDC values are: Integrity, Excellence, Diversity, Collaboration and Equity
Under the supervision of the General Manager or Senior General Manager, the Maintenance III is responsible for responding to daily maintenance requirements and overall upkeep of TNDC buildings and facilities and staff supervision.
- Directly hire, supervise and manage maintenance and custodial staff including preparation of employee evaluations and recommendations for discipline or promotions.
- Respond to daily work orders and maintenance requests including:
- Plumbing: Replace faucets, Snake drains (sink and tubs), Install toilet valves
- Carpentry: Hang windows and doors, Repair hinges, Repair/replace door and window locks
- Electrical: Door buzzer repairs, Low voltage electrical repairs
- Paint and patch walls.
- Sheetrock repairs.
- Report unusual occurrences or suspicious activities to supervisor.
- Keep supervisor informed of maintenance problems.
- Provide effective and courteous service to residents, guests and coworkers.
- Conduct work tasks safely in compliance with safety rules.
- Inspect units during monthly pest control; notes the condition of the unit.
- Perform and keep record of all fire and life safety, and operational equipment preventive maintenance.
- Establish and follow building preventive maintenance schedule.
- Respond to building emergencies on after hour's on-call schedule.
- Other duties as assigned.
REQUIRED SKILLSKnowledge and Skills:
- Ability, willingness and sensitivity to work with a diverse, low-income population.
- Maturity, honesty, dependability, initiative and follow-through.
- Ability to read and communicate in English sufficiently to follow directions and communicate with supervisor, coworkers and residents.
- Ability and willingness to work tactfully under pressure; cope with stress.
- Problem-solving ability.
- Ability to perform medium to heavy work involving sitting, standing, walking, lifting up to 75 pounds and climbing ladders and stairs.
- Ability to use a variety of hand and power tools necessary to perform mechanical, carpentry, electrical, plumbing and other building repairs and maintenance work.
- Ability to operate a variety of equipment including mechanic tools, carpenter tools, electrical tools, plumbing tools, shovels, rakes, etc.
- Ability to move objects, occasionally requiring exertion of considerable force.
- Ability to differentiate shades of color in performing electrical maintenance, painting and other work.
- Ability to coordinate eyes, hands and fingers in performing maintenance tasks.
- Ability to drive motor vehicles, including trucks.
- Visual acuity necessary to inspect buildings and review work orders.
- Hearing acuity sufficient to use telephone and communicate with residents and staff.
- Ability to add, subtract, multiply, divide.
Judgment and Reasoning Ability:
- Ability to judge situations where supervisor's involvement is needed.
- Ability to apply common sense understanding to semi-repetitive tasks.
Language and Communication Ability:
- Ability to comprehend and correctly use maintenance logs, work orders, time sheets, etc.
- Ability to comprehend resident handbook and employee manuals.
- Ability to communicate effectively with coworkers and staff at all levels, residents, both verbally and in writing.
- Ability to adapt to changes in policy, methods, operations, etc. as they apply to property management operations and activities.
- Ability to work in an office environment and in and outside a variety of residential buildings.
- Ability to work under hot and cold conditions.
- Ability to work under conditions of moderate noise.
- Six months of consecutive experience in residential housing maintenance/property management.
- One year of supervisory experience.
- Two years of experience in the building trades plumbing, electrical, carpentry or appliance repair.)
- Excellent interpersonal skills, ability to work on a team.
- Capacity to work with a culturally diverse, low-income population.
- Ability to work independently and to follow instructions with minimal supervision.
- Ability to operate hand and power tools.
- Ability to lift 75 pounds and climb ladders.
- Ability to order supplies and maintain workable inventories.
- Excellent plumbing, electrical carpentry and painting skills.
- Knowledge of Cal/OSHA safety/code requirements.
- Certification of high rise and fire safety training.
- HVAC certification.
- Knowledge of lead paint/asbestos abatement training/certification.
- Valid California drivers' license and a motor vehicle report that matches TNDC's insurer's minimum guidelines.
Tenderloin Neighborhood Development Corporation is an Equal Opportunity Employer.
