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Discord is a popular open-source digital communication platform that allows users to connect via text, voice, or video chats. Meanwhile, you need a good sound quality system for effective communication on Discord. For this purpose, using a Soundpad is an ideal solution. After all, Soundpad enhances audio experiences through effects, music clips, editor, voice control, playbacks, and more.
Apparently, many users have reported malfunctions of Soundpad working on Discord. This article will briefly discuss how to fix Soundpad that is not working on Discord. Afterward, you'll be able to resolve these issues more smartly and efficiently.
Table of Contents
Why is Soundpad Not Working on Discord
Soundpad is a third-party tool that enhances audio support within Discord communication servers. After all, it allows playing audio files directly into the user's microphone as input in real-time scenarios. However, there are often problems with Soundpad not working on Discord. Here you'll find reasons why this happens at first:
- The settings of the Soundpad or Discord may not be accurate, as there may exist misconfigurations in the system settings. Due to this, Soundpad may not work properly.
- Your current Soundpad may have an outdated version that could lead to compatibility issues. Meanwhile, software conflicts might also exist with different audio applications running simultaneously on Discord.
- The Discord server may face disruptions in connection or even backend maintenance that fails to establish effective communication. Automatically, Soundpad's functionality will reduce.
- Hardware issues within your audio devices or even the microphone can also affect the overall performance of your Soundpad on Discord. This is mainly caused due to physical damage to the hardware.
6 Fixes to Soundpad Not Working on Discord
As a Discord user, if you're also a victim of Soundpad not working on Discord, there are some fixes to overcome this particular issue. Let's find and discuss all these fixes that will help you move forward:
Fix 1: Triggering Push-to-talk Button
Push-to-talk button is a special feature within the audio settings of Discord. Hence, if you are facing Soundpad is not working issue on Discord, Push-to-talk can help solve this issue. To click this button, follow the steps here:
Step 1: Open Discord and select "Voice & Video" from the "App Settings" on the home interface. Continue to set "Input Device" to Soundpad.
Step 2: Scroll down and set the "Input Mode" to the "Push-to-Talk" setting. This way, your mic will become activated.
Fix 2: Similar Microphone Utilization
It's essential that your Discord's microphone is set to Soundpad as an input source because your microphone settings may not be fine. To rectify your microphone settings and set Soundpad as input, follow the simple steps provided here:
Step 1: Launch Discord on your device and move into "User Settings." From the panel on the left side, select "Voice & Video" from the "App Settings."
Step 2: The "Voice Settings" menu will appear, where you need to ensure the "Input Device" option is set to Soundpad.
Fix 3: Adjustment of the Volume
It's possible that due to low sound volume, your Soundpad is not working properly. Moreover, by adjusting the volume of your Soundpad, you can also rectify the Soundpad not working problem on Discord. To adjust sound, you need to first increase the volume from the Soundpad application itself. If the issue is still not solved, correct it from the Discord application. For this purpose, these steps will help you:
Step 1: Open and launch the Discord application on your device and select the "Voice & Video" option from the "App Settings" icon.
Step 2: A settings window will open from where you need to click "Voice Settings" and adjust the "Input Volume" and "Output Volume" from the available sliders on the screen's right side.
Fix 4: Restart Both Applications
There might be some glitch in your Soundpad or Discord, which is causing problems. The best way is to close both programs and restart them. This may help you to overcome issues with Soundpad not working on Discord.
After all, with restart, the underlying bugs are automatically removed most of the time. Thus, close both Soundpad and Discord applications by clicking the "Cross" icon from the top-right corner and reopen them.
Fix 5: Update Soundpad and Discord
Maybe your Soundpad and Discord have outdated versions, so you're facing problems. Thus, you need to delete current applications and install updated versions. To execute this task, these steps will help you:
Step 1: Press the "Windows" icon from the screen's bottom-left corner and tap the "Settings" icon. From the settings window, select "Apps." Now search Discord, click it, and press "Uninstall." Following this, locate the Soundpad app, click it, and press "Uninstall.
Step 2: Download both these applications again from their respective websites. Afterward, open and launch them again to use for further tasks.
