text:
DESCRIPTIONThis function returns information about which visuals support double buffering. The argument num_screens specifies how many elements there are in the screen_specifiers list. Each drawable in screen_specifiers designates a screen for which the supported visuals are being requested. If num_screens is zero, information for all screens is requested. In this case, upon return from this function, num_screens will be set to the number of screens that were found. If an error occurs, this function returns NULL, else it returns a pointer to a list of XdbeScreenVisualInfo structures of length num_screens. The nth element in the returned list corresponds to the nth drawable in the screen_specifiers list, unless num_screens was passed in with the value zero, in which case the nth element in the returned list corresponds to the nth screen of the server, starting with screen zero. The XdbeScreenVisualInfo structure has the following fields:
count specifies the number of items in visinfo. visinfo specifies a list of visuals, depths, and performance hints for this screen.
The XdbeVisualInfo structure has the following fields:
visual specifies one visual ID that supports double-buffering. depth specifies the depth of the visual. perflevel is a performance hint.
The only operation defined on a perflevel is comparison to a perflevel of another visual on the same screen. The visual having the higher perflevel is likely to have better double-buffering graphics performance than the visual having the lower perflevel. Nothing can be deduced from the following: the magnitude of the difference of two perflevels, a perflevel value in isolation, or comparing perflevels from different servers.
- One or more values passed in screen_specifiers is not a valid drawable.


Setting Fixed Times for Learning Torah 3
 1. A women should encourage her husband to set fixed times for learning
 Torah, and for doing so they are rewarded.
 2. If a person is too busy to do the daily task in learning he set for
 himself during the day, he should complete it in the evening because the task
 he set for himself is considered like a neder.
 3. A person should fix times for learning during the day and during the night
 even on erev Shabbos, on Shabbos and on holidays because the mitzva of
 learning day and night is not restricted to any specific time.


text:
How does the word saturnine derives! if you care why words derive!
Saturnine might have had originated in the fact that Saturn's Equinoxes are month long darkness (lack of sunshine for weeks altogether) as Saturn tilts away from sun (and toward sun) for 90 degree (Earth's 23.44 degree only)! Thats means parts of sun will get no sun-light for several weeks in the culmination of these Saturnine equinoxes.
So saturnine means a person who is gloomy or melancholic. ( — perhaps at-least for longer duration.)
I learned this because I was playing with words when grammar of my computer showed the word and I checked its meaning, I was although writing about equinox of Saturn, I came to learn this, cool is it?

source: openbmb/Ultra-FineWeb


Phasing out SSL / TLS protocols and ciphers with user-friendly error messages
The phasing out of legacy encryption protocols like TLS 1.0 or the family of CBC encryption ciphers is a recurring necessity. This has been going on for many years. And it will only be a few years until TLS 1.2 should be retired in favor of its successor TLS 1.3.
When disabling one of the SSL/TLS protocols or retiring a cipher suite, then there is always the question of how many users you are blocking. If you have configured your server side encryption endpoint with an extended access log, then such a report is at your fingertips. I have described such a setup in my tutorial on the topic. So you can take an educated decision at the right moment when the user base is no longer substantial. The browser vendors are doing a very good job updating their installations. So the numbers are generally coming down a lot faster then they used to. But maybe you have legacy agents that access certain APIs and locking them out is not an option. So you better know who is using the old cipher before you disable it.
However, there is a problem that persists: When you disable a protocol or cipher, then the users relying on it can no longer connect to your server. They are confronted with a hard to understand error message. You do not have control over this error message and for 99% of the users it will look very bad. For the users, it will look as if you had a security problem – and not they with their outdated browser.
Would not it be better to introduce a grace period during which you still accept the connection, but redirect it to a dedicated "weak cipher" page? On said page you could then explain the problem and urge the user to upgrade the browser.
It is surprisingly simple to pull this off with Apache.
Six steps for user-friendly error pages
Step 1 : Create an error page and name it weak-encryption.html.
Step 2 : Define the legacy SSL / TLS protocols and ciphers that you want
to phase out.
Step 3 : Configure a conditional statement (-> ) in your Apache configuration that checks the SSL/TLS protocol used for the connection.
Step 4 : Write a nested conditional statement that checks if the URI is different from weak-encryption.html.
Step 5 : If the condition in step 3 and the condition in step 4 match, then
create a rewrite rule that redirects to the weak-encryption path.
Step 6 : Repeat step 3 to 5 for weak ciphers.
An Apache recipe to put this in practice
I'm a proposing a configuration that puts this into action. It works with the help of the Apache directive and ModRewrite:
 RewriteRule ^/ /weak-encryption.html [redirect,last] RewriteRule ^/ /weak-encryption.html [redirect,last]
This is configured on The site works seamlessly for modern ciphers and protocols, yet the requests with legacy encryption are being redirect to the weak encryption page. You can try out the setup as follows:
$> curl --tlsv1.2 --ciphers "AES128-SHA" --verbose
* Trying
* Connected to ( port 443 (#0)
* ALPN, offering http/1.1
* Cipher selection: AES128-SHA
* successfully set certificate verify locations:
CApath: none
* SSL connection using TLSv1.2 / AES128-SHA
* ALPN, server accepted to use http/1.1
* Server certificate:
* subject:
* start date: Februar 2 18:55:24 2020 GMT
* expire date: May 2 18:55:24 2020 GMT
* subjectAltName: host "" matched cert's ""
* SSL certificate verify ok.
> GET /cms/ HTTP/1.1
> Host:
> User-Agent: curl/7.68.0
> Accept: */*
* Mark bundle as not supporting multiuse
< HTTP/1.1 302 Found
< Date: Mon, 10 Februar 2020 15:57:17 GMT
< Server: Apache
< X-Frame-Options: sameorigin
< Referrer-Policy: same-origin
< X-XSS-Protection: 1; mode=block
< X-Content-Type-Options: nosniff
< Location:
< Content-Length: 227
(If you have TLSv1.3 support, the call for a weaker cipher is ignored silently. You need to make sure you're using a lower TLS version. The same is true with TLSv1 and TLSv1.1. At least my curl is not supporting it at all.)
This call should redirect you to
Technically, it should be possible to do the same thing with a pure ModSecurity construct. However, the problem is that the SSL variables are not accessible by ModSecurity (and the directive SSLOptions +StdEnvVars does not help. The issue has been reported before).
I am not sure if you can do the same with NGINX too. NGINX is usually less flexible, but this is a case where it might be possible to pull this of on said platform just as well.
If you want to deploy a more complex error page - one meeting the corporate branding with the inclusion of logo and separate CSS files, then you will have to extend the conditional statements or - better still - embed CSS and images right into the weak-encryption.html page.
Good luck!
If you liked this blog post, then there is more on this site or why don't you follow me on twitter or subscribe to my ModSecurity / OWASP Core Rule Set newsletter.
I am also covering this and other advanced configuration as part of my teaching. Here is a link to me next public courses.
Christian Folini / _USER_ on Twitter


text:
2 Results Found
The Red Hat® Learning Subscription delivers 12-months of unlimited access to all Red Hat Online Training courses. The Standard RHLS subscription is a higher tier with access to 5 certification exams and up to 2 retakes.
Organizations of all sizes have identified the benefits of cloud-based computing, whether it's implementing a private or hybrid cloud on their own or accessing a public cloud through a service provider. Virtualization, a key component for building secure cloud environments, offers many advantages, including higher machine efficiency due to increased utilization, energy savings, and the flexibility to build or destroy virtual machines (VMs) on demand to meet changing organizational needs. Choosing open source virtualization over proprietary alternatives can significantly increase savings. However, an open source Linux Kernel-based virtual machine (KVM) offers several benefits to organizations beyond just cost savings. These benefits include security, reliability, availability, performance, and scalability. In this white paper, we'll look at the relationship between open source virtualization and the cloud, and explore the security aspects of KVM hypervisor technology, especially in relation to how it leverages SELinux and related capabilities for secure public, private, and hybrid cloud performance.


Week 5/40
Exercises on WIG
 1. Implement (in some standard language) the CGI-script that makes the Python form on slides 6-7 work.
 2. Implement a WIG service that functions as the Python form (use the system).
 3. Discover the meaning of the environment variables on slide 9.
 4. The game of NIM consists of (say) seven piles of matches. Each player must in turn remove any number of matches from a single pile. The winner is the one that removes the last match. Implement a WIG service that allows clients to play against the server. Publish the game on your homepage. Can you make your server play an optimal strategy?
 5. Discuss why the security issues on slide 32 are important. Find examples where violations would be catastrophic. Outline how the sketched solutions would work.
 6. Perform a walkthrough of the code on slides 33-40.


text:
A complete lesson about the country with the most national languages that begins with an AMAZING WORLD RECORD OF LANGUAGE—
The Country with the Most National Languages—Republic of India!
The world record wows students and the following activities build on their interest.
Three student activity sheets:
- The Country with the Most National Languages
- Language Bridges
- Current Events: Language in the U.S.
Includes teaching guide and answer key.
Aligned with the NCTE/IRA Standards.
THE COUNTRY WITH THE MOST NATIONAL LANGUAGES is excerpted from AMAZING WORLD RECORDS OF LANGUAGE AND LITERATURE.
THE COUNTRY WITH THE MOST NATIONAL LANGUAGES—Language and Literature Worksheets
- Grades 5-9
- 10 Pages
- 3 Reproducible Activity Sheets
- Hands-On Projects
- Teaching Guides
- Complete Answer Key
- Meets the National Council of Teachers of English/International Reading Association Standards
- Part of the Amazing World Records Series of Books
- eBook/PDF Download


