text:
Link Between Racial Discrimination and Cardiovascular Health
Racial discrimination isn't just harmful as it happens—its effects can linger for years. Tufts researchers recently found that people exposed to racial discrimination during early childhood were more likely to develop cardiovascular health issues compared to those who never experience discrimination, or who experienced discrimination later in life.
Being the victim of racial discrimination is a traumatic experience that can cause lasting psychological effects. A 2015 study found that those who self reported experiencing racism had poorer mental and physical health compared to others.
Researchers think this is partially due to overactive stress responses. In response to a stressor or threating event, your brain primes your body for a "fight-or-flight" response by releasing stress hormones that increase your heart rate and cause other metabolic changes.
Exposure to severe or chronic stress is linked to disorders such as depression, anxiety, cardiovascular disease, diabetes, substance abuse, and overall increases in tissue inflammation and damage. Trauma from discrimination can also lead victims to unhealthy coping mechanisms like smoking or alcohol consumption.
Adolfo Cuevas, an assistant professor of community health and director of the Psychosocial Determinants of Health Lab at Tufts, and Thao Ho, A20, wanted to find out if the developmental timing of an individual's initial exposure to racial discrimination is an important determinant of the future health, and specifically cardiovascular health.
At a very young age, children can distinguish different racial groups and recognize when they are being treated unfairly because of their race. This experience of racial discrimination during childhood has been linked to increased juvenile delinquency and stress-related disorders.
To determine if timing of initial exposure to discrimination affects adult health, Cuevas used data collected from the 1995 Detroit Area Study that surveyed 1,000 primarily white and black adults. Participants reported whether they had ever been treated unfairly due to their race, and if so, at what age.
Cuevas divided age groups that experienced discrimination into early childhood (to age seven), childhood (ages eight to twelve), adolescence (ages thirteen to nineteen), and adult (nineteen and up). He and Ho then correlated that with participants who reported they had experienced a negative cardiovascular health event, such as high blood pressure, elevated cholesterol, artery hardening, heart attack, or stroke.
The results, published recently in the journal Ethnicity & Health, were striking. Individuals initially exposed to racial discrimination during early childhood had a greater probability of developing cardiovascular health issues in adulthood than those who never experienced discrimination. In addition, discrimination during either early childhood or adolescence was also found to be associated with an increase in the overall number of adverse cardiovascular events a person experienced in adulthood.
These results suggest that early childhood and adolescence are critical periods during development that are especially susceptible to discrimination-related trauma.
"We were initially surprised that we only found effects within early childhood and adolescence, but not during childhood," Cuevas said, "but it makes sense—these two periods are quite critical for brain and physical development."
Indeed, during early childhood the brain is still growing, forming vital connections. Adolescence is an important time for cognitive and higher order brain development, and a time where individuals can begin to understand and interpret traumatic events. "During these periods where there's actually both a change biologically and socially, if they're interrupted by trauma, it has a cascading effect on our health and adult life," Cuevas said.
Cuevas hopes this work will inform further research into effective interventions for those who are victims of discrimination and lead medical providers to treat childhood trauma related to racism as a risk factor for adult health.
While the observed association between racial discrimination during childhood on adult cardiovascular health did not differ between white and black participants, a significantly higher portion of black participants self reported experiencing racial discrimination overall. In fact, of the thirty-nine individuals who reported experiencing racism in early childhood, thirty-four were black.
Cuevas hopes that these findings will reach those able to influence race relations and believes that "if policymakers recognize the health effects of racism across the lifecourse, they can develop effective policy interventions that can improve the health of populations."
Dominique Ameroso can be reached at _EMAIL_.


text:
The intelligent bed, that automatically turns patients over to keep them from developing bedsores (Photo: Empa)
Decubitus ulcers, more commonly known as bedsores, are a common and potentially serious problem for bedridden hospital patients. Staff are often required to regularly turn patients over in their beds, as the sores are the result of too much prolonged pressure to the skin, caused by lying on one spot for too long. Turning those patients over (especially the larger ones) can be physically difficult work, however, plus some facilities won't always have enough staff on hand to do the turning as often as needed. Swiss entrepreneur Michael Sauter thought the situation needed addressing, so he invented a bed that turns the patients over itself.

source: HuggingFaceFW/fineweb-edu


text:
The City of Oxford encompasses approximately 7.5 square miles in the northwestern corner of Butler County and is home to over 21,000 people. About 47% of the population is between the age of 20 and 24 due to the strong influence of Miami University. The community's tie to education is further demonstrated by the high educational attainment of its population 25 years old and older:
- 91.6% are high school graduates or higher
- Over half of the population has a bachelor's degree or higher
- Approximately a third of the population has a graduate or professional degree
Download one of the following demographic reports for more information. The reports are based on the 2010 Census and 2007-2011 American Community Survey.

source: openbmb/Ultra-FineWeb


Kinetica Museum | Kinetica Artfair | Kinetica Enterprises |
Sound artist Bjorn Hatleskog works under the name Romvelope, and has been releasing experimental music for the past 10 years via his record label ADAADAT. Struck with a desire to create something that exists somewhere between sound and sculpture, he started building semi-autonomous musical instruments. He focuses on the kind of noise or undesirable sound that conventional instrument designers seek to remove from their creations.
The current installation features fluorescent lighting, a pair of modified Fisher Price Turntables that function as primitive sequencers switching electrical currents on and off, electromagnetic interference that produces toilet seat shaped instruments, a self-strumming guitar, a device that transforms the electrical signal from the lights into sound waves and Robotic Percussion.


A general rule for storing bread and buns is never to store them in the fridge. This causes the bread to dry out a lot quicker.
The very best thing to do is to freeze it and get it out to defrost on the day of eating. Bread can easily be sliced before you freeze it, so you can get out what you need when you need it.
Another way of keeping bread really fresh is to freeze it before it has been baked in the oven. If you are making small bread rolls, for example, freeze them on a baking tray once they have risen and before baking. When you want to serve them, simply remove them from the freezer and turn the oven on. When the oven is up to temperature, put the rolls in and serve them freshly baked.


Developer Console
Device Filtering and Compatibility
When you submit your APK into the Amazon Appstore, the attributes in your app manifest and build.gradle files determine what devices your app can be installed on. Incompatibilities between these files and a device's capabilities will prevent your APK file from being supported on that device. The sections that follow explain some of the filters that influence support for devices. You can also manually adjust the list of supported devices in the developer console.
Background Knowledge
Because Amazon's Fire OS is based on Android, Amazon tries to maintain as much parity with Android as possible. Because of this, the documentation here doesn't duplicate the information in the Android documentation; instead, it covers how Amazon and Fire OS differ. For a better understanding of the concepts here, consult these foundational Android documentation topics:
Key Terms Related to Device Filtering
The following are common terms used with device filtering in app submission.
For a more comprehensive glossary, see the App Submission Glossary.
Device Compatibility Determined by Your APK's Manifest
As with standard Android practices, the attributes in your APK's manifest and build.gradle files determine which devices are compatible with your app. For example:
 - If you set minSdkVersion=4 and smallScreens=false in the app manifest, the Amazon Appstore prevents the app from being installed on any device that doesn't support those requirements.
 - If your manifest declares a requirement for a camera feature (), any device that does not have a camera won't be compatible. Customers with incompatible devices will not see the app as available to be installed.
Using the filters in your APK's manifest, Amazon Appstore checks the hardware and software requirements for the customer's device as well as the carrier, location, and other characteristics. Amazon also looks at the geographic location availability requirements as specified in your app's metadata (which you select when publishing your app). If your app is compatible with the device according to the filter rules, your app is made available to the customer. If the app is incompatible, your app is hidden from search results and category browsing for that customer's device.
The following table shows examples of filters:
Filter Type Example
Filtering based on device compatibility If you state in the app manifest that the app requires GPS, the Amazon Appstore does not show the app to devices that do not have a GPS.
Filtering based on app availability If you state in the developer portal that your app should only be available in North America, the Amazon Appstore does not show the app to devices outside North America.
For a full list of supported manifest filters, see Manifest Filters Supported by the Amazon Appstore.
Support on Non-Amazon Devices
In addition to supporting Amazon devices, the Amazon Appstore supports non-Amazon devices as well. Your manifest and build.gradle file determine the filtering logic and device support on these devices as well.
To install Amazon apps on non-Amazon devices, customers do so through the Amazon Appstore for Android app. Customers might install your Amazon app on a non-Amazon device if they already purchased the app from Amazon Appstore and don't want to buy it again from Google Play, or if they have coins or subscriptions they purchased from Amazon and want to use them in the same app on other devices, such as Android tablets.
Fire OS and Android API Levels
Fire devices use Fire OS as the operating system. Since Fire OS is a custom version of Android, each Fire OS version corresponds to an Android API level. The first step in creating your app manifest is to specify the proper Android API level in the android:minSdkVersion attribute for the Fire devices you intend to target. For example, to target all 2013 and newer tablets, your manifest should contain an entry like this:
You can also set the Android API level using the android:targetSdkVersion attribute. The targetSdkVersion attribute designates a specific Android API level. To ensure that your apps run newer API levels with enhanced security and performance, Android enforces minimum API levels for targetSdkVersion. See Android documentation to learn more about minimum targetSdkVersion requirements.
As with Android devices, not all Fire devices have the same API level. For example, some Fire TV devices run on Fire OS 7 (based on Android API level 28), others run on Fire OS 6 (based on Android API level 25), and others run on Fire OS 5 (based on API level 22). Fire tablets have even more differences between API levels. See the following for specific API levels for different Fire devices:
Minimum API Levels for targetSdkVersion
Due to requirements from Android, on December 31, 2021, Amazon will enforce the following Android API level requirements for targetSdkVersion on Fire OS 6 and 7:
Fire OS Version Minimum API Level
Fire OS 6 25
Fire OS 7 28
You cannot submit new apps or update existing apps that do not meet the minimum API levels for targetSdkVersion on or after December 31, 2021. Any existing apps submitted to the Appstore will continue to work and be available for your customers.
See Fire OS documentation to learn more about setting minimum API levels:
Backwards and Forwards Compatibility Across API Levels
Android APIs are usually backwards compatible, meaning a device that supports Android Level 28 will support Levels 1 through 27. However, Android APIs are not forwards compatible, meaning Level 27 will not necessarily support all the functionality introduced in Level 28. As such, some features available in Fire OS 7 might not be supported in Fire OS 6. Some features in Fire OS 6 might not be supported on Fire OS 5, and so on. See the following for special considerations about how to develop for Fire OS 6 and Fire OS 7:
Evolving API Levels
Some Android API levels for devices change over time as Fire OS updates are deployed. For example, some versions of Fire tablets were initially released with Fire OS 6, but they were upleveled to Fire OS 7 later on through an over-the-air ("OTA") update process.
If your APK is compatible with multiple versions of Fire OS, in the element in your manifest, set your minSdkVersion to the lowest API level your device supports in order to ensure maximum compatibility with devices. If you set the minSdkVersion to 22, devices that support only level 19 and lower won't be compatible.
The Amazon Appstore also supports the android:maxSdkVersion attribute, which specifies the maximum allowed API level on the device. In most cases, use of this attribute is not needed unless there is a breaking incompatibility with a higher API level.
Common Hardware and Software Capabilities
After you specify the minSdkVersion, make sure your and elements are appropriate for the devices you want your app to be compatible with. Refer to specifications for Fire Tablets and Fire TV for specific hardware and software capabilities.
Be aware of implied (or unstated) feature requirements as well. As noted in the Android documentation, specifying for certain capabilities implies one or more elements, with android:required="true" assumed. Because the implied features are required, the APK will not be compatible with any device that does not provide those features, even if the app is designed to degrade gracefully when features aren't present.
To better understand implied features, consider this scenario. Your app uses the device's current location to find nearby gas stations. The app can get your current location from the device's GPS, but if GPS is not available, the user can input an address or location. To use the GPS, you should include this element in your manifest:
However, if you don't explicitly define the feature requirements, these elements are implicitly defined:
If you then provide this APK to the Amazon Appstore, only Fire tablets with built-in GPS capabilities (that is, with WAN, or wireless access networks) would be compatible. To be compatible with additional Fire devices, you should include these elements in your manifest but specify them as not required (provided your app functions correctly without GPS):
For a full list of permissions that cause implied features, see Permissions that Imply Feature Requests.
Device Filtering for Fire TV Devices
For Fire TV devices, the following manifest attribute identifies support for Fire TV:
This attribute indicates that the touchscreen feature is false. Fire TV devices do not support touchscreens and multi-touch capabilities, whereas phones and tablets do. As a result, you must declare this android.hardware.touchscreen attribute to be false for the Appstore to classify your app as compatible with Fire TV devices.
However, this classification isn't automatic. When you upload an APK designed for Fire TV devices, you must still manually select which devices your APK is compatible with in the developer console. See Adjust Device Support for your APK for details.
Device Filtering for Web Apps
Although device filtering based on your Android manifest is not available for web apps, you can still control the supported devices through a list of check boxes during the submission process. With web apps, even though you submit a URL to a website or upload a zip package with web files, the Amazon Appstore takes the web app and generates an Android app using a Cordova wrapper. This Cordova-packaged app is the an Android app that users download and install on their devices.
Web apps are compatible with all devices because in terms of Android APIs, they are very basic — there's one activity with a WebView into which web files or a URL is loaded, and the API level is set to 10 to gain the widest compatibility possible.