Fix 6: Utilization of a Different Microphone
There's a possibility that your microphone may have internal damage, e.g., issues with wire or any internal component damage. For this purpose, you can test whether your mic is working or not. If, by chance, your microphone isn't detecting voice, it's damaged. Thus, you need to replace it with new microphones like HyperX Solocast, Samson Q2U, Shure MV7, and FIFINE Amplitank K688.
Discord is a great platform to stay connected via text, video, or audio chats with your friends. In contrast, the gaming community also uses it to remain connected through dedicated servers. Meanwhile, Soundpad is common in Discord for enhancing the audio experience. However, connection issues exist, so you search for how to fix Soundpad not working on Discord. In general, this article provided 6 different ways to fix this issue.
Frequently Asked Questions
1. Can we use Soundpad on Windows 11?
Unfortunately, you cannot use Soundpad on Windows 11 because it's only compatible with Windows 7, 8, and 10. In the future, Windows 11 may also be added to its compatibility list. But right now, you certainly cannot use it on Windows 11.
2. Can we use Soundpad on Steam and TeamSpeak?
Yes, you can use Soundpad on Steam and TeamSpeak applications. After all, both applications require users to interact via communication mediums. Generally, Soundpad helps improve audio support while greatly assisting Steam and TeamSpeak platforms.
3. What are the AI features of Discord?
Like many other digital utilities, Discord also empowers itself with various AI functions. This includes AutoMod AI, Clyde Chatbot, and Conversation Summaries of the messages. Meanwhile, some of its upcoming AI tools include an Avatar Remix and a Whiteboard with a Preview of AI. All these functions are unique and tasked to bring automated functionalities into the Discord system.


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Tele-Communication (Telecom) Terms Glossary and Dictionary
Teleflip is a service that makes it possible for a customer to send short email messages to anyone's phone using only their phone number. The way it works is like this: Open any email program or webmail site, then in the To: field, put your friend's phone number (don't use any parentheses around the area code), followed by _USER_.com. For instance, if your friend's number was _PHONE_, you'd just enter: _EMAIL_. In the body of the message, type a short message, up to 160 characters. You can put something in the subject line too, but it will count towards that 160-character limit, finally,hit Send. Your message will go to TeleFlip, and TeleFlip will convert it into a text message and deliver it to your friend's phone via SMS (Short Message Service).

source: HuggingFaceFW/fineweb-edu


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An Overview of the Medical Applications of Marine Skeletal Matrix Proteins
AbstractIn recent years, the medicinal potential of marine organisms has attracted increasing attention. This is due to their immense diversity and adaptation to unique ecological niches that has led to vast physiological and biochemical diversification. Among these organisms, marine calcifiers are an abundant source of novel proteins and chemical entities that can be used for drug discovery. Studies of the skeletal organic matrix proteins of marine calcifiers have focused on biomedical applications such as the identification of growth inducing proteins that can be used for bone regeneration, for example, 2/4 bone morphogenic proteins (BMP). Although a few reports on the functions of proteins derived from marine calcifiers can be found in the literature, marine calcifiers themselves remain an untapped source of proteins for the development of innovative pharmaceuticals. Following an overview of the current knowledge of skeletal organic matrix proteins from marine calcifiers, this review will focus on various aspects of marine skeletal protein research including sources, biosynthesis, structures, and possible strategies for chemical or physical modification. Special attention will be given to potential medical applications and recent discoveries of skeletal proteins and polysaccharides with biologically appealing characteristics. In addition, I will introduce an effective protocol for sample preparation and protein purification that includes isolation technology for biopolymers (of both soluble and insoluble organic matrices) from coralline algae. These algae are a widespread but poorly studied group of shallow marine calcifiers that have great potential for marine drug discovery. View Full-Text
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Rahman, M.A. An Overview of the Medical Applications of Marine Skeletal Matrix Proteins. Mar. Drugs 2016, 14, 167.