[Author Login]
Title:Reanalyzing the definiteness effect: evidence from Danish
Authors:Line Hove Mikkelsen
Abstract:This paper presents a novel analysis of definiteness
effects in expletive and related constructions.
Where previous analyses posit a restriction on what can
appear in the pivot position, the present analysis treats
the definiteness effect as an epiphenomenon arising from
the interaction of constraints governing the subject
position, in particular the cross-linguistic preference for
definite over indefinite subjects. The definiteness effect
reflects the fact that definite DPs are forced to move to
subject position where possible, whereas indefinite ones
are not. When a definite DP is prevented from moving to
subject position for independent reasons (reating to Case
assignment) it may surface in pivot position. This shows
that the definiteness effect is not absolute, but can be
overridden when other considerations outweigh the
preference for a definite subject. Expletive insertion itself
is seen as a way of resolving the conflict between avoiding
an indefinite DP in subject position and satisfying the
requirement that something must occupy that position.
Type:Paper/tech report
Article:Version 1


text:
Stepping up the numbers who walk to school
Thursday, 18 October 2012
Hampshire County Council is working with the national charity, Living Streets, to encourage more school pupils to walk part, or all of the way, to and from school.
Working with primary and secondary schools over three years
Based on the countrywide 'Walk to School' campaigns, two specialists from the charity will be working, over three years, with primary and secondary schools in Hampshire to encourage them to revisit and update their School Travel Plans, and to take up Living Streets' initiatives aimed at motivating more parents and pupils to walk to school. The package of measures they can offer include their successful 'WoW' (Walk Once A Week) campaign for primary schools, and 'Free your Feet' or 'Campaign in a Box' interventions for secondary schools. A number of schools will also benefit from intensive support to identify and tackle barriers to walking, as well as to promote walking to school and its benefits.
Schools with greatest potential to increase walking selected
On behalf of the County Council, the Living Streets officers will work with 122 primary schools and 26 secondary schools over the next three years. These schools have been selected because they have been identified as having the greatest potential to increase walking: these are schools where a high proportion of pupils are driven to school despite even though many of them live within walking distance.
The Hampshire Hands Up School Survey (2010) indicated that more than 60,000 cars in Hampshire either drive a longer route or travel during peak periods to take children to school, which increases congestion. Walking, scooting or even cycling to school can go a long way towards reducing the number of cars on the road, as well as achieving the Department of Health's recommended target of 60 minutes of exercise a day for children. More active ways of getting to school can also help to build confidence and contribute to the development of children's independence. An added bonus is that parents can save on increasing fuel costs.
Councillor Mel Kendal, Deputy Leader and Executive Member for Environment and Transport, commented:
"In the UK, over half of primary school children do not walk to school regularly. Although this is unavoidable in some cases, being driven to school every day can mean that children miss out on learning valuable lessons about road safety and how to keep themselves safe.
"This project is part of the 'My Journey' campaign, to encourage people to consider their travel options for everyday journeys and to try alternative ways of travelling instead of in their car. Leaving the car at home can save people money, increase their level of physical activity and help to reduce congestion and carbon emissions, particularly on roads in the vicinity of our schools.
"It also complements the County Council's existing, long term road safety work with young people in primary and secondary schools such as: the Streets Ahead pedestrian training for children age six and seven years, Bikeability cycle training for young people and the recently launched StreetSense campaign focused on secondary school age pupils."
Living Streets' Chief Executive, Tony Armstrong, said:
"We help 1.9 million children a year walk to school by tackling the barriers to walking and we're delighted to be working with the County Council to help deliver the benefits in Hampshire. Parents tell us that the journey to school is less stressful, their petrol bill goes down, their children perform better at school and that they, and their children, feel healthier and fitter. Reducing gridlock on roads near the school gates not only improves road safety for pupils and local residents, but has benefits for everyone in the local community."
A partnership of eleven local authorities across the country made a successful bid for £4.8 million from the Department for Transport's Local Sustainable Transport Fund and it is this that will fund the three year project. The objectives of the Government's fund are to reduce congestion at peak times, and to reduce carbon and greenhouse gas emissions

source: HuggingFaceFW/fineweb-edu


International Boxing Union (1911–1946)
From Wikipedia, the free encyclopedia
Jump to navigation Jump to search
The International Boxing Union (IBU) was created June 1911 in Paris, France. It was the first attempt to create a unified international governing body for professional boxing.[1] Signators of the Protocol for the IBU were: Paul Rousseau (President of Fédération Française de Boxe et de Lutte) for France; Fred Tilbury (an Englishman, Master of Boxing, and President of Fédération Belge de Boxe) for Belgium; and Victor Breyer (President of Société Française de Propagation de la Boxe Anglaise), having an official mandate by the New York State Athletic Commission, and consequently acting on behalf of some American boxing authorities. Switzerland joined the IBU in November 1913. Denmark, the Netherlands, Italy, Sweden, Norway, Brazil, Argentine, Canada, Australia and the United Kingdom also signed up.[1] By 1922, the UK had withdrawn support, and the US were never fully committed.[1]
The IBU suspended operations with the outbreak of World War I, but resumed action on February 5, 1920—this time headquartered in Paris. Eventually, by the end of 1942, the IBU was in the hands of the Nazis and Fascists, who transformed it into the "Associazione Pugilistica Professionistica Europea" (APPE). By December 1, 1944, the IBU/APPE was dormant. In 1946, from the ashes of the APPE, the European Boxing Union (EBU) came into being.
 1. ^ a b c Mee, Bob (1978) Boxing: Heroes & Champions, ISBN 978-_PHONE_, p. 10


1. Technology
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Web Site inside a Delphi EXE
How to store Web-style content inside a Delphi application.
 More of this Feature
- Part 1: Resource Files Made Easy
- Part 2: Inside the EXE (compiling.rc files)
- Part 4: Resource only DLL
- Part 5: StringTable resources
- Part 6: Resource Managers
- Part 7: Fixing the "Duplicate resource" error
 Join the Discussion
 Related Resources
- Web programming
 Elsewhere on the Web
- HTML Res: MS overview
- Delphi HTML Resource Tool
- HTML Dialogs in Delphi
This is the third article in the series about storing more than just executable code inside a Delphi application.
In the introductory article we saw how Delphi uses standard Windows resource files like icons, bitmaps and cursors. As explained, resource files that store such kind of data can be created with Delphi's Image Editor. The second article explained how to use sound files, video clips, animations and more generally any kind of binary files in a Delphi executable - we placed a mp3 file inside a Delphi exe. As stated, we use Borland Resource Compiler (BRCC32.exe) to create a resource file that gets linked with an executable file.
Many of you have asked how your application can be a container for any Web-style content, including HTML resources and pictures that are part of your project.
This articles will show you how HTML and associated files (pictures) can easily be included within a Delphi application. As a result, you simply have to distribute an EXE file that includes HTML pages, as it would do with icons and cursors.
 Creating a HTML page
For the start we have to assemble a (simple) html page. Use your favorite HTML editor and create one page with one associated picture. I'll name mine aboutindex.htm.
Note that when you add a picture tag inside a htm page it looks something like:
We have to alter the IMG tags so that the SRC attribute equals the name we are to give to a picture in a resource:
My HTML code looks like:
HTML inside a Delphi exe This is a HTML Delphi resource test:
 Creating and compiling a resource file
Remember that to create a new resource script file, you have to:
1. Create a new text file in your projects directory.
2. Rename it to AHTMLDelphi.rc.
3. Write down the following two lines of text in the AHTMLDelphi.rc file.
DELPHIINDEX HTML "c:\Delphi\projects\aboutindex.htm"
ABOUTDP GIF "c:\library\graphics\adp.gif"
Note: the resource type "HTML" is RT_HTML, predefined as the resource type "23". This is the default resource type for the RES protocol.
In this way we have prepared one HTML page and one GIF picture to be included in the binary code of our EXE module.
The next step is to compile the.rc file. To compile the AHTMLDelphi.rc file to a.res file execute this command at the command prompt (in the projects directory):
The final step is to add the following compiler directive to a unit in your project. RES file must be included in the program's build by adding a line like this:
{$R AHTMLDelphi.RES}
 Displaying inside a Web browser
When you have the application's exe (let's call it: myhtmldelphi.exe) the HTML resource contained within can be accessed via the RES: protocol. Run Internet Explorer and, in the Address bar, type the following:
This should result in:
HTML page from a Delphi resource
That's it. If you have any questions; like how use the HREF tag inside a html resource, or how to display the html page inside a Delphi form; please post them on the Delphi Programming Forum!
©2014 About.com. All rights reserved.