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High level introduction to SAS using basic overview from SASCrunch.com with various Lessons Learned:
Accessing data from a file
-Within the code, the first line in tutorial is:
Filename file1 'folders/myfolders/file1.csv'
-I was able to easily create the CSV, but within the Mac it was in the myfolders directory, and I didn't realize that SAS is configured first for 'folders'
-Within SAS, Code, Server Files and Folders, I first click on select "My Folders"
-Click on the icon above called Folder Properties
-Note: I was thinking this was just within the tutorial, but this actually is the path
Different formats of files for input
Note: This was an issue because I was getting ahead of the documentation, and didn't realize that there are different kinds of input file formats (space-delimited, comma-delimited, aligned by columns. I was creating the file in Mac MS-Excel and saving in comma separated values (.CSV), but there are different forms of that within Save-As, and I'm choosing what's specifically name "comma separated values (CSV)".
-Because I'm saving as comma delimited, I'll try:
Infile file1 firstobs=2 dlm=',';
Input ID $ Age;
Issue: Within Output Data, there is only data in first row, ID of: ID0001,2
Note: Properties of the.csv file is that it's opened within MS-Excel. Maybe the raw.CSV file needs to be saved differently.
Note: Now I'm finding myriad ways of doing this, including right-clicking on the file1.csv (in SAS Studio), selecting "Import Data", and accepting all the defaults – does everything for me.
Note: I need to dig deeper into differences between file formats, exporting, importing. Will probably be a different blog post.
-This is the code that was auto-generated when I right-clicked on the data file and chose to "Import Data":
/* Generated Code (IMPORT) */
/* Source File: file1.csv */
/* Source Path: /folders/myfolders */
/* Code generated on: 6/9/19, 9:01 AM */
FILENAME REFFILE '/folders/myfolders/file1.csv';
PROC IMPORT DATAFILE=REFFILE
PROC CONTENTS DATA=WORK.IMPORT; RUN;
Note: SAS is using various variables like "DBMS". This gives me some clues on what's really required for importing files.
Note: This one didn't quite work as planned. I didn't see the "flag" after running it. Need to work on this one.
proc sort data=sashelp.class out=class;
by sex height;
by sex height;
if first.sex then flag = "Shortest";
else if last.sex then flag = "Tallest";
-SAS has a forte, of course, of statistics. Appears easy to run a program to request a bunch of data. The sashelp.cars data set is something that comes with SAS University Edition.
Proc univariate data=sashelp.cars;
-This gives results of mean and standard deviation (stdev)
Proc means data=sashelp.cars;
-This gives results of frequencies, with various tables
Proc Freq data=sashelp.cars;
Table Make * DriveTrain;
Proc SQL – Retrieving data from dataset and manipulating it
-This is the primary reason I'm working with SAS University Edition – to learn and practice SQL with various relational databases.
-Example of some code is:
Proc sql; (SQL commands to retrieve data from data set and do things like sorting)
select make, model, msrp (focus on specific variables)
from sashelp.cars (location of the dataset)
where make = "Audi" (subsetting within a variable for a specific field)
order by msrp; (sorting the results by a specific field)
Proc SQL – Summarizing Data
Proc sql; (Using SQL commands within SAS)
select make, (Select a specific field within dataset)
count(make) as n, (Count up the number of entries by make, and return the count)
mean(msrp) as mean_msrp (find the mean within each grouping of make)
from sashelp.cars (pull data from this dataset)
group by make; (group together by make)
Proc SQL – Creating table (data set)
Proc sql; (SQL commands within SQL)
create table bigfish as (will create a table and call it bigfish)
select * (go into dataset and select all fields within the dataset)
from sashelp.fish (specific dataset)
where weight >1000; (only pull data over a certain weight)
-I'm going to hold off on this for the moment. Need to get more comfortable with the manual stuff before automating with scripts.


text:
Solid tumour radionuclide microdosimetry can be affected by the biodistribution of the radiopharmaceutical off the capillaries of the pathologic vascularization. Aim of the present study was to evaluate the combined effects of radiopharmaceutical diffusion and range of the emitted radiation in a model of tumour microvasculature.
We developed a computational model of solid tumour microenvironment around a blood capillary vessel, and we simulated the transport of radiation emitted by by 223Ra, 111In, 131I and 177Lu nuclides using two different Monte Carlo codes: Geant4 and MCNPX.
In particular, we simulated a cylindrical vessel having 10 um of inner radius and 10 um of thickness filled by blood and surrounded by cylindrical layers of soft tissue, 10 um thick each.
For each nuclide, several models of radiopharmaceutical diffusion throughout the capillary vessel were considered: in blood only, representative of radio-embolization procedures, in capillary cells, representative of an anti-angiogenic radiopharmaceutical accumulating in them, and several models of extra-vascular diffusion.
Radial dose profiles around the capillary vessel were obtained and compared between codes and between the physics models available. The results for beta and Auger emitters demonstrate that the photon dose is at least four orders of magnitude lower with respect to the one deposited by electrons. For which concerns 223Ra, the beta emissions of the daughters give a contribution three orders of magnitude lower with respect to the alpha particles, even if with a much longer range.
For each nuclide and for every diffusion model, the Endothelial Cell Mean Dose (ECMD) and the Tumour Edge Mean Dose (TEMD) per unit cumulated activity were computed and represented in tabular form, together with the initial radioactivity (IR) necessary to deposit 100 Gy of dose at the edge of the viable tumour.
Such results may help to characterize the dose inhomogeneities in solid tumour therapies with radiopharmaceuticals, taking into accunt the interplay between drug diffusion from vasculature and range of ionizing radiations.