Rahman MA. An Overview of the Medical Applications of Marine Skeletal Matrix Proteins. Marine Drugs. 2016; 14(9):_URL_ Style
Rahman, M. A. 2016. "An Overview of the Medical Applications of Marine Skeletal Matrix Proteins." Mar. Drugs 14, no. 9: 167.
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.

source: openbmb/Ultra-FineWeb


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Living with teenagers can be challenging at times – even more so if your home is short on space, has insufficient storage or suffers from a poor layout. Building or renovating gives you the perfect opportunity to implement smart design strategies to promote family harmony, and there are also plenty of things you can do if you're not planning on altering your architecture any time soon. Three design experts reveal how.
"Teenagers and small children have very different needs, so if you're building or renovating when the kids are young, it's a good idea to think ahead," advises Steffen Welsch of Steffen Welsch Architects. "Most teenagers need more privacy, space for homework, a larger area to sleep, and more storage," he says. "They also use outdoor spaces differently. Rather than playing in the backyard or participating in their parents' activities like they did when they were young, chances are they'll prefer to have private outdoor spaces where they can spend time with their friends instead.
"When it comes to the design of your home, you want to give teenagers the opportunity to become both independent and take part in family life," he says. "To achieve this, the spaces in your home should be adaptable and big enough to accommodate teen activities. The garage, kitchen or family room, for example, should allow for parties, and communal areas such as the family or dining table should be big enough to accommodate homework or project sessions."
"During the planning stage, it's important to ask yourself the right questions," says Chloe Odah, building and interior designer at The Designory. "The go-to questions are: Do we need a teen retreat or a rumpus room? Do we need segregated areas where the parents can retreat too? Do we need several different areas for study dotted throughout the home, or would one large communal working space be a better solution?" she says.
"It's also important to involve your teens in the design of the project – you'll find they have very specific ideas and likes."
Having one large communal space in the home is crucial as it gives everyone in the family somewhere to gather, eat and spend time together. "For this, you'll need one good-sized functional room that can be adapted for different activities," says Welsch. "In our home, we always make sure we eat together – this usually happens at the same table in the heart of the kitchen where they do their homework before and after the meal."
Clinton Cole, architect and director of CplusC Architectural Workshop concurs, adding, "Large eat-in kitchens continue to be a staple communal space for most clients. Kitchens often form a central hub for family admin and a natural place that everyone gravitates to."
An open-plan living area can make a great communal space too, says Odah. "It should be large enough to comfortably accommodate the entire family plus a few extras. Including a slouchy sofa or two where people can relax is always a winner, then add in a pair of occasional chairs for a smart touch."
Design-wise, the communal spaces in your home should relate aesthetically to the private ones, she says. "This makes the communal space feel connected and integrated with the rest of the home."
"When children hit their teen years, they almost immediately transition into young adults who want privacy for both themselves and their friends. With that comes the need for their own space where they can hang out and watch a movie without Mum or Dad coming in and wanting to watch the football or pulling out the vacuum cleaner," says Odah.
"Some parents are hesitant to introduce a second living space into their home because they worry they'll never see the kids again, but I find it a crucial part of designing a family home," she says. "You should also be able to close the area off – private time is just as important for parents as it it is for teens."
Choose furnishings and finishes that are casual and functional, she advises. "Consider block-out blinds or curtains for privacy and to give teens more control over their environment, really comfy plush cushions, bean bags or oversized floor cushions. "
"If you have two living spaces and they are different sizes, it's up to you which one you turn over to your teens and which you keep for yourself," says Cole. "With younger teens, it might be more appropriate to keep the larger one for yourself, whereas if the kids are older (and bigger) or you're outnumbered, if might make sense for the adults to take the smaller space."
"I am a big fan of positioning teens' bedrooms away from parents – it supports their quest for independence and it reduces the potential for conflict," says Welsch.
"A child's bedroom becomes increasingly important as they grow up, and if they don't like the space, they're unlikely to want to spend time there," says Welsch. "The room needs to be big enough so they can spend time with their friends there. Size in terms of square meterage is not that crucial, but the area does need to be functional, with space to seat guests and pull-out beds for sleepovers. A private breakout space such as balcony or terrace off the room is a nice addition."