Doggnation is a fun puzzle game for kids grades five and up. The goal is to help the Doggs build their castle by collecting colored blocks in the correct order as they pass by other Doggs. Click on a Dogg to turn it around so that a block is not picked up.
Recommended for Grades: 5
This kids educational game requires a more recent version of Flash
Get Adobe Flash player


text:
The George Washington University
This study examined framing strategies of protest movements in Dakar Senegal, particularly those focused on issues of foreign exploitation. Two major groups were surveyed, FRAPP and Cos M23, with interview notes and transcripts forming the basis of frame analysis. The findings showed that Cos M23 utilized a narrow frame that focused on linking certain sets of behaviors to being a good citizen, while FRAPP created a larger discursive framework in which diagnostic, prognostic, and motivational framing strategies were present in order to both link France and western imperialism to issues as well as induce the general public to take actions against those diagnosed issues. These findings provide valuable non-western insight on framing strategies and help provide data on domestic civil society activism in Senegal.
African History | African Languages and Societies | African Studies | Political History | Politics and Social Change | Race, Ethnicity and Post-Colonial Studies
Alltucker, Ezra M., "Defining the issue: Social movements' Framing Strategies in Neocolonial Senegal" (2018). Independent Study Project (ISP) Collection. 2913.
African History Commons, African Languages and Societies Commons, African Studies Commons, Political History Commons, Politics and Social Change Commons, Race, Ethnicity and Post-Colonial Studies Commons


text:
The brown trout was first brought into this state in the 1890s land is now abundant from high mountain streams to broad rivers flowing onto the plains. These fish can be difficult to catch, but many anglers have good success during their fall spawning runs. A large dark spotting pattern and reddish dots can help anglers distinguish these fish from rainbows and cutthroats.
Above courtesy of Colorado Division of Wildlife
Kept 36.4 inches, 30 lb 8 oz
Released 38 inches
Qualifying length for a Colorado Master Angler Award for Brown Trout is 22 inches.


text:
This video shows a Level 300 Student teaching Shapes and Space in Mathematics at Dambai D.A. Basic Six on 3rd April, 2017.
The focus of this practice of Model teaching adopted by the college is to allow teacher trainees put into practice the teaching competencies learnt.
Lesson observation guide is used to assess the student teacher's performance in the lesson preparation, delivery and evaluation and provide him with the feedback for improvement where necessary. This feedback tool looks at Lesson Preparation, Lesson Delivery and Lesson Evaluation as the main areas of observation.
Your comments are welcome


text:
The greatest way to experience the MNRI Method is at a Family Education Conference. Conferences are held around the world and are offered in 4, 5, and 8-day formats. While attending the Conferences, parents and caregivers are taught specific techniques that will most benefit their child/adult. These techniques are taught through a direct, hands-on method with their child/adult. At the Conference, client's receive 6 hours a day of this direct hands-on training plus optional evening programs for additional practice.
Modalities Taught at Every Conference:
- Reflex Repatterning
- Neuro Tactile
- Neuro Structural
- Oral Facial/Visual
- Proprioception Cognition
Additional Modalities May Include:
- Deep Neurostructural
- Stress Hormones
Support Materials Included:
- A Training Manual - Written and graphic descriptions of each technique.
- Online Recordings – Instructional recordings of each modality.
- Access to MNRI Camp Alumni Facebook Page
- 6+ hours of daily hands-on education
- 30-minute Assessment
- Video of Assessment
- Personalized Home Program
- Lunch for each day the Conference is in session (excluding day off)
- Healthy snacks during break time on each day of Conference
- Celebratory Medal and Certificate of Completion
What's NOT included:
- Lodging (group rate available through host hotel)
- Breakfast and Dinner
Please visit our FAQ page where we address some common questions regarding Family Conferences.
Download the Participant Welome and Instruction Letter to learn more.
What Parents are saying:
"We are so happy we made the decision to attend a Family Educational Conference. Learning the techniques that we could personally do to help our child was so empowering." S.O.
"The Specialists that were assigned to us were fantastic at teaching us what our child needed. We are now able to give our son more therapy at home, while spending less money travelling to see specialists." K.O.
"I had no idea how valuable the experience of going to a Family Conference would be. The unexpected value, was the immediate acceptance I felt among the other families. Instant friendships were formed." T.S.
"Watching my child interact with the other children during break time was such a great bonus. Now my daughter is asking when we are going back." C.C.


Dens, dinosaurs and caves in the garden…
Playing with dinosaurs and learning their names (and pronouncing them!) always prove to be popular, and in the warmer summer days, there's nowhere better than out in the garden to do this!
Den making went to a new realm when the sun came out and we used the see-through plastic to create a den with flowers on the top. The children greatly enjoyed lying down on the grass to admire their work!
The garden is the greatest place for the children to allow their imaginations to run wild. They are always able to create and imagine different scenarios. The Den is a den one moment then a cave, followed by another child uses the car as an ice cream van, a car, and then turns it on its side and it becomes a shop. There are no bounds to the children's imagination when it's allowed to run free!
The children also love to help water the plants in the garden to maintain their health and growth, we currently have strawberries and raspberries growing over in the corner, alongside our herbs lemon balm, mint and fennel. We also have some tomatoes in pots that will hopefully bear fruit in the near future.
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Dig This Design
Indoor Planters
Garden Stool
Stairs Storage
Garden Planters
Is a Messy Room a Sign of Mental Illness?
An messy room can likewise be an indication that you have depression. A few of the standards for a depression analysis — sadness, exhaustion, and absence of focus — would all be able to assume a job in why your messy room is in the express it's in.
Moreover, what does a messy room show? Having an messy room may be the consequence of a great deal of variables. It may mean you are occupied and have brief period to clean and sort out. It may be an indication that you have an excess of stuff. Or on the other hand it may be the consequence of having small children in the house who are generally not roused to tidy up after themselves.
Messy youngsters are a juvenile generalization. Declining to keep their room perfect is regularly a path for teenagers to guarantee their space and proclaim freedom from their folks. In any case, an messy high schooler room can likewise be a side effect of an emotional wellness issue. Now and again, when a young person has a muddled room, depression might be the hidden issue.
According to the research of maid service Raleigh, NC, one out of each five young people experiences depression. Furthermore, sadness carries with it a wide scope of indications.
What's the muddled room–depression interface? Here's the manner by which the indications of sadness can prompt teenager chaos.
Depletion and steady weariness are warnings of wretchedness. These indications leave adolescents with no vitality or inspiration to tidy up their rooms.
Discouraged youngsters regularly keep away from social circumstances. That implies they're investing more energy in their rooms, prompting more jumble.
A feeling of gloom, trouble, and depression regularly accompanies sadness. Accordingly, youngsters may feel that there's no motivation to exhaust exertion to keep their own space flawless and sorted out.
The physical indications of depression incorporate unexplained a throbbing painfulness, migraines, and stomach issues. Teenagers experiencing these issues are probably not going to organize room cleaning.
Making some hard memories concentrating is another manifestation of despondency. This absence of center can make it hard for a young adult to remain focused and get their room cleaned.
Sentiments of disappointment and self-analysis ordinarily go with depression. Consequently, teenagers may feel that they don't have the right to have a perfect, composed room. Living in a messy space may be a subliminal method of rebuffing themselves.
Voraciously consuming food and other upset dietary patterns regularly go with sorrow. On the off chance that adolescents are squatted in their rooms, nibbling late around evening time or for the duration of the day, untidiness is unavoidable.
Studies have indicated that messiness produces tension and can cause individuals to feel discouraged. One investigation of moms living in jumbled homes found that they had higher-than-normal degrees of the pressure hormone cortisol. In this manner, living in a muddled room implies that an adolescent's sensory system is consistently in a condition of second rate battle or-flight.
Exploration utilizing fMRIs (utilitarian attractive reverberation imaging) has discovered that confusion and mess negatively affect the manner in which our cerebrums work. In addition, untidiness additionally impacts our feelings, conduct, connections, and even our dietary patterns. Exploration shows that we're bound to eat low quality nourishment when we live in a turbulent situation.
Thus, clearing mess from our condition causes us concentrate better, process data all the more proficiently, and increment our profitability. Furthermore, cleaning up causes us feel less fractious and occupied, contemplates show. Henceforth, the demonstration of cleaning can help turn around an awful state of mind.


text:
The Struggle for Aboriginal Rights: A Documentary History
1 Jan 1999
Allen & Unwin
The Struggle for Aboriginal Rights is the first book of its kind. Not only does it tell the history of the political struggle for Aboriginal rights in all parts of Australia; it does so almost entirely through a selection of historical documents created by the Aboriginal campaigners themselves, many of which have never been published. It presents Aboriginal perspectives of their dispossession and their long and continuing fight to overcome this. In charting the story of Aboriginal political activity from its beginnings on Flinders Island in the 1830s to the fight over native title today, this book aims to help Australians better understand both the continuities and the changes in Aboriginal politics over the last 150 years: in the leadership of the Aboriginal political struggle, the objectives of these campaigners for rights for Aborigines, their aspirations, the sources of their programmes for change, their methods of protest, and the outcomes of their protest. Through the words of Aboriginal activists, across 150 years, The Struggle for Aboriginal Rights charts the relationship between political involvement and Aboriginal identity.