How to Check the Status of Your Money Order
 How to Check the Status of Your Money Order – When you use a money order, you'll want to know if your payment was approved and paid by the person to whom it was intended. The possibility to track money orders is high, but it will take some time and money.
 How Money Order Tracking Works
 Money orders, unlike personal checks, are not directly linked to your personal bank account; you must purchase them with cash as well (though some places will accept a debit card). If you pay in cash, your bank transaction history will show no evidence of a money order clearing. You can, however, monitor money order payments by sending a request to the money order issuer.
 How to Track Money Orders
 United States Postal Service (USPS)
 Submit a form and pay a modest fee.
 Call an automated response line (_PHONE_) or use an online tracking system.
 Western Union
 Call _PHONE_.
 (More information on each of these choices is given below.)
 Typically, the issuer sends a copy of the approved money order (showing who cashed or deposited it and when) or a note that the money order has not yet been cashed after about 30 days. If the money order is still outstanding, you will cancel it and receive a refund. The exact method varies depending on the issuer.
 Making Your Request
 Gather Needed Information
 Anytime you buy a money order, you should get a receipt with the order information. To track the transaction, you will need the money order number and the order amount. Make sure to take a picture of the money order or make a copy of it, so you have the specifics if you need to keep track of it.
 Pay Service Fees
 Tracking a money order takes time and can be expensive. At $6.15, USPS is the most affordable, but other issuers charge $15 or more for potentially lost or stolen testing payments. 1–3 You may also be required to complete paperwork, often in person, and you will not receive a response (let alone a refund) for 30 days or more.
 Contact the Recipient
 Contact the person to whom you sent your payment if appropriate. Individuals and businesses are often unable to process orders efficiently, and they take longer to deposit payments received. Obtaining information directly from your payee could be preferable to complete a questionnaire.
 Consider Waiting
 It could be worthwhile to wait at least two weeks after submitting payment before giving up and canceling a money order. Most letters arrive within a few days of being sent, but payments seem to be taking longer. During holidays and weekends, it can take much longer. Furthermore, the customer may have been busy or out of town at the time the payment arrived. That being said, if anything seems suspicious, it's best to get answers as soon as possible.
 Tracking Money Orders From the USPS
 If you used a USPS money order, you must visit a post office to complete PS Form 6401, Money Orders. 5 To complete this form, you must have a receipt from your original transaction that shows the money order number, amount, and information about the post office from which you ordered.
 The USPS actually charges $6.15 for money order research. The process will take at least 30 days, and you will obtain a copy of the front and back of the money order, whether it has been cashed or deposited. With that information, you can figure out where the money went. 1
 If you can't wait that long, there might be some informal "workarounds" that will allow you to determine if the money order has been cashed or deposited. You may, for example, call the post office or use the Money Order query system to see if the item "does not suit."
 However, the information you obtain could not be correct because the device was not configured to do what you were attempting. The only way to be certain is to fill out Form 6401 and wait.
 MoneyGram Tracking
 It's a bit easier to keep track of a MoneyGram money order. Contact the MoneyGram automated answering service at _PHONE_ or use the MoneyGram online tracking system. You must include your money order number as well as the exact dollar amount; the system will then notify you whether or not the item has been cashed. 6. If you do not have a transaction number, you must fill out a form.
 If it has been cashed and you need a copy of the approved money order, or if you need to file a claim, fill out the Claim Card, pay $18, and wait at least 30 days for a mailed response.
 If you don't have your money order number, you'll have to pay an additional fee and fill out another form to get the information you need. You will be able to request these services in person as well, ensuring that the process runs smoothly.
 Please visit the MoneyGram Money Order Service page for more detail and links to forms in Spanish and English.
 Western Union Process
 Western Union's approach is similar to MoneyGram's. Check that the money order has been charged by calling _PHONE_ before filling out the forms and paying the fees. 8
 If you need a copy of the money order paid and have obtained it, please use the Money Order Tracing/Refund Request form contained on the back of your money order receipt. You can also go to the website of Western Union Track Transfer.
 Read also:Facebook Marketplace, 6 Ways to Make the Most of for your company
 If you want to cancel the money order, don't email a copy of your request until the receiver has approved it. The treatment costs $18 and can take up to 30 days.
 Again, keeping your receipt when purchasing a money order is better. If you do not do so, Western Union will charge you $30 for your money order. 9 Refund requests may be sent by Western Union in person, by mail, by fax, or by email.
 Other Issuers
 Many of the money orders sold in grocery shops, convenience stores, and check cashing establishments are Western Union or MoneyGram money orders. If your money order was issued by a non-covered institution (such as your bank or credit union), there's a decent chance you'll be able to find it. It could be even simpler, particularly if you work for a small bank. Rather than filling out paperwork, a simple phone call can be all that is needed.
 Tracking and Cashing Money Orders You've Received.
 If you accept payment by money order, your bank will handle the payment processing logistics. You will deposit the transfer into your bank account in the same manner as you would have deposited a check or money order.
 If you suspect that the money order you received was fraudulent, please contact the money order issuer and express your concerns. It could be possible to audit the payment funds or, at the very least, determine if they are deemed fraudulent.
 Do not invest the funds until you have received confirmation that they have been cleared.
 The clearing process will take several weeks, even though your bank's funds policy allows you to use the money right away. If you use the funds and the money order turns out to be fraudulent, the bank will demand that you return the funds.
 When accepting money orders, you should ideally know who you're dealing with. Money orders, on the other hand, allow for anonymous transactions, for better or worse. If you need help investigating criminal activity, you may need to contact law enforcement (and they might not be able to help).
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PreviousFileshare on UNIX Error HandlingNext
Chapter 8: Communications
The Fileshare Client(s) and Fileshare Server(s) communicate using the Common Communications Interface (CCI).
8.1 Overview
A Fileshare Server can use several communication protocols concurrently, enabling it to communicate with a number of Fileshare Clients that do not all use the same protocol.
When you invoke a Fileshare Server, you need to specify the communications protocols it supports, using the /cm option in the Fileshare configuration file. Valid values for /cm are:
When running the Fileshare Server and Fileshare Client on the same UNIX machine, use the Named Pipes protocol for UNIX (CCINAMPU) as this provides significantly better performance than CCITCP.
8.2 Using CCITCP
Fileshare defaults to the TCP/IP (CCITCP) protocol. When using CCITCP, you can use either CCITCP Direct or the following process:
For details of TCP/IP, please refer to:
For details of CCITCP Direct, please refer to your online book:
8.3 CCI Trace
CCI Trace enables all the messages sent by CCI to be logged to a file. This can help in tracking down and debugging problems related to communications. To activate CCI Trace, add the following to the Fileshare Server configuration file:
/tr cci
To prevent unauthorized access to the CCI Trace information, you are prompted for the supervisor password when you invoke a Fileshare Server with CCI Trace enabled. If the password is accepted, CCI Trace is enabled and a second prompt asks if CCI Trace should be activated immediately or not.
Note: The supervisor password is that specified for the user-ID FSVIEW in the password file, so you must specify the appropriate password file when you start the Fileshare Server.
CCI Trace can be toggled on and off using the F3 key.
The CCI trace options are specified via the CCITRACE environment variable.
8.4 CCI Timeout
By default, CCI waits 120 seconds for a network request to complete before it times it out and returns an error. If a network request has not completed in a period much shorter than this, it can usually be assumed that it is unnecessary to wait any longer. For example, if a Fileshare Server with the correct server-name is not active when a Fileshare Client attempts its first open, the application appears to hang for 120 seconds before a 9/124 status is returned because the server cannot be contacted. See the section Communications Errors in the chapter Error Handling for more details.
You can configure the Fileshare Client to use a shorter timeout period by using the /ct option in the client configuration file, fhredir.cfg. The timeout period is specified in 1/10th seconds.
For example:
/ct 300
This instructs the Fileshare Client to specify that CCI waits for 30 seconds for network requests to complete. After this time it returns a 9/124 status to the application program.
Copyright © 1999 MERANT International Limited. All rights reserved.
PreviousFileshare on UNIX Error HandlingNext


Adrar des Ifoghas
From Wikipedia, the free encyclopedia
Jump to: navigation, search
The Adrar des Ifoghas is a sandstone high area in the Kidal Region of Mali. Is has an area of about 250,000 km².
There are wide, shallow valleys, and many granite rocks. The Tamesna Plain is to the east. The Telemsi Fosse is to the west The low, western part of the Azaouak Valley is to the south. Tanezrouft is to the north. Kidal, Aguel'hoc, Boughessa, Essouk and Tessalit are cities in this area.
The Adrar des Ifoghas is called "Adagh" in the local language. "Adrar" is the Berber word for mountain, and "Ifogha" is the short name of a rich Tuareg family. This family (the "Kel Ifoghas") has been very powerful in this area for a long time. They are nomads and they eat and sell camels, goats and sheep.
The area has many old archaeological places. The rock drawings showing men hunting, farming, and looking after cows[1] are very important. Asselar Man's bones were also found here by Théodore Monod. Recently, the Adrar des Ifoghas has become popular for hiking.
References[change | change source]
 1. Velton, Ross (2000). Mali: The Bradt Travel Guide. London: Bradt Publications. pp. p 169.