It's also important to let your teen give their input on the design of their bedroom, and stamp their personality on it, says Cole. "Having control over a small part of the home to arrange to their satisfaction can give teens a sense of control and autonomy," he says. "Aim to keep the bedroom scheme relatively neutral so that new passions can be accommodated as they evolve. Small changes, such as brightly coloured bedspreads and soft furnishings, can have a big impact. If your teen is musical, you're probably going to want some soundproofing elements."
"And don't forget to include display space so your teen can personalise their room," says Welsch. "Natural light and ventilation are other important elements to factor in. These are all part of a sustainable design, which interestingly I find that teenagers do take note of and appreciate."
"Colour-wise, I'm finding that traditional blue and pink still appeal to teens, just in more grown-up tones," says Odah. "In our projects, we've been using dark blues and cool greys for young men's spaces, softened with natural elements such as leather, timber and cowhide. For young women's spaces, we're specifying blush-based, floral-printed wallpapers paired with pastel velvet details."
"Storage is a big thing for teens since they tend to collect a lot of stuff," says Welsch. "Again, the key is not sheer volume but to have well-organised storage. This makes it far easier for your teen to stay organised.
"Access is another important factor," he adds. "School and sports bags, for example, should be easy to reach. Don't put them in closed, overhead cupboards but in open shelving at an accessible height."
"One of my 'must haves' in a teen space is a well-designed wardrobe and supplementary storage," says Odah. "Growing up, my mother was always nagging me to clean my room, as all mothers do. But my wardrobe just didn't work for my things, which made tidying up difficult." Custom-designed storage that can accommodate your teen's clothes and possessions is a worthwhile investment, she adds.
"Teaching your kids to be mindful internet users starts before they hit their teens," says Welsch. "A home designed around controlling internet access won't work, but you can design and build-in small things that encourage healthy digital usage. In our home, for example, we have built-in USB outlets that are located in the kitchen. This means we can keep an eye on what the kids are up to, and this discourages them from taking their phones into their bedrooms at night."
"In the early teen years, study spaces work better when they are located in communal areas such as the kitchen benchtop or the dining table," says Welsch. "This allows for some supervision and, paradoxically, I find young teens are less likely to be distracted when they are in a room with adults. It also helps that many parents will do some work on their computers alongside their kids.
"As teens get older and have more homework requirements, allocating a quiet study area becomes important," he adds. "In my view, it's better if this is in a study or a home office so their bedroom is kept as a restful place to wind down."
"And don't forget to add in some decent storage – shelving is ideal – so they can keep the area organised," says Odah.
"Providing separate bathrooms for kids and adults can be a sanity saver," says Cole. "If this isn't possible, installing full-size mirrors in bedrooms can reduce the demand on bathroom spaces."
Outside areas provide an appealing spot for your teen to unwind, connect with nature, and spend time with friends. "If your teen likes to entertain his or her friends by the pool or a barbecue area, consider adding in direct, independent access from the spaces they spend time in indoors," says Cole.
Adding level changes to your outside area to create different zones is a good idea, he says, as it allows adults and teens to entertain friends simultaneously, while affording both a sense of privacy.


Resting-state EEG, Impulsiveness, and Personality in Daily and Nondaily Smokers.
Rass, O., Ahn, W.-Y., O'Donnell, B. F. 2016. Clinical Neurophysiology, 127(1), 409–418.
Objectives: Resting EEG is sensitive to transient, acute effects of nicotine administration and abstinence, but the chronic effects of smoking on EEG are poorly characterized. This study measures the resting EEG profile of chronic smokers in a non-deprived, non-peak state to test whether differences in smoking behavior and personality traits affect pharmaco-EEG response.
Methods: Resting EEG, impulsiveness, and personality measures were collected from daily smokers (n = 22), nondaily smokers (n = 31), and non-smokers (n = 30).