text:
Job Description: Resident Assistant
A significant amount of the education one receives while a college student takes place outside the formal classroom setting. Gonzaga University believes strongly in this fact and is thus committed to providing an intentional and significant residential experience for students. For students in University residence halls, this learning is influenced much of the time by the personal relationships, the environment, and the programs developed in one's hall. Residence Life staff members are selected based on their maturity, leadership qualities, experience and interest in maximizing the experience of GU students and staff.
As a part time member of the Division of Student Development, the residence hall staff member is the representative of the University who interacts most directly with campus students. The role of each staff member is to work collaboratively to develop an environment in their assigned community, block, and across campus which is conducive to academic achievement, good scholarship and intellectual stimulation while promoting the integration of social, emotional, life-planning, political, identity, cultural, and spiritual growth. To do all this requires energy, self-discipline, the ability to observe, a knowledge of resources to assist in performance of the job, effective communication skills, the ability to establish good rapport and a sense of commitment to the mission and goals of the University, Division of Student Development, Office of Housing and Residence Life and their particular staff team.
The residence life staff position is part job and part campus leader. Persons selected to become RAs bring abilities in the areas of 1) Interpersonal Skills, 2) Personal Leadership Development, 3) Cognitive Complexity, and 4) Intercultural Competence. Additionally they can expect to be challenged to grow in these areas. Students selected to become RAs will be expected by their colleagues, supervisors and the Department to fulfill the duties of the position. Conversely, RAs can expect to receive ongoing training and support in order to be as successful as possible for themselves and for their residents.
The following position description outlines specific expectations of RAs and defines them within each of the above mentioned areas.
This is defined by a sense of personal self-awareness and an understanding of how an individual impacts others in their circle of influence (including supervisors, team members, residents, the GU community, and persons outside the campus). Expectations in this area include:
1. Effective verbal, non-verbal, and written communication
a. Meeting regularly in 1-1 setting with supervising RD and ARD
b. Building personal relationships with a diverse population of residents
c. Responding articulately and promptly to email communication
2. An understanding of and an ability to implement positive and respectful conflict resolution techniques
a. Working proactively to mediate roommate and interpersonal conflicts among residents
3. The ability to actively reflect on and propose solutions to complex problems
a. Confronting violations of the Ethos statement and Code of Conduct in an unbiased and caring manner
b. Working collaboratively with students in actual and perceived crisis and communicating with appropriate persons
4. A developed "welcoming spirit" that exudes approachability to all persons in all situations
a. Demonstrate a personable and confident attitude toward others
b. Encourage the building of relationships between residents and among community members
Personal Leadership Development
This is defined by having the ability to articulate one's leadership style and how that may impact roles on staff, in class, and in future vocational opportunities. Expectations in this area include:
1. Effectively managing time commitments and successfully navigating the expectations of each of these commitments whether they are academic, personal, co-curricular, or position related
a. Committing to less than 10 hours per week in non-RA leadership positions or outside employment
b. Maintaining a 2.5 cumulative GPA throughout time on staff
c. Prioritizing required campus-wide staff meetings, block meetings, 1-1 meetings, and responsibilities with block council and RHA
d. Complete rounds on designated duty weekday and weekend nights
2. An ability to maintain personal balance in mind, body, and spirit
3. An acute sense of self-awareness that reflects the ability to identify how ones personal strengths and weaknesses may positively or negatively impact relationships and work situations
4. An ethical congruency between stated personal values and actions.
a. Role modeling community standards, strong personal values, and positive relationships
5. A servant leadership approach to the on-campus residents, the greater GU campus, the Spokane community, and the world in which we live.
a. Encourage resident participation in hall, building, Gonzaga and Spokane communities
b. Develop programs using the Residence Life model of YOU, YOU and Your Community, YOU and Your World, YOU and Your Spirituality
This is defined by the capacity to comprehend complex systems and follow logical progressions to desired outcomes. Expectations in this area include:
1. Understanding and being able to navigate systems
a. Brainstorming, developing, implementing and evaluating a minimum of 8 programs per semester
b. Assisting RD and other staff in building openings and closings each semester
c. Maintaining in-semester resident check-in and check-out information as needed
d. Overseeing hall facilities and amenities during the academic year
2. Comprehending training exercises and being able to apply knowledge to correctly follow departmental and university procedures
a. Actively participating in weekly staff meetings, development opportunities and evaluative processes
b. Enrolling in RA Class in Spring Semester prior to 1st semester on-staff
c. Attending mandatory Fall Training in August and Winter Retreat in January
3. A developing ability to identify and utilize internal and external resources for discovering additional information, learning new skills and solving problems
a. Recognizing students in crisis or those who exhibit concerning behaviors
b. Synthesizing and reporting student issues or building wide concerns to appropriate University officials
This is defined by an acceptance of, an appreciation for, and an ability to communicate with people different from oneself. Expectations in this area include:
1. Searching for one's own spirituality and a recognition of the role that spirituality plays in the lives of others
a. Gaining an understanding of the Jesuit history, legacy and mission of Gonzaga University
2. An openness to diversity of all kinds and a willingness to engage others in dialogue about issues of diversity
a. Showing a curiosity and desire to know residents of all backgrounds, experiences, beliefs or culture
3. A growing understanding of cross-cultural concerns and how cultural differences affect understanding, patterns of thinking, and personal behavior
a. Ensuring that students from different backgrounds, experiences, belief systems or cultures understand Gonzaga, its ways, systems and beliefs.
4. An ability to challenge biased and other unacceptable behavior toward others
a. Actively confronting and reporting all incidents of bias
* Maintain a cumulative GPA of 2.50 or higher while on staff
* Live in assigned on-campus residence for full academic year (excluding Winter Break).
* Be enrolled as a full-time student (12 undergraduate credits or 6 graduate credits)
* Follow all guidelines and expectations found in the GU Student Handbook, Housing Contract, RA Contract and RA Manual
* Complete 2 semester as a residential student at Gonzaga or other University prior to beginning work as a RA.
* Hold less than 10 hours of extracurricular leadership activities or outside employment per week (candidates who will be student teaching, have an off-campus academic internship or practicum may apply, however the significant time expectations of these experiences will be taking into consideration during the hiring process)
A designated Residence Director (RD) or Graduate Residence Director (GRD) supervises each RA staff member. There are set number of blocks on campus that have a corresponding RD, Assistant Residence Director (ARD), and Resident Assistants (RAs). The RD and ARD work collaboratively in the management and supervision of facilities, residents, and RAs. Because each block has different needs and different people bring unique skills and passions to the position, the duties of a RA may vary slightly across blocks.


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In transportation infrastructure design the route is defined based on its axis (centreline) – the alignment model. This simplified abstract model is designed in such a way to clearly define the principle course of the infrastructure project.
For most of the transportation means the infrastructure alignment design is split into two main two-dimensional complex strings: the horizontal alignment and the vertical alignment.
The horizontal alignment consist of three types of elements:
- Line segments – straights
- Circular arcs
- Transition curves
The movement of the transportation vehicle over circular elements is generating lateral accelerations, dependant on the speed of the vehicle and on the radius of the curve. In order to avoid the sudden change of these accelerations when passing from a curve to a different curve or a straight, the horizontal alignment includes transition curves. These curves have a continuous variation of curvature, ensuring the smooth transition between the horizontal alignment elements of constant curvature.
The most well-known transition curve is the Clothoid. In its real world application the clothoid enables a car driver to ride smoothly by turning the steering wheel with a constant speed, defining a clothoidal spiral, a continuous and linear curvature variation.
A curve with so many names …
The clothoid equations were first defined by Leonhard Euler; this is why, in general Physics the curve is often called Euler spiral. The French physicists Augustin-Jean Fresnel and, later, Alfred Cornu, rediscovered the curve and defined its parametric equations – hence the curve is sometimes called Fresnel or Cornu spiral.
(source of the image: Levien, R. (2008) The Euler Spiral: A mathematical history.)
In 1890, Arthur N. Talbot, Professor of Municipal and Sanitary Engineering at the University of Illinois, defined for civil engineering the "railway transition curve" (Talbot – 1912), with similar equations as Euler did for elasticity and Fresnel and Cornu for optical applications.
The name clothoid was suggested by the Italian mathematician Ernesto Cesàro. The word clothoid comes from klothos, the Greek word for spin (wool) the shape of the curve thread that wraps around the spindle. The same root appears in the name of Clotho (The Spinner), one of the three Fates who holds the thread of human destiny.
Clothoid geometry and (some) math
The clothoid equations can be defined starting from the condition of linear relation between radius and length:
This defines an infinite spiral, starting from the origin (x=0, y=0, R=∞, L=0) and spinning in two infinite loops to two points where R=0 and L=∞:
The constant A is called flatness or homothetic parameter of the clothoid.
The clothoid coordinates and the majority of the other characteristic elements of the spiral can be defined based on this essential parameter. For example, the clothoid curvature gradient is 1 in A².
In road design, an alignment developed to have all the transitions with practically the same A is seen as an optimum design, providing similar comfort conditions from the point of view of the variation of the lateral acceleration across all the transitions of that route. Some of the national road design standards are considering this criteria together with superelevation and aesthetic conditions (TAC – 2009).
In railway design an alignment developed with constant A is providing constant rate of change of the Equilibrium Cant (the sum of the rates of change of cant and cant deficiency). If this is done together with a constant E/D ration across all the curves, that alignment will provide practically the same comfort conditions over all the transitions and also similar wear conditions for top of railhead.
The angle αi, measured between the tangent in the current point i of the clothoid and the initial direction (where R = ∞), is called direction angle and is computed dependant on the length of the clothoid arc to the current point Li, and the current radius Ri :
where L is the total length of the clothoid and R its final radius.
The Cartesian coordinates of the clothoids can be defined starting from the above equation; using Euler (Fresnel) integrals for sine and cosine, these coordinates are:
Both equations have infinite terms. For railway track and road design, only a part of the clothoid can be practically used – the arc starting from origin to the area where the deflection angle α ≈ 90°.
For this section of the clothoid arc the first 4 terms of the equations provide sufficient accuracy to allow the site tracing of the transition curve.
Before the introduction of the Computerised Aided Design (CAD) in the alignment design for road and railway, the clothoid coordinates were computed based on a set of tables defined for a reference clothoid (usually the one defined by Aₒ = 100) and using the following relation:
Any other clothoid can be defined based on this property (called homothety relative to the origin O) :
As the clothoid spiral develops, the circle defined by the radius R is gradually shifted away from the x axis. This shift is defined as:
The first term of this equation defines the shift for the cubic parabola.
(to be continued)
Later edit: (09/10/2016) The direction angle equation was added based on the blog comments.
Cope, G. (1993) British Railway Track – Design, Construction and Maintenance. Permanent Way Institution, Echo Press, Loughborough.
Racanel, I. (1987) Drumuri moderne. Racordari cu clotoida. (Modern roads. Clothoidal transitions). Editura Tehnica, Bucharest. Romania.
Radu, C. (2001) Parabola cubica imbunatatita (Improved cubic parabola). Technical University of Civil Engineering Bucharest.
Radu, C., Ciobanu, C. (2004) Elemente referitoare la utilizarea parabolei cubice imbunatatite (Elements related to the use of the improved cubic parabola). Third Romanian National Railway Symposium, Technical University of Civil Engineering Bucharest. Romania.
TAC (2009) Geometric Design Manual for Canadian Roads. – Volume 2. Transportation Association of Canada


text: Eastern Spicy-wintergreen (Gaultheria procumbens) is an evergreen subshrub of the forest floor. The plant's leathery leaves grow clustered on short upright stems. The red, pea-sized fruit dangles from the center in bunches or singly, as is the case above. The fruit is edible, if a bit mealy, with a minty flavor. The leaves, when chopped up and steeped as a tea, or simply nibbled, release a similarly pleasant flavor. Other common names for Gaultheria procumbens include Checkerberry, Teaberry, and Spiceberry. This subshrub can be distinguished from Partridge-berry in that the latter features smaller, oppositely-arranged leaves and fruit with a distinct pair of "eyes".