text:
EES 225: Earth Materials
Samantha Tramontano, Earth & Environmental Science, working with Guilherme Gualda, Associate Professor and
Lily Claiborne, Sr. Lecturer of Earth & Environmental Science
Visual and spatial reasoning and understanding are important skills for many disciplines within the Earth Sciences, and developing those skills is one of the major challenges students face when they are first learning how to use microscopy as a tool for understanding optical mineralogy. Students struggle with building basic microscopy skills that are essential for their progression as Earth scientists.
In this project, we incorporated a visual aid component for the optical mineralogy portion of the Earth Materials class here at Vanderbilt. Specifically, we developed videos to show students what they should be looking for when examining minerals and to highlight the observation protocols and spatial skills they will need to use while doing so. The videos were accompanied by low-stakes quizzes that allowed students to assess their own understanding. We hypothesized that these videos enabled students to be more self-sufficient in lab and enhanced their confidence and engagement.
My project asked: Will exposing undergraduate geology students to optical microscopy figures in videos prior to lab assist in the acquisitions of skills required to describe and distinguish Earth materials?
Our overall goal was for the students to be able to implement new microscope skills in describing and distinguishing minerals in thin section. More specifically, our learning objectives were for students to be able to:
- Identify the parts of the petrographic microscope and how to manipulate it for different tasks
- Determine optical properties of any mineral
- Characterize a mineral in plane-polarized light and cross-polarized light
- Self-assess and explain confidence in their characterization and naming of minerals
Four units were hosted on a WordPress website: _URL_ and included accompanying exercises hosted on Google Forms.
The units and topics covered include:
- Plane Polarized Light: color, pleochroism, relief, transparent vs. opaque
- Cross Polarized Light: Interference colors, extinction angles, birefringence, isotropy vs. anisotropy, fast & slow ray
- Uniaxial Minerals: Interference figures, optic sign, flash figure, characterizing along epsilon and omega
- Biaxial Minerals: Interference figures, optic sign, 2V angle, flash figure, characterizing along alpha, gamma, & beta
Pre-Lab Videos & Questions
For the purpose of this study, the videos and questions were emailed prior to a weekly lab with the intent of familiarizing the student with the types of images and information he/she should obtain with the microscope. The learning objectives of these videos support the merging of theoretical goals and practical goals. Using these videos with a lab where theory is taught will optimize the success of the student. Two example videos are shown below.
We assigned one video per week for the first half of the fall semester. Short formative assessments accompanied the videos in a Google Forms-hosted assignment (example, below). This assignment will be given credit based on completion and is intended to aid in student self-awareness, or metacognition.
Summative assessments include weekly homeworks and a lab final. The combination of the pre and post lab assignments is expected to help students understand how much extra time is needed to hone and fully understand the basic optical microscopy skill-set.
Assessing the Effectiveness of the Online Quizzes and Videos
The effectiveness of the videos were assessed by comparing the homework and lab final grades of the students this year with those of the students last year. The homework assignments and lab final were part of the original course framework and remained consistent between the two years. We expected the students to perform better and with more confidence. The students were also asked to fill out the questionnaire below. The answers after each week were compiled and compared for the fall 2015 Earth Materials course in the Earth and Environmental Sciences department (EES 225).
How did they feel about it? Vanderbilt students were surveyed each week to determine response to pre-lab assignments. Larger square symbols indicate the mean response; small circles indicate individual student responses; each week is shown in a different color. The students generally found that the pre-lab assignments were helpful for lab exercises, and they reported higher self-confidence inside and outside of lab.
How did they watch it? Data from YouTube was analyzed for students using the exercises at Vanderbilt University and at Illinois State University. While Vanderbilt students visited the videos most frequently, Illinois State students watched a larger percentage of each video.
No significant difference in homework and lab final grades between 2014 and 2015 Vanderbilt students.
You can see more results and learn more about the project by viewing the project poster.
Tramontano, S; Gualda, GAR; Claiborne, L; Brame, C. 2015, Developing and incorporating instructional videos and quizzes as a blended and online learning component in an undergraduate optical microscopy curriculum., Abstract ED53A-0848 presented at 2015 Fall Meeting, AGU, San Francisco, Calif., 14-18 Dec.


SUGAIN - apply various types of gain to display traces sugain stdout [optional parameters] Required parameters: none (no-op) Optional parameters: panel=0 =1 gain whole data set (vs. trace by trace) tpow=0.0 multiply data by t^tpow epow=0.0 multiply data by exp(epow*t) gpow=1.0 take signed gpowth power of scaled data agc=0 flag; 1 = do automatic gain control gagc=0 flag; 1 =... with gaussian taper wagc=0.5 agc window in seconds (use if agc=1 or gagc=1) trap=none zero any value whose magnitude exceeds trapval clip=none clip any value whose magnitude exceeds clipval qclip=1.0 clip by quantile on absolute values on trace qbal=0 flag; 1 = balance traces by qclip and scale pbal=0 flag; 1 = bal traces by dividing by rms value mbal=0 flag; 1 = bal traces by subtracting the mean maxbal=0 flag; 1 = balance traces by subtracting the max scale=1.0 multiply data by overall scale factor norm=1.0 divide data by overall scale factor bias=0.0 bias data by adding an overall bias value jon=0 flag; 1 means tpow=2, gpow=.5, qclip=.95 verbose=0 verbose = 1 echoes info tmpdir= if non-empty, use the value as a directory path prefix for storing temporary files; else if the the CWP_TMPDIR environment variable is set use its value for the path; else use tmpfile() Operation order: out(t) = scale * BAL{CLIP[AGC{[t^tpow * exp(epow * t) * ( in(t)-bias )]^gpow}]} Notes: The jon flag selects the parameter choices discussed in Claerbout's Imaging the Earth, pp 233-236. Extremely large/small values may be lost during agc. Windowing these off and applying a scale in a preliminary pass through sugain may help. Sugain only applies gain to traces with tr.mark=0. Use sushw, suchw, suedit, or suxedit to mark traces you do not want gained. See the selfdocs of sushw, suchw, suedit, and suxedit for more information about setting header fields. Use "sukeyword mark for more information about the mark header field. Credits: SEP: Jon Claerbout CWP: Jack K. Cohen, Brian Sumner, Dave Hale Note: Have assumed tr.deltr >= 0 in tpow routine. Technical Reference: Jon's second book, pages 233-236. Trace header fields accessed: ns, dt, delrt, mark


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Seven early-stage companies have been selected as winners of the H2 Refuel Accelerator, designed to identify new solutions to increase the adoption of hydrogen infrastructure and supply-chain technologies.
The H2 Refuel Accelerator is a collaboration between the Urban Future Lab, Greentown Labs and the Fraunhofer TechBridge Program. It is sponsored by Shell, Toyota, and the New York State Energy Research and Development Authority (NYSERDA).
The accelerator program received 63 applications from around the globe. Following a multi-stage review process, the partners have announced the following winners:
- Celadyne – Nanocomposite membranes for high-performance electrolyzers and fuel cells with simple heat and water management.
- Ecolectro – Commercializing alkaline exchange materials that make electrolyzers and fuel cells less expensive and longer lasting.
- Electro-Active Technologies – Renewable hydrogen from waste via a coupled bio-electrochemical process at high electrical efficiency.
- HYGEN – Connected to the regular gas grid, HYGEN's supercharger fuels a gas-powered vehicle at home or at the office in just a few minutes.
- pH Matter – Catalyst materials and unique cell design enabling low-cost hydrogen generation for energy storage.
- Protium Innovation – Lightweight liquid hydrogen tanks and fueling solutions for hydrogen-electric vehicles.
- Skyre – A company converting waste H2 and CO2 into economic opportunity.
The awards to the winning start-ups include Greentown Labs' and Urban Future Lab's acceleration programs and technical validation services from the Fraunhofer R&D network. NYSERDA is supporting the H2 Refuel Accelerator through its ACRE incubator at the Urban Future Lab.


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You should always externalize resources such as images and strings from your application
code, so that you can maintain them independently. Externalizing your
resources also allows you to provide alternative resources that support specific device
configurations such as different languages or screen sizes, which becomes increasingly
important as more Android-powered devices become available with different configurations. In order
to provide compatibility with different configurations, you must organize resources in your
res/ directory, using various sub-directories that group resources by type and
For any type of resource, you can specify default and multiple alternative resources for your application:
- Default resources are those that should be used regardless of the device configuration or when there are no alternative resources that match the current configuration.
- Alternative resources are those that you've designed for use with a specific configuration. To specify that a group of resources are for a specific configuration, append an appropriate configuration qualifier to the directory name.
For example, while your default UI
layout is saved in the
res/layout/ directory, you might specify a different layout to
be used when the screen is in landscape orientation, by saving it in the
directory. Android automatically applies the appropriate resources by matching the
device's current configuration to your resource directory names.
Figure 1 illustrates how the system applies the same layout for two different devices when there are no alternative resources available. Figure 2 shows the same application when it adds an alternative layout resource for larger screens.
The following documents provide a complete guide to how you can organize your application resources, specify alternative resources, access them in your application, and more:
- Providing Resources
- What kinds of resources you can provide in your app, where to save them, and how to create alternative resources for specific device configurations.
- Accessing Resources
- How to use the resources you've provided, either by referencing them from your application code or from other XML resources.
- Handling Runtime Changes
- How to manage configuration changes that occur while your Activity is running.
- A bottom-up guide to localizing your application using alternative resources. While this is just one specific use of alternative resources, it is very important in order to reach more users.
- Resource Types
- A reference of various resource types you can provide, describing their XML elements, attributes, and syntax. For example, this reference shows you how to create a resource for application menus, drawables, animations, and more.