Results: Daily smokers had reduced resting delta and alpha EEG power and higher impulsiveness (Barratt Impulsiveness Scale) compared to nondaily smokers and non-smokers. Both daily and nondaily smokers discounted delayed rewards more steeply, reported lower conscientiousness (NEO-FFI), and reported greater disinhibition and experience seeking (Sensation Seeking Scale) than non-smokers. Nondaily smokers reported greater sensory hedonia than nonsmokers.
Conclusions: Altered resting EEG power in daily smokers demonstrates differences in neural signaling that correlated with greater smoking behavior and dependence. Although nondaily smokers share some characteristics with daily smokers that may predict smoking initiation and maintenance, they differ on measures of impulsiveness and resting EEG power.
Significance: Resting EEG in non-deprived chronic smokers provides a standard for comparison to peak and trough nicotine states and may serve as a biomarker for nicotine dependence, relapse risk, and recovery.


, it can be devastating to a career. Self sabotaging is doing things that will inhibit your progression as a teacher or administrator. One of the self sabotaging criteria is underperformance and a lack of reflective practice. This is at the heart of doing things that are the opposite of what is desired as a teacher or administrator.
Signs that a teacher is underperforming:
- Hiding performance / resisting transparency measures
- Student performance is lower than standardised metrics or moderated results with other classes
- Attempting to deflect/criticise/identify/draw attention to other teachers that may also be underperforming
- A lack of self reflection / lack of evidence that underperformance is being addressed
- An inability/unwillingness to collaborate effectively with all members of the team
- Student/Parent complaints
- Requests for others to do their work or be paid extra for work that is part of their job description
- Unwillingness to contribute outside of 8.30 to 3.00
- Requirements for admin to regularly intercede due to conflict
- Lack of modification of identified undesirable behaviours
- actively seek to avoid classroom teaching
- personalising criticism rather than seeking to address an issue
- Fear and discipline is the main motivator to encourage learning
If someone is seeking promotion to HOLA, Student Services or Administration they need to have support that they have the ability to perform in that role and evidence that they have recently performed in that role. Staff don't often realise that when a leader is requested for a recommendation they cannot over inflate the negative and need to identify what they can do as well as any weaknesses. All staff have weaknesses that can be addressed over time. That notwithstanding, underperforming staff seeking promotion are typically unable to show the qualities that would make them competitive for promotion and have some of the following qualities:
Signs of self sabotaging:
- Alienating those whose support is required for promotion
- Creating factions seeking to undermine initiatives to improve student performance
- Promoting the good old days without promoting the changes that have been successful
- Being inflexible / cantankerous / obstinant / passive aggressive / passive defiant / avoidant
- inflated opinion of ability
- Not seeking or taking opportunities to display skills and attributes
- low self esteem (depression) / highly inflated self esteem (narcissism)
- are not clear about their career aspirations
- have not sought assistance with their application / have attracted few mentors
- Seeking to get their own way by "bullying", aggressive or emotional language
These behaviours need to be discouraged as they are not good for the health of the organisation, or the person exhibiting these behaviours as they will often be unaware of why they are not getting the recognition or promotion they believe they deserve.
Bullying is an important one. In today's society no-one should promote someone known for bullying. This is an absolute headache for admin as a bully will create work for those working around them for the sake of "efficiency" benefits that rarely exist or put people down to raise their own self esteem causing anxiety, low morale and turnover of staff.
Good leadership requires making it clear what desirable and undesirable behaviours are and providing a clear organisational vision. Management is required for compliance issues, where leading staff willingly fails and/or where corrective instruction is required. Leadership tends to focus on macro decisions regarding the pathway of a faculty (relying on professionalism to interpret correctly the direction given), "micro" management should be minimised to what is absolutely necessary to get a person to fulfil their responsibilities.
Unmanageable staff need to either be limited in scope (typically because they are highly functional in a subset of roles needed by an organisation) and/or be informed that their behaviours are unacceptable, informed as to why, the possible consequences of these behaviours and given a period of time to rectify their behaviour. It should be clear that Management is not bullying, but management should be underpinned by an evidence base, clear communication or an instruction from higher in management.