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Volunteering Australia has provided a submission to the Independent Review of the Australian Public Service Australian Government.
In this submission, Volunteering Australia highlights four main areas for improvement for the Australian Public Service:
- A strengthened focus on whole of government approaches and cross-sectoral collaboration;
- Recognition of volunteering by the APS;
- The adoption of Volunteering Australia's definition of volunteering across all government departments; and
- Increased transparency in government tender processes.


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Using Foresight to Cope with Uncertainty
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In an increasingly uncertain world where resources are limited, foresight thinking and approaches provide a critical way for governments and communities to understand and plan for the future. Using foresight techniques can contribute to the development of policies that are robust and fit for purpose. Foresight practitioners have an important role to play in the design and implementation of these processes. However, more needs to be done to ensure that such initiatives are properly supported and the capacity of policy thinktanks and foresight practitioners strengthened in developing country contexts. Increasingly, foresight processes should harness advances in information and communication technology (ICT) to facilitate broader citizen participation in policymaking.


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In 2006, Hubbard Brook Ecosystem Study founders Gene Likens and Herb Bormann, together with Tom Gross, a member of the Hubbard Brook Research Foundation Board of Trustees, established a facilitated-dialogue model for linking Hubbard Brook science with environmental issues of local, regional, and national significance. This program was rooted in the belief that a small number of people who don't ordinarily come together, can, through dialogue, harness the power of "ecosystem thinking" to address complex problems.
In 2014, the Hubbard Brook Research Foundation received a three-year grant from the National Science Foundation to investigate the roundtable model as a method of advancing informal science learning among citizens and stakeholders in the rural regions of the Northern Forest. The Forest Science Dialogues project also worked to build capacity for scientists and public engagement practitioners to support outcomes of dialogue activities. The project involved a series of Hubbard Brook Roundtables with invited scientists and stakeholder participants representing major networks across the Northern Forest, including woodlot owners, consulting foresters, corporate and nonprofit land managers, maple syrup producers, loggers, outdoor recreation leaders and business owners, informal and formal educators, economic development organizations, conservation organizations, and state and federal agencies. An external evaluation of the project was conducted by RMC Research Corp. Forest Science Dialogues resulted in new insights about convening intentional dialogues among scientists and stakeholders, overcoming barriers to public engagement with science, understanding scientists' and stakeholders' motivations for participation, and what participants valued about the events.
Hubbard Brook Roundtables typically involve:
- 1–2-day facilitated dialogue sessions
- 10–25 invited participants
- Focus on "gatekeepers" of formal and informal stakeholder networks
- Pre-meeting interviews and synthesis report to inform the agenda
- Outcome activities or products co-designed as part of the dialogue
- Post-dialogue report
It used to be that foresters, of all agencies and groups, would get together to talk. We don't anymore. Times have changed and technologies have changed. Your programs do this — they bring people together."


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Jelly Mould Pavilions
27 March - 6 June 2010
'Jelly Mould Pavilions' is a quirky yet thought provoking exhibition by artist Lubaina Himid. The exhibition explores the challenges of commemorating the ongoing contribution of the people of the African diaspora to the history, culture and fabric of Liverpool.
'Jelly Mould Pavilions' features 30 hand-painted Victorian ceramic jelly moulds and 14 prints. The illustrations on the jelly moulds are inspired by influential Black figures such as Martin Luther King, William Still and Dred Scott, all strong and unique figures in the civil rights movement. Lubaina's inspiration also comes from brightly coloured textile patterns from all over the African continent.
Although these jelly mould monuments may never be built, their purpose is to encourage visitors to ask questions about the city's history, how we can celebrate and commemorate the Black community or whether we do this already.
Lubaina chose Victorian jelly moulds as they symbolise the African diaspora's link to the sugar industry that used slaves. The jelly moulds are a device to encourage visitors to talk about enslavement, commerce and pleasure.
Jelly mould interventions!
As well as the main exhibition at Sudley House there will be jelly mould interventions in the following venues:
You can see all the venues on the map below. Select a blue pin to find out about each location. You can view a larger version of the map here.
More about the artist
For more information about Lubaina's practice including forthcoming and major projects, recent exhibitions, works in collections and key note speeches, visit her website.
'Making Histories Visible' is an interdisciplinary visual art research project based led by Lubaina Himid with support from Susan Walsh. Find out more on the Making Histories Visible website.
More in depth information about the themes surrounding Jelly Mould Pavilions can be found on Lubaina's Jelly Mould Pavilions website.
This exhibition is part of 'Liverpool and the Black Atlantic', a series of city-wide exhibitions and events that explore connections between cultures and continents.


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I have mice looking and walking in my game, but they are very slow and hard to use. I think it's because I'm using fixed speed. I heard that in big projects developers use delta time. How do I calculate delta time in glut? How do I calculate speed using delta time?
The "delta time" used to be the time elapsed between two frame updates (but it can also be used in other contexts; this is usually the result of a time subtraction).
You can get the delta time in glut using the glutGet method and the GLUT_ELAPSED_TIME parameter, plus some operations.
So if you register the current timeSinceStart at each rendering loop, you can know the deltaTime by subtracting the old one to the new one.
Basically, you can use deltaTime to update your movements in ratio to this elapsed time instead of using a fixed time value. This way, the movement speed of your character should be almost the same if your program runs at 60 fps or if it runs at 10 fps.
This way, whether your program updated 2 times or 100 times, 1 second later the position should be almost the same, and the game-play is less impacted by the low fps of a small computer than if it use fixed values.
Finally, you should read Fixed time step vs Variable time step on gamedev.stackexchange.


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Derived from the renowned multi-volume International Encyclopaedia of Laws,
this concise exposition and analysis of the essential elements of law with
regard to family relations, marital property, and succession to estates in
India covers the legal rules and customs pertaining to the intertwined
civic status of persons, the family, and property.
After an informative general introduction, the book proceeds to an in-depth
discussion of the sources and instruments of family and succession law, the
authorities that adjudicate and administer the laws, and issues surrounding
the person as a legal entity and the legal disposition of property among
family members. Such matters as nationality, domicile, and residence;
marriage, divorce, and cohabitation; adoption and guardianship; succession and
inter vivos arrangements; and the acquisition and administration of estates
are all treated to a degree of depth that will prove useful in nearly any
situation likely to arise in legal practice.
The book is primarily designed to assist lawyers who find themselves having to
apply rules of international private law or otherwise handling cases connected
with India. It will also be of great value to students and practitioners as a
quick guide and easy-to-use practical resource in the field, and especially to
academicians and researchers engaged in comparative studies by providing the
necessary, basic material of family and succession law.
The Author. List of Abbreviations. Preface. General Introduction. Selected
Bibliography. Part I. Person Chapter 1. The Status of a Person. Chapter 2.
Registration of Civil Status. Chapter 3. Personality Right. Chapter 4. Names.
Chapter 5. Nationality. Chapter 6. Domicile and Residence. Chapter 7. Mentally
Handicapped Persons. Part II. Family Law Chapter 1. Marriage.
Chapter 2. Divorce. Chapter 3. Cohabitation without Marriage. Chapter 4.
Filiation. Chapter 5. Adoption. Chapter 6. Parental Authority. Chapter 7.
Guardianship. Chapter 8. Kinship and Relationship of Affinity. Part
III. Matrimonial Property Law Chapter 1. Rights and Obligations of
Part IV. Succession Law Introduction. Chapter 1. Intestate Succession.
Chapter 2. Testamentary Succession. Chapter 3. Acts Inter Vivos Related to the
Estate. Chapter 4. Acquisition and Administration of the Estate. List of
Enactments and Rules. Index of Cases. General Index


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A one-day symposium on the BBC's local radio audiences is calling for paper proposals. The event will be held in Leicester, UK, on the 8th of November 2017. The symposium is organised by De Montford University and the Media, Communication and Cultural Studies Association.
The event is entitled "Reaching out: the past, present and future of BBC Local Radio Audiences". The organisers have provided the following, non-exhaustive list of topic suggestions:
- BBC Local Radio and its relationship with its audience(s)
- How does BBC Local Radio contribute to achieving a sense of belonging, or responsibility to, a specific region or area?
- Case studies illustrating how the BBC has appealed or is appealing to new audiences
- Local News and the ethics of the Fourth Estate
- The concept of 'local' and how BBC Radio addresses and reaches out to communities within their patch
- The role BBC Local Radio plays in the representation of minority communities in their locality
The deadline for abstract submissions is June 16th.
The full call for papers is available through the ECREA mailing list archive.