Center for Global Change Science 2014-07-14T17:37:05Z The Mercury Game: Evaluating a Negotiation Simulation that Teaches Students about Science–Policy Interactions The Mercury Game: Evaluating a Negotiation Simulation that Teaches Students about Science–Policy Interactions Stokes, Leah C.; Selin, Noelle E. Environmental negotiations and policy decisions take place at the science–policy interface. While this is well known in academic literature, it is often difficult to convey how science and policy interact to students in environmental studies and sciences courses. We argue that negotiation simulations, as an experiential learning tool, are one effective way to teach students about how science and policy interact in decision-making. We developed a negotiation simulation, called the Mercury Game, based on the global mercury treaty negotiations. To evaluate the game, we conducted surveys before and after the game was played in university classrooms across North America. For science students, the simulation communicates how politics and economics affect environmental negotiations. For environmental studies and policy students, the mercury simulation demonstrates how scientific uncertainty can affect decision-making. Using the mercury game as an education tool allows students to learn about complex interactions between science and society and develop communication skills. 2014-01-01T00:00:00Z The Future of Global Water Stress: An Integrated Assessment The Future of Global Water Stress: An Integrated Assessment Schlosser, C. Adam; Strzepek, Kenneth M.; Gao, Xiang; Gueneau, Arthur; Fant, Charles; Paltsev, Sergey; Rasheed, Bilhuda; Smith-Greico, Tony; Blanc, Elodie; Jacoby, Henry D.; Reilly, John M. We assess the ability of global water systems, resolved at 282 large river basins or Assessment Sub Regions (ASRs), to the meet water requirements over the coming decades under integrated projections of socioeconomic growth and climate change. We employ a Water Resource System (WRS) component embedded within the MIT Integrated Global System Model (IGSM) framework in a suite of simulations that consider a range of climate policies and regional hydroclimatic changes through the middle of this century. We find that for many developing nations water-demand increases due to population growth and economic activity have a much stronger effect on water stress than climate change. By 2050, economic growth and population change alone can lead to an additional 1.8 billion people living in regions with at least moderate water stress. Of this additional 1.8 billion people, 80% are found in developing countries. Uncertain regional climate change can play a secondary role to either exacerbate or dampen the increase in water stress due to socioeconomic growth. The strongest climate impacts on relative changes in water stress are seen over many areas in Africa, but strong impacts also occur over Europe, Southeast Asia and North America. The combined effects of socioeconomic growth and uncertain climate change lead to a 1.0 to 1.3 billion increase of the world's 2050 projected population living in regions with overly exploited water conditions— where total potential water requirements will consistently exceed surface-water supply. Under the context of the WRS model framework, this would imply that adaptive measures would be taken to meet these surface-water shortfalls and would include: water-use efficiency, reduced and/or redirected consumption, recurrent periods of water emergencies or curtailments, groundwater depletion, additional inter-basin transfers, and overdraw from flow intended to maintain environmental requirements. 2014-01-01T00:00:00Z An Analogue Approach to Identify Extreme Precipitation Events: Evaluation and Application to CMIP5 Climate Models in the United States An Analogue Approach to Identify Extreme Precipitation Events: Evaluation and Application to CMIP5 Climate Models in the United States Gao, Xiang; Schlosser, C. Adam; Xie, Pingping; Monier, Erwan; Entekhabi, Dara Global warming is expected to alter the frequency, intensity, and risk of extreme precipitation events. However, global climate models in general do not correctly reproduce the frequency and intensity distribution of precipitation, especially at the regional scale. We present an analogue method to detect the occurrence of extreme precipitation events without relying on modeled precipitation. Our approach is based on the use of composites to identify the distinct large-scale atmospheric conditions associated with widespread outbreaks of extreme precipitation events across local scales. The development of composite maps, exemplified in the South-Central United States and the Western United States, is achieved through the joint analysis of 27-yr (1979–2005) CPC gridded station data and NASA's Modern Era Retrospective-analysis for Research and Applications (MERRA). Various circulation features and moisture plumes associated with extreme precipitation events are examined. This analogue method is evaluated against the MERRA reanalysis with a success rate of around 80% in detecting extreme events within one or two days. When applied to the climate model simulations of the 20th century from Coupled Model Intercomparison Project Phase 5 (CMIP5), we find the analogues from the CMIP5 models produces more consistent (and less uncertain) total number of extreme events compared against observations as opposed to using their corresponding simulated precipitation over the three regions examined. The analogues also perform better to characterize the interannual range of extreme days with the smaller RMSE across all the models for all the descriptive statistics (minimum, lower and higher quartile, median, and maximum). These results suggest the capability of CMIP5 models to simulate the realistic large-scale atmospheric conditions associated with widespread local-scale extreme events, with a credible frequency. Collectively speaking, the presented analyses clearly highlight the comparative and enhanced nature of these results to studies that consider only modeled precipitation output to assess extreme-event frequency. 2013-11-01T00:00:00Z Synergy between Pollution and Carbon Emissions Control: Comparing China and the U.S. Synergy between Pollution and Carbon Emissions Control: Comparing China and the U.S. Nam, Kyung-Min; Waugh, Caleb J.; Paltsev, Sergey; Reilly, John M.; Karplus, V.J. We estimate the potential synergy between pollution and climate control in the U.S. and China, summarizing the results as emissions cross-elasticities of control. We set a range of NOx and SO2 targets, and record the ancillary reduction in CO2 to calculate the percentage change in CO2 divided by the percentage change in NOx (SO2) denoted as ECO2,NOx (ECO2,SO2). Then we conduct the opposite experiment, setting targets for CO2 and recording the ancillary reduction in NOx and SO2 to compute ENOx,CO2 and ESO2,CO2. For ECO2,NOx and ECO2,SO2 we find low values (0.06‒0.23) in both countries with small (10%) reduction targets that rise to 0.40‒0.67 in the U.S. and 0.83‒1.03 in China when targets are more stringent (75% reduction). This pattern reflects the availability of pollution control to target individual pollutants for smaller reductions but the need for wholesale change toward non-fossil technologies when large reductions are required. We trace the especially high cross elasticities in China to its higher dependence on coal. These results are promising in that China may have more incentive to greatly reduce SO2 and NOx with readily apparent pollution benefits in China, that at the same time would significantly reduce CO2 emissions. The majority of existing studies have focused on the effect of CO2 abatement on other pollutants, typically finding strong cross effects. We find similar strong effects but with less dependence on the stringency of control, and stronger effects in the U.S. than in China. 2013-10-01T00:00:00Z


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Although a new epoxy floor coating certainly won't stay in pristine condition forever, proper maintenance will extend its life and preserve its appearance over the long run. That said, not all floors require the same level of care. Because of the non-porous nature of coatings, a coated floor will require less maintenance than an uncoated concrete floor.
Maintenance frequency for your epoxy floor coating will depend on a variety of factors, including the work environment and how much dirt and soilage has accumulated. Dust and dirt are abrasive, while liquids can easily stain and damage the finish—ultimately decreasing your floor coating's life in the process. The greater the accumulation of soilage and the harsher the environment, the more frequently your floor coating should be cleaned.
In order to maximize the life of a new flooring investment, you should develop a routine epoxy floor coating maintenance program. As you do so, consider these six tips to keep your floors in good condition:
1. Sweep Your Floors Daily
Sweep your floors daily with a broom or mechanized cleaning equipment in order to prevent dust and dirt from accumulating. If using a mechanized sweeper, be sure to use a soft bristle brush. Stiff brushes may scratch the floor coating, causing a loss of gloss. Another best practice is to place mats near any entryways in order to minimize dirt and moisture accumulation.
2. Give Your Epoxy Floor Coating a Good Scrub Weekly
Scrubbing frequency ultimately depends on the amount and type of soilage that typically plagues your epoxy floor coating. However, it is best to scrub all floors at least once a week, and high-traffic areas daily, using the proper brush and detergent. Areas in which oil and grease are prevalent will also require daily attention. Be sure to use a mop and bucket or, for greater productivity, a mechanized scrubber.
3. Clean Up Spills Immediately
Clean up all liquid spills immediately, before they have a chance to damage the floor finish or cause a safety hazard. Additionally, the longer that harsh liquids such as caustics, acids and solvents remain on a floor, the more likely they will soften, discolor or remove a coating/sealer altogether. If chemicals are prevalent in the area, be sure to consult the coating manufacturer for a guide to the chemical resistance properties of the floor coating.
4. Repair Any Scratches & Gouges to the Floor Coating
It's also critical to repair any large gouges or scratches to the floor coating as soon as possible. Avoid scraping, sliding or dropping heavy machinery, pallets or sharp objects across the floor without proper protection, as this can cause deep cuts and gouges. These damaged areas allow moisture to seep under the coating and can result in peeling. Additionally, avoid using stiff bristle brushes and caustic cleaning solutions on your floors.
In order to repair damaged areas in your floor coating, follow these steps:
- Clean the area of any grease, oil and soilage using TSP detergent
- Sand the scratches/gouges by hand using 100-grit sandpaper, then feather the edges until smooth
- Rinse the floor thoroughly and allow it to dry fully
- Repair the damaged area using the original coating material, per the instructions
5. Stay on Top of Stain Prevention & Removal
If stains occur on your epoxy floor coating, begin your removal process with a mild solution and move on to more powerful removers until the stain disappears. Always be sure to wear rubber gloves and proper eye protection when working with any chemicals.
Grease & Oil Stains:
Grease and oil may stain your floor coating, particularly if these substances remain on the floor for more than 24 hours. When a spill occurs, it's important to promptly scrub the area with TSP and follow the instructions on the detergent labels.
Dried Spills & Stubborn Stains:
If you don't catch a spill in time and it dries in place, it may end up leaving film or a difficult-to-remove stain on your floor coating. To alleviate this, use a plastic tool to remove any residue, taking care not to scratch the coating. Then, wet a clean cloth with an ammonia household cleaner and wipe down the stained area.
6. Remove Any Rubber Burns From the Floor Coating
Forklift and other vehicle tires can often leave rubber burns in the floor coating. In order to remove these rubber burns, follow the steps below:
- Spot the stained area with a citric acid cleaner, then agitate it with a stiff brush or mechanical scrubber (NOTE: Dispose of waste in a sanitary sewer or per local regulations—never in storm sewers. Be sure to follow all label directions carefully.)
- Add TSP or detergent and water to form an emulsion
- Scrub the floor coating thoroughly
- Rinse thoroughly with water
By establishing a routine epoxy floor coating maintenance program, you will not only minimize scratching from abrasive dust and limit soilage buildup, but ultimately extend the life and appearance of your floor for many years to come.


text:
One Heart, Two Rivers, Four Directions walking tour
The Forks National Historic Site
Join us for One Heart, Two Rivers, Four Directions, a nine-stop tour exploring Indigenous connections to The Forks. We'll delve into topics ranging from astronomy to technology, demonstrating how these innovations were historically used and why they are still relevant today. You'll have the chance to play like people did years ago, testing your reflexes against a friend as part of a traditional game. You will also learn why it's vital to protect water and why we all must understand and honour the treaties.
- Date modified :


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Background: Atrial fibrillation(AF) is a kind of persistent arrhythmia that can lead to serious complications. Therefore, accurate and quick detection of atrial fibrillation by surface electrocardiogram (ECG) has great importance on further treatment. The practical ECG signals contain various interferences in different frequencies, such as myoelectricity interference, power interference and so on. Detection speed and accuracy largely depend on the AF signal features extracted by algorithm. But some of the discovered AF features are not well distinguishable, resulting in poor classification effect.
Methods: This paper proposed a high distinguishable atrial fibrillation feature - the frequency corresponding to the maximum amplitude in the frequency spectrum (MAiFS). We used the R-R interval detection method optimized with mathematical morphology method and combined with the wavelet transform method for analysis. According to the two features - the MAiFS and R-R interval irregular, we can recognize AF in ECG signal by decision tree classification algorithm.
Results: The data used in the experiment comes from the MIT-BIH database , which is publicly accessible via the web and with ethics approval and consent. The dataset contains 23 annotated ECG records, each of which is approximately 10 hours with a sampling rate of 250Hz and a 12-bit resolution with a range of 10mv. Based on the input of time-domain and frequency-domain features, a supervised classifier is constructed by using decision tree algorithm, and the data obtained from the above experiments are brought in to carry out a 5-fold cross validation test, the accuracy of classification reaches 98.9%.
Conclusions: The frequency corresponding to the maximum amplitude in frequency spectrum in the normal signal is concentrated and the fluctuation is weak. But the frequency corresponding to the maximum amplitude in frequency spectrum in the atrial fibrillation signal is divergent and irregular. The decision tree algorithm can detect the normal signal and AF signal with 98.9% accuracy.