In compliance with the San Francisco Fair Chance Ordinance (August 13, 2014), all qualified applicants with criminal histories will be considered for the position.


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A Portrait as a Goddess
Look closely at the woman in this image. Did you notice that she is wearing a leopard skin and holding a bow and arrow? Do you think she normally dressed this way?
This woman lived about 250 years ago and she chose to have her portrait painted with these objects because she wanted to look like the Roman goddess Diana.
Imagine you saw someone dressed in a blue outfit with a big letter "S" on his chest and a red cape. You would probably know that the person wanted to look like Superman because those features are symbols for the superhero.
In a similar way, holding a bow and wearing an animal skin tells people that this woman is dressed like Diana, because these objects were her symbols, or attributes.
Diana was the goddess of the moon, the forest, and hunters. And like all goddesses, she was incredibly powerful and immortal (meaning she would never die). The woman in the painting hoped that people seeing her portrait would think she had the strength and courage of the goddess.
The artist, Jean-Marc Nattier, was famous for portraying people as different characters. In France in the 1700s it was popular for wealthy people to have him paint their portraits. What type of costume would you wear if you were having your portrait painted by Nattier?


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Youth Apprenticeship Program
The Wisconsin Youth Apprenticeship program began with passage of 1993 Wisconsin Act 16 (the 1993-
1995 biennial budget) which appropriated funds to the Department of Workforce Development (then
known as the Department of Industry, Labor and Human Relations) to support: an Office of Workforce
Excellence, Career Counseling and Information Centers for Youth, Youth Apprenticeship Training
Grants, Youth Apprenticeship Curriculum Grants and Youth Apprenticeship Administration and Program
Approval authority within the department. This legislation was developed in collaboration with the
Department of Public Instruction, the Department of Workforce Development and the Wisconsin
Technical College System. The program was loosely fashioned after the European apprenticeship
concept, particularly the German model, which required intensive and long-term employer-sponsored,
industry-focused training, the completion of competency-based technical courses plus the additional
coursework necessary for high school graduation.
The Youth Apprenticeship Program was a critical component of the state's school-to-work planning and
implementation initiatives in 1993 and 1994. In addition, the federal School-to-Work Opportunities Act
of 1994 provided funds to the state to initiate the development of local school-to-work programs begun in
partnership with business, labor, secondary and postsecondary education agencies and local government
and community organizations. Wisconsin Act 9, the _PHONE_ Wisconsin state budget, created the
seventeen-member Governor's Work-Based Learning Board to administer and coordinate existing and
new work-based learning programs for youth including the Youth Apprenticeship Program. The Board is
an independent body, attached to the Department of Workforce Development for administrative purposes.
Some of the roles of the Board as they relate to the Youth Apprenticeship Program are:
· Establishing guidelines and standards for the program.
· Issuing requests for proposals to distribute funding.
· Working with trade and industry and labor leaders to develop new youth apprenticeship areas.
· Approving the statewide curricula for youth apprenticeship programs.
· Monitoring and providing technical assistance to local programs.
· Issuing certificates to youth apprentices who successfully complete the program.
The standard Youth Apprenticeship model is a two-year program for high school juniors and seniors
requiring a minimum of 900 hours of work experience and four semesters of related classroom instruction
based on statewide, industry-developed skill standards, using a state-developed curriculum
. The program
integrates school-based and work-based learning to provide the student with academic and technical skills
leading to a high school diploma and a Certificate of Occupational Proficiency issued by the Governor's
Work-Based Learning Board. The Youth Apprenticeship Program prepares students to enter the work
force directly after high school graduation, to begin a formal apprenticeship program or to begin a
postsecondary education in either a technical college or university in a technically oriented program.
Youth Apprenticeship programs are currently available in the following career interest areas:
· Agri Business
· Information Technology/Networking
· Auto Collision
Youth apprentices in a Level One program must complete a minimum of 450 hours of work-based learning while
they are enrolled in the program. At least 250 hours of the required minimum work-based learning time must take
place when related classes are being held, so that classroom instruction can be integrated with worksite training.
Students successfully completing a Level One program will receive a Certificate of Recognition