Take the 2-minute tour ×
What's the difference on Windows with cmake and eclipse and MingW if I choose "Eclipse MingW Makefile" or "Eclipse Unix Makefile"?
With the MingW one I always get an error with "sh.exe" (that vanishes if I re-hit "Configure"), with the Unix one I always have to specifiy windres manually because cmake can't find it.
Does this make any difference for Eclipse or something else?
Both generated Makefiles work with Eclipse and MingW and compile my project.
What Makefile should I choose? And why?
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2 Answers
up vote 5 down vote accepted
This is really a mess.
CMake has a number of different Makefile generators on Windows: MSYS, MinGW, NMake, and Unix. The CDT generator works on top of the Makefile generators by also generating an Eclipse project for you. Currently, only MinGW, NMake, and Unix are supported by the CDT generator.
The difference between these are which "make" flavor it uses. MinGW, MSYS, and Unix are all variants of GNU make (in this context, Unix means "Cygwin"). The difference between these are mostly related to how commands are executed, more specifically which shell is used to execute the commands. GNU make will try very hard to use "sh.exe" instead of "cmd.exe", and this is usually where things go wrong: having a command in a Makefile which assumes details about which shell being used for execution. Another problem when choosing GNU make flavor is to figure out which standard Unix utilities are available (sed/grep/etc). One notable detail is that if GNU make is using cmd.exe to execute commands, it will not support parallell builds.
If you use Unix Makefiles, CMake will assume that your make is a Cygwin one, with full Unix emulation.
Also make sure that you actually run the "right" make. If you have generated Unix Makefiles, but you have MinGW make first in your PATH, then typing "make" in your build tree is likely to fail with weird errors.
But about your question: it really doesn't matter as long as it works.
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cmake -G"MSYS Makefiles" helps a lot when compiling for MinGW
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Your Answer


Question: What Bacteria Does Ginger Kill?
Can turmeric Cure E coli?
The antibacterial effect of various herbs and spices were evaluated using various methods.
All the herbs and spices tested were able to inhibit E.
coli growth, but Thyme (herb) and Turmeric (spice) were found to be most effective against E.
Can ginger be used to treat infection?
For example, it may provide some pain relief as an anti-inflammatory. It also boosts immunity to help fight infections that cause sore throats. There's even more ginger can do to help sore throats. This article explains the benefits of ginger for treating and relieving a sore throat, and how to take ginger.
What are 2 ways to kill bacteria?
How do you kill bacteria in your body?
What kills E coli naturally?
They found that one teaspoon of cinnamon added to the juice killed 99.5 per cent of the bacteria within three days. Last year, the same researchers added spices to raw ground beef and sausage. They found that cinnamon, clove and garlic were the most powerful in killing E. coli.
Is ginger an antibacterial?
What is the strongest natural antibiotic?
Is apple cider vinegar an antibiotic?
What kills MRSA naturally?
Is Ginger antiviral?
Ginger has been shown to have impressive antiviral activity thanks to its high concentration of potent plant compounds. Additionally, specific compounds in ginger, such as gingerols and zingerone, have been found to inhibit viral replication and prevent viruses from entering host cells ( 46 ).
What food kills stomach bacteria?
Prebiotic foods (whole grains, bananas, greens, onions, garlic, soybeans, and artichokes) act as food for healthy gut bacteria. Probiotic foods like yogurt are full of good bacteria already.
What makes ginger antibacterial?
Ginger rhizome contains several constituents which have antibacterial and anti fungal effects. … Chief constituents such as [6]-gingerol and [12]-gingerol, isolated from ginger rhizome, showed antibacterial activity against periodontal bacteria [64] and [10]-gingerol has been reported as active inhibitor of M.
Does ginger kill E coli?
MBC results showed that 80% concentration of raw onion was capable of killing the E. coli cells. The ginger extract on the other hand was not capable of killing the cells (Table 11)….Results.Biochemical TestsCoagulaseCatalaseReactionsClot formationBubblesNov 30, 2015
What disease can ginger cure?
What kills bad bacteria in your stomach?
Start by eating a nutritious diethigh in fiber-rich foods, like fruits, vegetables, and whole grains. A "western" diet that's high in fat and sugar and low in fiber can kill certain types of gut bacteria, making your microbiota less diverse.


System Administration Guide: Security Services
ProcedureHow to Add an Audit Class
When you create your own audit class, you can place into it just those audit events that you want to audit for your site. When you add the class on one system, you should copy the change to all systems that are being audited.
 1. Assume the Primary Administrator role, or become superuser.
 2. (Optional) Save a backup copy of the audit_class file.
 # cp /etc/security/audit_class /etc/security/audit_class.orig
 3. Add new entries to the audit_class file.
 Each entry has the following format:
 Identifies number as hexadecimal.
 Defines the unique audit class mask.
 Defines the letter name of the audit class.
 Defines the descriptive name of the audit class.
 The entry must be unique in the file. Do not use existing audit class masks.
Example 30–10 Creating a New Audit Class
This example creates a class to hold a small set of audit events. The added entry to the audit_class file is as follows:
0x10000000:pf:profile command
The entry creates a new audit class that is called pf. Example 30–11 populates the new audit class.
If you have customized the audit_class file, make sure that any modifications to audit_user are consistent with the new audit classes. Errors occur when the audit classes in audit_user are not a subset of the audit_class database.


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CDM Help Desk Launched to Improve Regional Distribution of CDM Projects
4 September 2012: The UNFCCC Secretariat has launched the second Clean Development Mechanism (CDM) Help Desk to answer questions of stakeholders relating to CDM projects undergoing the validation or verification process.
The objective of the CDM Help Desk is to help improve the regional distribution of CDM projects. It aims to help under-represented countries increase their participation in the CDM and thus realize the benefits of the CDM.
The Help Desk is therefore only available to project stakeholders in such under-represented countries, specifically stakeholders in Africa, the least developed countries (LDCs), small island developing States (SIDS) and countries that had ten or fewer registered CDM projects as of 31 December 2010. It provides stakeholders such as CDM project participants, developers, coordinating and/or managing entities, designated national authorities (DNAs) and designated operational entities (DOEs), with reliable and timely information on issues regarding their CDM projects. [CDM Help Desk]


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Xiucai Hiking Trail (秀才登山步道)
Traveler rating:5 5 Reviews
Popularity: 1623
Thursday: Open 24 hours a day
Go all the way to the Yangmei summit: easy even for first-time hikers
Cherry blossoms, silvergrass, and bald cypress: feel the seasonal changes in nature
Great social media photo opportunity with Xiucai dolls.
For those who seldomly hike, the flat and non-challenging Xiucai Trail is easy to conquer and should be included in their trips. At the altitude of less than 400m, the scenery along the way is dynamic, including tea fields, bald cypresses, farms, and more than 50 species of birds. You might even run into protected species such as the crested serpent eagles and sparrow hawks. The rich ecology adds a lot of fun to the hike.
From Xiucai Road in Yangmei take a left at the front gate of China Motor Corporation and continue towards Tiandetang. You will be able to find Jueying Trail, also known as the "sky ladder of Yangmei," from the wooden arch. Take the 495 stairs up to "Green Energy Lookout" at the top of Taiping (Daping) Mountain. In the mountain breeze, you can look over to the entire downtown Yangmei, Xinpu, and National Highway 1. On a good day, you can even see Guanyin coastal area afar. It will be so relaxing you can immediately recover from the tiredness of climbing stair. From here, hike towards west to Xiucai Pavilion and read about the origin of "Xiucaiwo (Home of Xiucais)" on the bulletin boards along the way. The "story corridor" where stories about Xiucais are displayed add some cultural learning to the hike. The two-floor high Xiucai Pavilion is another popular spot. When the hills are covered by silvergrass, it would feel like a wonderland. After passing by the Forest Lookout, Forest Station, and Shaded Lookout, you will return to Xiucai Road.
The path extending from Green Energy Lookout is comprised of the tea field section, farm section and waterfront section, each of which has its own entrance and symbols of teapot, Zhuangyuanbing (scholar cake), and Xiucai dolls. Be sure to take photos here. The lush green tea trees, bald cypresses turning red in winters, and teals going around the pond are all part of the wonderful scenery. In spring, the cherry blossoms near Zhaomendao Road in Yangmei is a beautiful addition to the hike.
Opening Hours Sunday: Open 24 hours a day
Monday: Open 24 hours a day
Tuesday: Open 24 hours a day
Wednesday: Open 24 hours a day
Thursday: Open 24 hours a day
Friday: Open 24 hours a day
Saturday: Open 24 hours a day
Charge Free
 - Hiking Trail
■ The trail is rarely shaded by trees. You are recommended to have proper protection against the sun and mosquitos.
■ The stone stairs are steep and can be slippery. You are recommended to wear anti-slippery shoes.
■ Silvergrass season is September to November.
■ Bald cypress season is mid-December to end of January.
Choose a transportation method based on your departure location.
Street parkin
TripAdvisor Reviews
Traveler rating:5.0 5 Reviews Write a Review
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 - chinghsuan
 Traveler rating:5 2019-11
 - chinghsuan
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 - chinghsuan
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 沒想到楊梅有這麼漂亮的芒草山！！！望過去全是一片芒草好漂亮（再也不用跑台北） 很適合家庭、好友踏青郊遊。
 - Dino H
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 對於剛接觸登山步道的旅客， 這邊是很基礎的開頭， 夏天可以清楚看見市景， 很適合全家大小一起共同健行， 期待秋天的芒草景象。
 - williamwang0765
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1-5 Reviews