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Trimming technique is a powerful and efficacious way of endowing an arbitrary complex topology to CAD files created by using NURBS. In this work, spline FEM for trimmed CAD surfaces in linear and geometric nonlinear elasticity problem is presented. The main benefit of the proposed method is that no additional modeling for the analysis of the trimmed NURBS surfaces is necessary. As a pioneering attempt to deal with the trimmed surfaces in spline FEM, the information on the trimming curves and trimmed surfaces exported from CAD system is directly utilized for analysis. For this, a specific searching algorithm and an integration scheme of trimmed elements are introduced. For analyses, the construction of the stiffness matrix based on the spline basis function is presented. In the formulation, the information on the trimming curves is used not only for obtaining integration points but also for calculating the Jacobian. It is observed that the proposed method gives the theoretical convergence rate. Multiple-holes problems which are difficult to analyze with conventional spline FEM are easily treated with the proposed method.
Moreover, if the domain boundaries are described by trimming curves only, with the extension of the classical concepts of trimming curves, it is supposed that the proposed method has a lot of advantages over conventional methods.
First, any problems of arbitrary complex topology can be handled. The flexibility for describing complex domain is significantly improved, because the complicated boundaries are easily represented by NURBS curves. Circular or any degrees of polygonal shapes are manageable. It is shown that any complex multiply-connected NURBS domain can be described by using trimming curves only. Schemes for imposing essential and traction boundary conditions on trimming curves are presented. It has been demonstrated that with the presented schemes boundary conditions on trimming curves can be successfully treated.
Second, when p...


How Do I Add User Codes To A VISTA 20P, 21iP, 15P, 10P?
The procedure to add user codes to a Vista 20P, 21iP, 15P and 10P is the same, the difference is the number of user codes each control panel supports.
A master user code is the only code that can create secondary user codes.
Honeywell's factory default master code, which is user 02 on every panel mentioned above, is 1234. The master code can be changed by using the current master code or the installer code (Honeywell's factory default installer code is 4112). To change the master user code enter the existing 4 digit master code, followed by the numbers 8 0 2 plus the new 4 digit master code twice, i.e., [1234] + [8] + [02] + [4321] + [4321]. When you've successfully changed the user code, you will hear a short confirmation beep, letting you know the code has been updated. To use the Installer Code to change the Master Code, once you're outside programming, enter Installer Code+8+02+New 4 digit code, i.e., [4112] + [8] + [02] + [4321]. You will hear a brief confirmation beep once the code is changed.
In addition to the 4 digit user code, a user is assigned a 2 digit user number. The master code user number is 02, the installer code is user 01. Remembering the 2 digit user number is very important if you need to delete a user code.
To delete a secondary code, do the following: [Master Code] + [8] + [User Number] + [#] + [0]. You will receive a short confirmation beep letting you know the code has been deleted.
To add a secondary user code, enter the 4 digit master code followed by the number 8, plus the 2 digit user number (any number from 03 or higher) plus the 4 digit user code, i.e., [1234] + [8] + [03] + [5678]. The system will beep to confirm the user was added.
Each user code can be assigned an authority level. The authority level defines which system functions the user can or cannot do. The master code does not have an authority level. The available levels are as follows:
Level 0 = standard level, users can arm and disarm the system and bypass zones.
Level 1 = arm only - can arm the system but cannot disarm the system.
Level 2 = guest - can arm the system but can only disarm if the system was armed using this code.
Level 3 = duress code - when used the system will disarm normally but will send a silent signal to the central monitoring station informing them of a hostile situation and authorities will be contacted immediately,
Level 4 = Partition Master (Vista 20P, Vista 21iP only). A Partition Master has the same permissions as the System Master, but for their respective partition only. A Partition Master can change itself and any secondary code in its partition, but can not be used to change the System Master (User 02).
When creating a security code, you need to choose a 2 digit user number, a 4 digit user code, assign an authority level to that user, and determine any other attributes that should be assigned to it, such as assigning a keyfob to it.
To assign the authority level attribute - We will show assigning user 03 as a Guest Code (Authority Level 2.) Enter master code followed by the number 8, plus the 2 digit user number, the # sign plus 1 (attribute), plus the authority level, i.e., [1234] + [8] + [03] + [#] + [1] + [2]. You will get a short confirmation beep, letting you know the command has been successfully executed.
User numbers 03 and higher on the Vista 15P, and Vista 10P, and users 04 through 32, and 34 through 49 on the Vista 20P, and the Vista 21iP will automatically be assigned authority Level 0 = standard user, when created. See below for a list of all attributes that can be assigned to user codes.
The Vista 20P and 21iP support a total of 49 user codes.
The Vista 15P supports a total of 33 user codes.
The Vista 10P supports a total of 17 users codes.
The total number of user codes includes the master and installer codes.
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An end user can only see the user codes on the system with Total Connect 2.0. If you are unsure what code is programmed to a user slot, you'll need to delete that user code and re-add it to be what you would like it to be.
I understand how to add or delete user codes. My problem is this: Ademco Vista 20p panel. Gave someone a user code, now I want to delete it. But I can't remember what "user number" I assigned to them. For example: 04, 05..ect. Anyone have a solution? Any way to list assigned user numbers?
Thanks Bryce, can anything be done to override this or am I looking at a whole new system?
It could be the fact that it is an ADT system and they probably have done a programming lockout preventing you from making changes to the system.
I have a Vista-10P from ADT, with WA10P-1.6 from 2005 PROM, with a 6160 Keypad, and no matter what I try, I'm unable to change the default ADT installer code. I'm able to get into programming, I enter the new code, but it never accepts it and just gives me a long beep each time. I was only able to change the Master code, but I also cannot program any user codes, I try various _TAG_ (04,05,06,07 etc) and none of them accept or make any sound after I enter in the new code. Could there be some type of system lockout because this is an ADT system that is preventing me from changing the installer code and adding additional users?
Ah yes, that means you switched it to a Partition 2 keypad and you must have had a cancelled alarm that had to be cleared on P2.
I figured it out, I accidentally changed the code for *189 and *190 from 2's to 1's...I imputed the correct numbers and that took care of the issue.
not sure if this helps but here are the few pages from the install guy with what he wrote in the manual... page 45 - 46
Here is what I see....
Try pressing Setup icon (Wrench and screw driver) and then Disp & Audio Setup icon and then your installer code and check if the EN50131 mode is enabled or disabled. If it's enabled, disable it and test again.
forgot the WA Prom.... it is WA20P - 9.18
I agree I should see something like this when after an alarm was triggered, however, this comes up without an alarm having been triggered and only setting the "away" button, and then returning to disarm the alarm. Before I changed the codes, I think I messed up the original programing by going into the console mode on the 6280 and then entering the (installer code) +(800), followed by (*) + (189) (1111) to enable any touchscreen keypads and ended it with (*)99 which programed all the keypads I guess and set something back to default maybe? Whatever I did, it now comes up for the master code as well so I must have changed the global setting for the "away" mode.
What is the 'WA' PROM number on your VISTA control panel? No matter what code you use when disarming after an alarm was triggered, you will see the Alarm Canceled message and need to disarm a second time to clear the "latched alarm" message. This is by design so that if you come home when the siren is going off and you disarm, you don't have to wonder which alarm had been activated. Also, if you disarm without an alarm having been triggered, no matter what code you use, you should not be seeing this message. Can you test another arm/disarm with user 3, without letting an alarm activation occur to see if you get this message?
Hi, I had three codes, the installer code, the master code, and one other that was set to user 03. I have deleted 03 code and created a new 03 code. Now, every time that I use the 03 code to disarm the system, a annoying "control panel message" screen pops up after the alarm turns off and the only way to remove the message is to input the code again and I would like to have this option/ screen pop up turned off. The master code doesn't have this screen pop after I input the disarm code, nor did the code that I deleted. Can anyone help solve this problem? I use the 6280 touch screens to program the Vista system. Please help!!
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Animal Science Department Tour!
Animal Science programs at the University of Nebraska began with the establishment of the Department of Animal Husbandry by the Board of Regents in 1898. This came one year after the Nebraska Agricultural Experiment Station was created. The first reference to experimental work with livestock was in 1891. The Animal Husbandry staff was housed in two rooms of the south wing of Agriculture Hall until they moved into Animal Husbandry Hall in 1917. The Departments of Dairy Husbandry and Poultry Husbandry were established in 1902 and 1922, respectively. The Loeffel meat Laboratory which encompasses approximately 19,500 square feet of space, was completed and dedicated in 1954. In 1964 the Departments were renamed as Animal Science, Dairy Science and Poultry Science, and three years later the Departments of Animal and Dairy Science were merged. The dairy-processing faculty formed the core for a new Department of Food Science and Technology. Marvel Baker Hall, which included approximately 54,000 square feet of new space, was dedicated in 1969, and housed a portion of the expanding program. Poultry Science joined Animal Science in 1977. The construction of the current Animal Science Building and renovation of the Loeffel Meat Laboratory and Marvel Baker Hall were completed in 1988. The new construction of approximately 186,000 square feet added a covered livestock unit with an arena, an intensive animal use unit, laboratory, classroom and office space. The new building incorporates two former animal science buildings and was dedicated on April 22, 1988. Adjacent to the new building are four livestock holding pens and two pole barns for short-term housing of animals used in teaching or extension programs. One poultry building is also located nearby.
Major animal facilities used in teaching, research and extension are located away from the Lincoln campus.
Agricultural Research and Development Center at Mead: is a multi-unit facility including a working dairy with approximately 300 cattle, a 1,000-head capacity beef feedlot, a 325-sow swine farrow-to-finish unit, a 170-head purebred Angus and crossbred beef teaching heard, a 190 cow-beef physiology herd, an individual cattle feeding barn, two feed mills and approximately 3,000 acres of pasture.
Haskell Ag Lab affiliated with the Northeast Research and Extension Center at Concord: contains a 500-head capacity, 42-pen beef feedlot with processing facilities and a feed mill for beef research, four 144-head swine growing-finishing facilities, one 144-head swine nursery and one 256-head growing-finishing unit.
West Central Research and Extension Center at North Platte: has a beef physiology barn with processing facilities, calving barn, feeding barn, open cattle lots, 40 individual feeding crates, and 600 acres of pasture along with a feed mill and pelleting mill.
|Panhandle Research and Extension Center at Scottsbluff: includes a 42-pen beef feedlot, several larger pens, a dry-grain feed mill and bunker silos, and access to 800 acres of pasture.|
High Plains Ag Lab near Sidney: is managed by Panhandle REC. It includes access to 1,600 acres of pasture.
Dalbey-Halleck Research Farm near Virginia: is a 1,140-acre farm with 175 mature beef cows and 80 heifers used for beef cow-calf management research.
Gudmundsen Sandhills Laboratory near Whitman: is a 12,800-acre range ranch with about 1,200 acres of sub irrigated meadow and 11,600 acres of upland range with 360 March-calving and 200 June-calving beef cows used in nutrition and physiology projects.
Barta Brothers Ranch near Ainsworth: contains range and pasture for grazing research.


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The IPPE student pharmacist is responsible for writing, submitting, and presenting a Medication Process Outline to his/her IPPE preceptor. The purpose of this activity is to give the student pharmacist the opportunity to demonstrate an understanding of the medication process within a health system and to ensure that the student has learned about the medication process from his or her IPPE.
The preceptor will walk the IPPE student pharmacist through the medication ordering, dispensing, and administration process. Before the final visit to the assigned site, the IPPE student pharmacist will submit in writing and present each step of the medication process from the point of making the decision to write a medication order or prescription to administration/self-administration of the medication. The preceptor will assess the accuracy of the outline and presentation and provide feedback to the student.
The Medication Process Outline Assignment
- This is a one-page outline of the steps in the medication order, dispensing, and administration process at the site.
- At the end of the outline, the student will describe three (3) areas of the medication process that are the most critical or where the pharmacy member must be most attentive to ensure safety and accuracy.
- The student will present the Medication Process Outline to the preceptor towards the end of the experience.
- The preceptor will provide feedback regarding the accuracy of your evaluation, including steps missed or inaccurately written or stated. This provides an opportunity to receive constructive feedback to help the student to better understand the medication process at the site and within health systems.
- The preceptor may ask for corrections to be added into the outline and for re-submission.


What's the dollar value of wild salmon produced by the Tongass and the Chugach?
Alaska's Tongass and Chugach National Forests provide many different things to the people who rely on them for food, recreation or a living, but because the forests work for free, the value of the services they provide is sometimes hard to recognize. As part of a growing movement to figure out the dollar value of those forest "products," however, scientists for the first time have estimated the value of the Tongass and the Chugach National Forests to Alaska's commercial salmon industry.
LINK (via: The Cordova Times)
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This material has 2 associated documents. Select a document title to view a document's information.
The Einstein Cannon model computes and displays the trajectory of cannonballs (particles) shot from a cannon in the vicinity of a black hole. It was created for the study of Einstein's theory of general relativity and the Schwarzschild metric. The main window displays a map of space in the vicinity of the black hole using Schwarzschild coordinates and a cannon located a distance r0 from the center black hole's center. The position and firing angle of the cannon can be adjusted by dragging a marker and the number of cannon balls and their initial speed can be changed using input fields. The maximum speed of the cannon ball is the speed of light c=1 in accordance with Einstein's theory. Newton suggested that a cannon ball fired from a high mountain could fall to Earth, orbit the Earth, or fly away depending on how it was fired. The same is true in general relativity but there are many important differences. This model demonstrates these differences.
The Einstein Cannon model is a supplemental simulation for the article "When action is not least for orbits in general relativity" by C. G. Gray and Eric Poisson in the American Journal of Physics 79(1), 43-55 (2011) and has been approved by the authors and the American Journal of Physics (AJP) editor. The simulation was developed using the Easy Java Simulations (EJS) modeling tool and is distributed as a ready-to-run (compiled) Java archive. Double clicking the ejs_gr_EinsteinCannon.jar file will run the program if Java is installed.
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Stockstadt developed as a medieval town north of the Roman
settlement. "Stocestat" is documented as early as the 9th century.
The custom house was built from _PHONE_, a reminder of the
strategically important harbour location. From 2007-2008 the St.
Anna Chapel - which was built in 1458 and torn down in 1925 - was
The paper factory (1900) plays a large role in the community and is a big employer. Today it belongs to the South African Sappi Group.
The market town has a silver helmet in its coat of arms, a reminder of the community's Roman history
Region: Obergermanischer Limes
In terms of area, antique Stockstadt was one of the largest Roman settlements at the Main. The fort's grounds are now completely covered by the paper company Sappi Stockstadt GmbH. The vicus stretched to the Main shore, where a harbour was located. The numerous antique shrines in the vicus are an indication of the importance Stockstadt had at the Main Limes. It's location allowed Stockstadt to function as a major reloading station for goods.
Bavarian State Conservation Office – Landesstelle für die nichtstaatlichen Museen & Bavarian State Archaeological Collection with the support of the Bayerische Sparkassenstiftung


text: David Wilcock displays several examples of hidden ancient builder race bases found in orbit around Saturn. As the early German bell-crafts ventured deeper into the solar system, many ancient ruins were discovered throughout. Amongst the remains they found ancient bases hidden within the hollow interiors of the largest moons. The secret truth of these discoveries has been stealthily disclosed in surprising ways over the years. This presentation was originally presented November 30, 2015.


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Block users to download executables files using a Block Content Filtering Rule
- Go to Solutions mode > Content Filtering > Policy
- Locate the existing rule that you want to edit or create a new rule.
- The Content and Limits column in the Policy Editor wizard is where you add restrictions for File Type.
- In the desired rule, click the pencil icon in the Content and Limits option to edit it and under File Type select Executables.
- Click Save.
- Click Save Rule.
- Click Activate to enable the rule.
NOTE: If the URL to download the file is over HTTPS, you need "SSL Interception" enabled in order for Web Security Services (WSS) to block downloads.


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Mackerel, Atlantic (Saba) – U.S. and Canada, Purse Seine
Atlantic Mackerel are fast swimmers found throughout the Atlantic Ocean that mature within 3 years.
In U.S. and Canadian waters, the current abundance of Atlantic Mackerel is uncertain. Mackerel play an important role in the ecosystem, providing food for a variety of larger fish, such as sharks, bluefin tuna, and marine mammals.
In the U.S. most Atlantic Mackerel are caught with midwater trawls, but there is a small purse seine fishery, which is well-managed. In Canada, purse seines are the primary method of catching Atlantic Mackerel. Purse seines do not impact bottom habitats and have low bycatch.


Drone On by Winnie Czulinski
Celtic Music Quiz
Drone On by Winnie Czulinski
Drone On by Winnie Czulinski
Author Winnie Czulinski invites you to test your knowledge of Celtic culture.
The quiz is an except from "Drone On! The High History of Celtic Music", a humorous new book by Winnie Czulinski.
Test your knowledge of Celtic culture and music. Grab a pen and a piece of paper and don't cheat – the answers are at the bottom of the page!
1) What are the seven "Celtic nations"?
2) What was the most important fish in Celtic mythology?
3) Maewyn Succat became a famous Irish religious figure under what name?
4) What kind of specialised Celtic song-form was urine used in?
5) What is a "Strathspey"?
6) What's the name of the Irish bellows-blown bagpipe, and what does the name mean?
7) Why is the mountain dulcimer sometimes called a stringed bagpipe?
8) What does the Gaelic word "craic" (pronounced "crack") mean?
9) Which 18th-century blind Irish harper created many "planxties" — and just what is a planxty?
10) Which historical "lady a la moan" wrote the Scottish song "Will Ye No Come Back Again"?
11) What 19th-century American scholar collected so many Celtic folk songs he just had to number them all?
12) a) Who wrote the lyrics of the famous song "Danny Boy"?
12) b) Where was the author when he composed "Danny Boy"?
13) When he was almost Baroque, what famous classical composer churned out dozens of arrangements of Celtic folksongs for a big publisher?
14) What Irish rock group had a name that means "kiss my a—" (i.e. posterior)?
15) How many taps per second can famous Irish-American dancer Michael Flatley do?
Winnie Czulinski's "Drone on! The High History of Celtic Music" is available to buy from Amazon.co.uk. Read a review at Rambles.net
1) Ireland, Scotland, Wales, Isle of Man, Cornwall, Brittany (NW France) and Galicia/Asturias (NW Spain).
2) The Salmon of Knowledge (or Wisdom)
3) St. Patrick, in fifth-century Ireland
4) The "waulking" song, sung by a group of people pounding/kneading wet wool treated with urine, to shrink and "full" the fabric. The ammonia in stale urine also helped intensify the colour of the cloth.
5) A distinctive Scottish tune and dance, named for the strath or valley of the Highlands' Spey River.
6) The uillean bagpipes, and it means "elbow," as they're squeezed under the arm.
7) Traditionally played, it has a "drone" – an underlying note that remains the same.
8) Fun, a good time, a certain "spirit" (and often in the bottle)
9) Turlough O'Carolan. A "planxty" was a song composed specifically for a patron.
10) Lady Caroline Nairne (_PHONE_), a staunch Stuart supporter.
11) Francis Child. (Child #65, Child #66 and so on)
12) English barrister Fred Weatherly, in 1910 (apparently while on a commuter train)
13) Ludwig van Beethoven, for Scottish publisher George Thomson. And actually, Joseph Haydn and Ignaz Joseph Pleyel also did folksong "arrangements" for publishers.
14) Pogue Mahone — the phonetic spelling of this rather cheeky Gaelic phrase. (Later, the band shortened its name to "The Pogues.")
15) 35 taps per second.
What did you get? Less than half? Me too, best buy the book! Not only does it give a comical overview of Celtic music it begins with a unique historical and cultural introduction to the Celtic nations.