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An exploration into new mechanisms for jacquard weaving, as well as an ongoing interest in asking how non-human materials or forces can be engaged as collaborators resulted in the prototype of the wind loom—a modified tapestry loom that with every 4th warp connected to a sail that moves the warp position in and out. The fabrication of the loom was led by Jen Mah and Rachel Bork, who iterated between several prototypes for laser-cut heddle/hooks that can be attached to the yarn, arms are connected to umbrellas that can move when the wind blows, easily attachable and detachable components to support easy travel, and so on. The prototyping process was complex and frustrating, as the summer in which we prototyped was not very windy and it was hard to test in its specific working conditions we imagined for the loom. Local weaver, and friend, Julie Rodriguez, took the prototype out for a test and captured the photo above. Her approach was to wait for a gust, and then weave into the wind-produced shed with alternating colors that she chose.
The image on the left shows a detail of the arm design and how it connects to the warp yarns. First, a small piece of laser-cut acrylic attaches to the yarn. We cut a small "pig tail" in the acrylic to allow the small rectangular joint to be easily wound on and off the warp. That piece then fits into an arm that pivots around a post along the width of the loom. That arm has a long thin aluminum post attached to the back of it, upon which a we attach umbrellas made with nylon and 3D printed attachment joints. The length of the aluminum post determines the speed a which the umbrella will move. The longer the post, the weaker the wind. We found the weakest wind we could capture was roughly 6 mph. We originally had a second 3D printed joint between the metal post and the umbrella post (seen below) but this added to much weakness into the joint and became unruly in a wind gust. All of our part files and instructions can be found on this Instructables post: _URL_
The back view of the loom during development. We staggered the umbrella height in order to activate certain warps at certain speeds and to also make sure all of the umbrellas could fit into the space.
To prevent the arms from moving in directions not along the direction of the wind, we had to fabricate supporting "tracks" out of acrylic. These held the arms in place without inhibiting their movement (as we found with packing spaces with metal rings.). To help someone easily assemble and disassemble and travel with the loom, we made this track fixed by magnets, which worked well to hold it in place.
Here is a front view of the loom in development, with a bit of a tester tapestry in production based on some hypothetical wind data.
The insights from this is that the machine for weaving with the wind is incredibly frustrating to use. Mostly because the whole apparatus is large and the design of the umbrellas only catches wind traveling in one direction. While I initially considered redesigning to a smaller form, and reworking the umbrella design, I enjoy the idea of this machine being one that invites frustration. If the goal is to collaborate with an uncertain and unpredictable force, maybe frustration is precisely what ought to occur. Maybe it helps us confront our own limitations.
We used a GoPro to capture each step in the process of weaving a smart textile and compiled roughly 6 weeks of work into this video. We show the two tapestries that emerged from this weave, one that didn't work so well and the other that did (see force fabric post below). in both cases, we were attempting to weave structures that could be used to sense force and tigger color changes in response.
This is a first prototype of a vision of a force-fabric. When integrated into a garment, this textile could capture and replay how your body made contact with other bodies in the world. Those bodies may be human, created through the experiences of hugs or holding children, but they may also be of nonhuman forces – heavy winds or couches pressed upon ones back. The concept is to think of ways technology can make us aware of how we are physically supporting and supported by other objects and environmental forces. It sees garments as a interesting surfaces of intersection between self and other.
We created this first textile by double weaving sections of color changing yarn (resistive heating wire painted with a mixture of thermochromic pigments that change at different temperatures) on the front face and then integrating conductive pads on the back or under layer of the fabric. We used a tapestry technique to integrate a second piece of conductive yarn along a segment of the warp above the touchpad such that when it is pressed it completes the circuit. The double weaving structure makes the connective "guts" invisible from the front. Thus, the textile does not invite you to touch and poke it (how would you know where to touch), it simply captures a "picture" of the different press regions.
For those interested in recreating something like this, here are some information to work from. This draft shows the general structure of each touch pad, which leverages the structure of double weave to hide the conductive pads on the back of the fabric and highlight the thermochromic on the top.
Yarn Selection I hand dyed sections of the warp to achieve something ikat-like, largely taking inspiration from documentation of a warp painting class at my local weaving shop. The colors turned out so much darker and astro-pop looking than I was hoping but, luckily, when I mixed them into the warp, they mellowed out. The idea was to make the overall feel of the fabric less square and more painterly. I chose the colors to complement the transition states of the thermochromic yarns.
We used the conductive yarn we had on hand for the sensing (and sadly, we don't know where it came from) but it appears to be entirely made of stainless steel fibers which have been spun. The fibers like to "grab" the other yarns and they feel really nasty in the hand. I did one experiment adding them along the warp, which was a disaster as they grabbed the other yarns creating massive knots during warping and then broke frequently. On the plus side, they are easy to repair by just trying them back together.
We experimented with several methods for creating the color changing yarns. Playing around with combinations that could couple the painted fiber with a heating element. In some cases, we hand-spun the fibers together (shown in the figure below) with a conductive wire (38, 40AWG magnet wire) but that was finicky and prone to breaking.
We had the best results hand painting a cotton covered copper yarn we sourced from wires.co.uk. The thinner the wire, the better the heating. What seems to make this yarn work so well is that the copper inside the cotton covering is uninsulated, so lots of heat travels between the wire and cotton. It also makes for much more pleasant soldering and attaching.
Thermochromic Paint Mixture
We created our final paint mixture by mixing:
3 parts blue thermochromic that activates at 28°C;
1 part red thermochromic that activates at 43°C;
4 parts liquitex clear acryllic gel medium.
We cut lengths of our wire/yarn and then painted by hand. This makes it a little gloopy and uneven, but it works. The transition from purple to red to blue was the most notable in our experiments. The image below shows two different transitions between purple, blue or red, and white. You can see how the pink/red transition is much more visible.
The general structure of the weave puts the thermochromic sections on the top of the fabric while hiding the conductive yarns behind the fabric. The design follows the schematic outlined below:
The general rule of thumb was that one needed two rows of cotton yarn in between a conductive yarn to prevent unintended crossing. Here is a structural view of the yarn paths and draft of the top layer yarn for a SINGLE section of color change:
You can see the black yarn is the cotton, the purple is the thermochromic, and the teal is a second segment of cotton. The thermochromic leads are routed through the "middle" or between the two layers until their are integrated into the visible surface of the yarn.
Here is a draft and yarn paths for the BOTTOM layer that has the press pads. The green is our conductive yarn, the grey is the cotton yarn, and the red is a funny little yarn we call a "warp insertion." basically, it is a yarn we route through the bottom of the weave to reach the center point of the press pad and then manually pull through the warp using a crochet hook. This adds the yarn to the surface while making it very hidden.
Tie Ups Here is a tie up for the pattern. The frame threading is correct but I did lots of improvising on the treadles, so that is not correct for the drafts you see above. I also had to do lots of manipulations by hand.I made this in Excel, which can BARELY handle all of the information. Again, click to make larger.
Next Steps We have created our own smart textiles design software, AdaCAD, that helps immensely with drafting smart textiles. We expect to release this on GitHub once we have it fully integrated and talking to our TC2 loom. It will be released with a GPL license and we would like the community to get involved in development.
With the TC2 loom, we hope to recreate this general structure to create a wearable


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Joseph Brant (Thayendanegea), 1776
oil on canvas
127 x 101.6 cm
Transfer from the Canadian War Memorials, 1921
National Gallery of Canada (no. 8005)
During the American Revolutionary War, the Mohawk leader Joseph Brant (_PHONE_) was given the rank of captain and fought on the side of the British. This portrait was painted on the occasion of Brant's trip to England to negotiate the role of the Iroquois Confederation of the Six Nations in the conflict. He wears the silver gorget (a piece of armour for the throat) presented to him by George III. His Mohawk name, Thayendanegea, means "two sticks bound together", denoting strength.
Frame: running moulding with carved ornament, gilded. Britain, second hald 18th century


Expert US Expat Tax Preparation. Simplified. Resolved. Designed to save you time and money.
The Bona Fide Residence Test is one of two tests that Americans living abroad can meet to qualify for the special allowances on their foreign income when filing expat tax returns. Some of the main expat tax benefits include the foreign tax credit, the Foreign Earned Income Exclusion (FEIE), and the Foreign Housing Credit.
The Bona Fide Residence Test requires that a US taxpayer establish permanent residence in a foreign country. The other test, the Physical Presence Test, requires that a taxpayer only be abroad for 330 days out of a 365-day period. This article will discuss how to meet the expat tax return qualifications under the Bona Fide Residence test and why civilian military contractors are unlikely to pass the test.
Bona Fide Residence Test Qualifications
To qualify for expat tax credits using the Bona Fide Residence Test, a taxpayer must meet three requirements:
 1. The taxpayer must have foreign income. Earned foreign income includes salaries, wages, bonuses, and even self-employment income. However, it does not include dividends, interest, pension distributions and/or capital gains; this type of income is referred to as "passive" in the tax world.
 2. The taxpayer must have a "tax home" in a foreign country. A tax home is where a person is permanently or indefinitely engaged in work, regardless of where their personal residence is. To establish a tax home, a person must have a work engagement expected to last at least a year. Furthermore, if you have retained a personal residence (aka "abode") in the United States, you cannot be considered to have a "tax home" in a foreign country. This is the biggest test for military contractors to overcome.
 3. Third, the taxpayer must have been a bona fide resident of a foreign country for an entire tax (most often calendar) year. You do not obtain status as a bona fide resident by simply living in a foreign country for a year. You must have demonstrated an intention to stay in the foreign country for at least a year.
Who is a Bona Fide Resident?
So who is a bona fide resident exactly? Unfortunately, the IRS' definition of a "bona fide resident" is relatively vague. They do make note of several key factors, though:
 - A taxpayer's bona fide residence is not necessarily the same thing as his/her domicile. A domicile is a taxpayer's place where they intend to permanently return. Therefore, if you move abroad for an assignment (longer than a year), you can establish bona fide residence even if you intend to return to the US someday.
 - Your status as a bona fide resident is reflected in your intentions. If you retain your house and car in the US, make short but frequent return trips, and leave your immediate family in the US, it will be difficult to prove to the IRS that you are residing abroad for an extended or indefinite period of time. If you do not have the documentation as proof, you should be able to show the IRS in your actions that you are intending to reside abroad for at least a year. You can do this by establishing residence in a foreign country, integrating with the foreign culture (i.e. setting up a bank account, having professional relationships, etc), and other type actions.
 - You will not be considered a bona fide resident of a foreign country if you make an official claim to your resident country that you are a nonresident. Some foreign countries have expat tax benefits for temporary residents. The idea of the FEIE and foreign tax credit is to reduce the potential for double taxation. Therefore, if you have taken steps to reduce your foreign expat tax burden by telling the foreign country that you are a nonresident, you cannot make a contradictory statement to the IRS to reduce your US tax burden. This question is directly asked of the taxpayer on Part II, Question 13A of Form 2555:
I'm a Contractor. Why Don't I Qualify as a Bona Fide Resident?
The IRS has recently begun several initiatives to audit expat tax returns of civilian military contractors to examine their qualifications for FEIE and foreign tax credits claimed on their returns. The majority of these audits have resulted in the rejection of the FEIE. This is because military contractors are having a difficult time proving that they have established a foreign "tax home."
If you retain all of your assets and ties in the US, and work in various camps in foreign countries as needed by your employer, you're not really establishing a foreign residence and therefore cannot qualify as a bona fide resident of a foreign country. As a result, military contractors will likely be better served to use the physical presence test to qualify for the FEIE and foreign tax credit. For more information about the physical presence test, please see the IRS website.
Need Help with the Bona Fide Residence Test?
We offer some examples of expats who qualify under the Bona Fide Residence Test here. If you have any questions about the Bona Fide Residence Test or the Physical Presence Test, or if you would like help with your expat tax returns, please contact us.
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Warning issued to social media users to 'think before you post' - or risk being found in contempt of court
Monday, 28th June 2021, 12:55 pm
Social media users are at risk of being held in contempt of court (Photo: Shutterstock)
A new campaign is warning social media users of the risks around contempt of court, which can carry a two-year prison sentence.
The Attorney General has launched the campaign warning of the risk of posting information to social media which could prejudice criminal proceedings, urging the public to think before they post.
Michael Ellis QC said the new public awareness campaign will offer guidance on what information, if posted publicly online, could leave social media users at risk of being held in contempt of court.
At-a-glance: 5 key points
- The _TAG_ campaign warns that aborted trials affect not only the defendant, but also the victims and witnesses, who will then have to go through an often traumatic experience all over again.
- The Attorney General has warned social media users about the risks of posting material on Facebook Twitter, Instagram and other online platforms that could prejudice a trial.
- The campaign is using the hashtag _TAG_ and will run on social media until July 2.
- If you are found to be in contempt of court, you could go to prison for up to two years, get a fine, or both.
- You could be in contempt of court if you speak publicly or post on social media. For example, by saying whether you think a person is guilty or innocent, or by referring to someone's previous convictions.
What's been said
"Everyone is innocent until proven guilty, and everyone deserves a fair trial. The issue is really about discussing matters which should only be raised for the first time in front of the jury," the Attorney General said.
"A misjudged tweet or post could have grave repercussions and interfere with a trial. A post on social media could mean a trial is delayed or at worst stopped because a fair trial isn't possible, so I would caution everyone – don't get in the way of justice being done.
"It is not only journalists or lawyers who can be found in contempt of court, ordinary members of the public can also do so and find themselves facing their own legal consequences."
What is contempt of court?
'Contempt of court' is when a person risks unfairly influencing a court case. It may stop somebody from getting a fair trial and can affect a trial's outcome.
Examples given on the government website include:
 - disobeying or ignoring a court order
 - taking photos or shouting out in court
 - refusing to answer the court's questions if you're called as a witness
 - publicly commenting on a court case, for example on social media or online news articles