Law of Similarity: Overview & Examples
Instructor: Orin Davis
Psychologists use the Law of Similarity to understand behavior. Learn the Law of Similarity, which is the tendency to link similar items into a distinct group, and see examples of how it affects you every day.
Definition of the Law of Similarity
Have you ever walked down a busy street on a summer day and heard the music coming out of the cars with open windows? You are probably hearing multiple songs at once, and yet you are able to identify each of them and not get lost in the ocean of sound. Within each song, the series of notes is connected more closely than it is to the notes of any of the other songs, and it is this similarity that allows you to pick out the Beatles, Frank Sinatra, and Barbara Streisand all at the same time. The fact that we link things that are similar and treat them like a distinct group is the Law of Similarity. Psychologists use the Law of Similarity to understand behavior.
Examples of the Law of Similarity
To really understand how the Law of Similarity works, let's look at a few examples.
Example 1
Take a look at the letters below:
h h h h h h h h h h
q q q q q q q q q q
n n n n n n n n n n
p p p p p p p p p p
You would probably describe what you see as four rows of letters instead of ten columns of letters, because we tend to group similar things into whole sets - that's the Law of Similarity.
Example 2
What shape do you see in this picture?
ASCII Smiley
If you look closely, you will see that the smiley face is made of individual characters. We are able to see each of the eyes and the mouth because they are made of similar characters that we combine in our minds using the Law of the Similarity. While the light and dark contrasts help, we would be able to see the smiley face as long as the characters that make up the eyes are all the same but also distinct from the characters that make up the background. That way, we can group the characters using the Law of Similarity and distinguish them as eyes that are separate from the background of the face.
The Law of Similarity is a Gestalt Rule
The Law of Similarity is one of the rules that comes from Gestalt Psychology ('gesh-TAHLT'; German for 'whole'), which is about how human beings perceive wholes. Gestalt Psychology describes how a whole is greater than the sum of its parts. Take a look at Example 3 to see for yourself.
Example 3
Here are four lines:
Four Lines
Here are four more lines:
Four lines in a square
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De Montfort Road, Lewes, East Sussex, BN7 1SR
01273 473 017
St Pancras
Catholic Primary School
Lesson Objective - Can I explain what the term 'equality' means?
Task 1
Read PowerPoint and write down or discuss any answers to the questions. Please email me your answer to the question 'What does equality mean? and give an example.
Equality PowerPoint
Task 2
Read the statements about women and decide whether they are true or false.


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If you drop molten glass into a bucket of cold water, it cools into a weird tadpole shape: a round head with a long, thin tail. It's called a Prince Rupert's Drop, and no matter how hard you hit the head with a hammer, it won't break. But if you nick the tail even slightly, the whole drop explodes into tiny shards of glass.
That's because the cold water cools the outside of the drop very quickly — so quickly that even by the time the outside is solid, the inside is still molten. As the inside cools, it causes the solid outer layer to contract around it. The resulting stresses actually strengthen the glass — except for the tail, which is too thin to have inner and outer layers to balance the stresses, so it's a weak point.
And if you nick the drop's tail, it doesn't just break, it explodes into tiny pieces, so fast that you can't really see it happen in real time. One instant, the glass is there; the next, it's gone. You can watch it happen at 130,000 frames per second in this video.
What's a Prince Rupert's Drop good for? Researchers have used Prince Rupert's Drops since the 17th century to study material failure and elasticity. Geologists are also interested in these funny glass tadpoles, because similar structures often form during volcanic eruptions.


List of Topics
SfC Home > Communication > Senses >
Navigation for a Blind Dog
by Ron Kurtus (19 July 2003)
A surprising number of dogs go blind, either from glaucoma or hereditary diseases. Pet owners must make accommodations to help their blind pet navigate throughout the house.
Similar to a blind person, a blind dog must use the senses of touch, hearing and smell to become orientated or determine where it is in a room and to navigate or find its way around.
The difference between blind humans and blind dogs is the degree to which these remaining senses are used.
Questions you may have include:
This lesson will answer those questions.
Using the sense of touch
A blind dog can find its way around a room by bumping into things, feeling the texture of the flooring and temperature changes from airflow.
When trying to move about a room, the blind dog may bump into the wall or furniture. This can be a shock, since the dog usually bumps into things with its sensitive nose. Once it gets an idea of where things are, the dog can usually get around a room fairly effectively, provided furniture isn't moved.
It certainly may take a while to establish a mental map of the whole house, though.
Dog owners may use a special hoop around a blind dog's head to facilitate touching and reduce bumping into things with the nose. (See Resources)
Feeling the flooring
If there are items such as throw rugs or runners on the floor, the blind dog can use them to help navigate a room. It is like following the sidewalk outside.
It is often suggested that owners of blind dogs place rugs or runners in strategic areas to help their pet know what part of the room it is in and to guide it through a doorway.
A cool breeze from an open window or door can give a cue as to where it is. Also, it there is a source of heat, such as an air vent, it can be use to help orientation and navigation.
In the summer, a fan can be located in one area to provide an orientation cue.
Using hearing
Dogs have a more sensitive sense of hearing than humans. Sounds and subtle echoes can help the dog become orientated and navigate itself within a room.
When hunting a small animal such as a mouse in tall grass, a dog can focus in on the faint sounds of the animal. But surprisingly, they don't seem to be able to determine the direction from which a sound comes as well as humans can.
Radio or TV
But still, a radio or TV that is in a set location in the house or a room will help a blind dog become orientated. It is also a good cue to guide navigation.
Speaking to your dog and giving commands will greatly help navigation. Giving commands like stop or stay, step up and step down will will help the dog avoid bumping into things and to navigate steps.
Noise makers
Some owners of blind dogs wear small bells when they walk their pet, so the dog will know where the master is. Tapping on a step or on a food bowl will also help the blind dog find it.
Subtle echoes off the walls and furniture can help navigation. The echoes can come from external sources, like the radio, or by making noises. Echoes from walking on a hard floor that makes noise can help to orientate the blind dog.
Using smell
Dogs have a very keen sense of smell. A dog in the house can smell the presence of another dog outside, if the wind is in the right direction.
Sniff odors on floor
Blinds dogs use their sense of smell to a great extent to get around the house and to know where they are. Dogs can smell faint odors in the rug and on furniture to help in navigation. Of course, a dog usually has its nose close to the ground.
Marking areas higher up, like on the wall or on doorjambs may not work as effectively as creating a path of smell along the floor. Some people use extracts, such as Vanilla, to mark areas.
Scented areas
A blind dog may be able to distinguish areas, especially if there are scented items in a room. Certainly the kitchen will have smells of food around the stove and table. But note that scents and odors spread quickly through the air and the location of the source may not be distinguishable.
The dog may be able to smell the presence of its food at a distance, but since the odor quickly spreads throughout the area, the dog may not be able to zero in on the food. You actually have to put the food a few inches from the dog's nose for it to tell where the food is.
Blind dogs must use their senses of touch, hearing and smell to orient themselves and navigate about a room. Touch includes bumping into things with its nose, feeling the texture of the floor and noting temperature changes from airflow. Rugs may be used to help in navigation.
Using sound to navigate includes hearing a fixed sound like from a radio, hearing commands from its master, sensing echoes. Dogs have a keen sense of smell, but they mainly use it to navigate by sniffing close to the ground or floor. Scents may be placed there to assist them.
Help others overcome their challenges
Resources and references
Ron Kurtus' Credentials
Web sites
Web sites
Navigating in a Room when Blind - Navigation for people and animals (in this site)
Owners of Blind Dogs - Excellent and comprehensive site concerning blind dog issues
About Blind Dogs - Articles and links from (many irritating pop-up ads
Senses Resources
Living With Blind Dogs by Caroline D. Levin, Lantern Publications (1998) $29.95 - Resource book and training guide for owners of blind and low vision dogs
Blind Dog Stories: Tales of Triumph, Humor and Heroism by Caroline Levin (1999) $12.95
Top-rated books on Blind Dogs
Questions and comments
Students and researchers
The Web address of this page is:
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Where are you now?
School for Champions
Senses topics
Navigation for a Blind Dog
Senses topics
Basics of senses
Standard five senses
Added senses
6th Sense
Electrical fields
Magnetic fields
Gravity field
Other possible senses
Also see
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Be valuable to others
Have utmost character
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What is an example of verbal irony?
1 Answer
Mar 28, 2018
See below
Verbal irony is when you say something but you meant the opposite.
For example: The brawny cookie is as soft as concrete.
What I really want to tell the person is that the brawny cookie is not soft to eat :) (Trust me, we have these kind of cookies in my school.)
I hope this example give you some ideas :)