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Computer Dictionary/Burst Extended Data Out DRAM
read or write cycles are batched in bursts of four. The bursts wrap around on a four byte boundary which means that only the two least significant bits of the CAS address are modified internally to produce each address of the burst sequence. Consequently, burst EDO bus speeds will range from 40MHz to 66MHz, well above the 33MHz bus speeds that can be accomplished using Fast Page Mode or EDO DRAM.
Burst EDO was introduced sometime before May 1995.
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Boldness, Character, Discipline, Excellence, Freedom, Influence, Purpose, Speech
Unusual Strength
When we think of strength, we may naturally connect to the physical realm. The amount of weight one can lift. Competitors who give their all straight to the finish line. Those who work hard to build their bodies so they can win and be their best.
We may also connect strength to our mind, will, or emotion. There are many philosophies and practices surrounding how to strengthen these areas. Our thoughts. Our determination. Our discipline.
The main focus of strength for this writing is exploring one many may not consider a strength–meekness. Meekness has been considered by some as a form of weakness. However, it is actually a strength. It has been described as strength under control.
What are examples of meekness? Some that come to mind include humility, gentleness, and patience. These are not popular characteristics to possess, according to many. Why?
One who is meek may not retaliate when confronted–they stay quiet. One who is meek may not respond with anger–they respond with love. One who is meek exercises strength under control. They exercise grace and wisdom with humility, gentleness, and patience. They live a life of selflessness and purpose.
Meekness is an attribute that is not natural. It requires continued practice. It requires disciplined training. It requires determined focus. Those who are meek have a goal in mind, and they give their all to reach.
Over time, they display a life of joy and peace. They display wisdom in their decisions and actions. They are fulfilling their purpose.
Our Connections Challenge for the week: Take a moment to notice those around you. Do they display meekness? Are there areas in which you could exercise meekness? If possible, ask those you notice how they live a life of meekness and why.
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Why do travelers — be they on business or just visiting — prefer to go to Switzerland rather than, say, Ukraine? It's no surprise: Switzerland offers a much more attractive combination of factors. It's easy to get there and to travel within the country, it's clean and visitors feel safe there, and Switzerland's combination of traditional culture and natural beauty is justly famed all over the world. Yet the continued popularity of Switzerland and other desirable destinations is by no means a given. Maintaining the relative purity of the environment while promoting and growing tourism is critical as competition intensifies among regions to attract the ever-growing number of travelers.
A recent study by Booz Allen Hamilton (part of the World Economic Forum's Travel & Tourism Competitiveness Report 2008) found that environmental factors may determine whether travel and tourism sectors thrive or falter in the coming years. The report evaluated the health of the tourism industry in 130 countries based on 14 pillars important to travelers, private operators, and public authorities — including regulatory framework, infrastructure, and cost to natural, cultural, and human resources. This year, for the first time, the index also ranked each country according to its environmental sustainability. Among the items examined were the stringency of environmental regulations and the extent to which they are enforced, carbon dioxide emission levels, and the percentage of the country's species that are endangered.
The study found a direct correlation between countries that score well on the overall competitiveness index and those that score well on the sustainability component. Switzerland, for instance, is ranked number one overall out of the 130 countries in the index and number two in environmental sustainability, whereas Ukraine comes in at number 100 overall and number 83 in environmental sustainability. That helps explain why Switzerland's travel economy brought in an estimated US$60.9 million in 2007 and Ukraine's was worth just $11.3 million, even though Ukraine is almost 15 times the size of Switzerland.
Ironically, a boom in tourism, although desirable, often leads to degraded environmental conditions — and in time to fewer tourists — unless a country takes sustainability seriously. Large numbers of visitors alter patterns of development, impinge on natural resources, tax limited water and food supplies, and create pollution, scaring away future visitors. Just ask anyone who has visited an unspoiled beach and returned a few years later to find the sand eroding thanks to construction, the water spoiled by sewage, and the coral reef decimated by toxins or careless divers.
The correlation between environmental sustainability and economic development is much weaker. The U.S. ranks first on the overall economic development component, but just 100th in environmental sustainability, thanks to weak regulatory measures to combat global warming, inefficient energy consumption, and high levels of air pollution in major cities. Kenya, however, is ranked 19th on the environmental sustainability component, but only 102nd in overall economic development, due to low scores in ground transportation (ranked 107th), information and communications technology (108th), and tourism infrastructure (98th).
Improving the environmental sustainability of a country's travel industry is not a simple matter of cleaning up the environment and laying down restrictive laws regulating what such industry players as airlines, resort operators, and developers can and cannot do. The private sector has long been averse to spending additional money to comply with environmental regulations unless a clear business case can be made for doing so. But environmental sustainability will be critical for all countries seeking to improve their travel competitiveness in the long term. The private sector must be induced to become part of the effort and thus to view sustainability not as a threat but as an opportunity. As concern for the environment grows — not least among the eco-conscious and often wealthy travelers countries hope to attract — the quality and sustainability of a country's environment will become part of its global travel "brand." The question is how best to establish, promote, and continuously manage an environmental strategy that forms this brand.


Osteology Lesson
 1. Begin this lesson by discussing how important knowledge of osteology (the study of bones) can be when a forensic scientist wishes to identify remains at a crime scene. When a forensic scientist arrives at a crime scene area s/he is often faced with very badly decayed remains along with many other types of physical evidence. This can present a difficult to solve problem should one wish to identify the victim(s) at the scene. However, a student of osteology will know just how to extract a great deal of information from the bones.
 2. The first step in learning about osteology is to figure out how to distinguish human bone from that of other types of animals. Begin this process by directing students to The eSkeletons Project to learn more about comparative human anatomy. For further human anatomy resources go to a Bone Review. You may also wish to discuss some basic ways of distinguishing human from animal bone. For instance, birds, unlike humans, have very wide marrow cavities in their bones (this enables them to fly since they have less bone mass and are much lighter than animals with narrow marrow cavities). Although the computer is a very useful resource, the best way to learn human osteology is to visit an anatomy lab at a local university and have a look at their osteology collection(s) (with permission of course).
 3. The next step you should take to familiarize your students with human anatomy is to point out that humans are the only mammals that are habitually bipedal (meaning that they habitually walk on two feet instead of four). There are many modifications of the human skeleton caused by this unique mode of locomotion that allow forensic scientist to easily distinguish human bone from that of other animals. For example, humans have what is called a valgus knee; meaning that our femur (upper leg bone) is not directly in line with our tibia (the largest of the two lower leg bones). Instead the femur angles out from where it articulates (or meets) with the proximal (or closest to the center of the body) end of the tibia. This angle allows us to keep our center of gravity directly over our lower limbs and it reduces the back and forth aspect of our locomotion. (A chimpanzee does not have a valgus knee and thus seems to waddle back and forth as it walks.) Humans also have a very large calcaneus (or heel bone) due to the fact that all of our body weight must pass through our feet when we walk. For this reason, humans also have a very robust great toe bone. (There is a point in our stride when our great toe bears all of our body weight.)
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