Saturday, April 24, 2021
Covid and Good Enough Teaching
I was talking with a colleague on Friday and conversation returned to online education. The premise was if online teaching was good enough and more cost effective than online delivery, would schools move to online delivery for students in courses where it was reasonably effective.
The hypothesis was that is is possible for a highly skilled teacher (top 10% of teachers skilled in delivering the course) to deliver highly effective content for a Methods course to a large number of students (>1000). If this was possible, it would have the potential to reduce costs significantly, as the IT infrastructure has already been significantly implemented (and tested during Covid) and face-to-face teachers would not be required. If each class is about 20 students, that's 50 teachers at $24000 per year, $1.2 million dollars. If a fifth of that was allocated to online tutors and markers, that's still a saving of about 1 million dollars. Where schools are struggling to run small courses and SCSA prevents mixed year classes - this could be a godsend. Schools wouldn't even run classrooms, just timetable time for students to be at home working. After the content was created it could be re-run year after year. This is already happening in University mathematics courses.
My colleague took this further and said that the online course would deliver better instructional content than current classrooms in face-to-face mode. Information could be standardised more easily to the intent of syllabus writers, typically teachers delivering courses face-to-face are not in the highly skilled category, teachers have competing demands in different courses and may have issues impacting on performance from outside the classroom.
Theoretically we could run schools in an online/offline more, where students come to school for socialisation, tutoring and assessment and stay at home for the rest of the time learning online. Content would be superior and the teaching environment could be better utilised in a cheaper "good enough" solution - the ultimate aim of any bean counter. Schools could support a greater number of students and become much more efficient delivering content.
Could a compromise be that all ATAR courses be delivered online/offline and students only attend schools 2.5 days per week?
The obvious counter to all of this is that not all high school students are motivated enough to work online for a long period, schools do more than deliver content, context and socio-economic factors impact implementation and research is required to analyse how students impacted by covid perform at University and other higher learning online.
Education has not evolved for 100 years and is predominantly still delivered in the same mode despite significant changes in technology. Education appears to be on the precipice of a technology disruption. Will we too be the victims of automation, or will we navigate it somehow to continue to be an integral part of society?
Sunday, April 4, 2021
The bucket
Alan Hughes (Level 9 HOLA) introduced me to the idea of the bucket. The bucket represents the resilience of a student. Each time a student offers an answer and gets a negative response (laughing, teasing, being wrong) they lose a little of themselves out of the bucket. If they get a positive response, the bucket starts to fill again.
As the bucket gets more and more depleted, they get more unwilling to put themselves out there. When it is near the bottom, they will protect what is left by refusing to answer, refusing to try, being defiant and protective of what little self esteem they have left in the bucket. Adolescence is a difficult time, between hormones, increasing academic ability, fragile confidence, peer issues, seeking independence and protective parents, a lot is drawing out of the bucket.
It is important to ensure that students never reach the point of protecting themselves. The bucket should be overflowing with enthusiasm with opportunities to build self confidence - not everyone outside of the classroom will understand that this is important or why you are working with this student. It starts with a welcome, hello and something positive that they can contribute.
When a child has little in the bucket it is important to provide opportunities to refill it before it reaches the point of self protection.
When a child is at the point of self protection, a caring person will let them know it is ok and help them refill the bucket - preferably assisting with diminishing demands on the bucket from outside the classroom.
Since it was first introduced to me, I have appreciated the bucket analogy and it assists in understanding why Alan is such a great person and teacher. He lives the analogy and has assisted many students refill the bucket.


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Pulley paradox discussion.
So why are crowned pulleys necessary for proper tracking of a flat belt? I've seen some internet sites that suggest it has something to do with centrifugal forces. These belts operate at low speeds, and the tracking behavior we wish to explain is easily observed at very low speeds where intertial effects play no role.
One side of the belt on a tapered-diameter pulley has greater tension. Can it be that this gives rise to greater friction, and that friction pulls the belt up the slope? Unfortunately for this hypothesis, the friction acts down the slope on a belt that is moving up the slope.
In the textbook Elements of Mechanism, Third Ed. by Schwamb, Merrill and James (Wiley, 1921), we find a rather insightful answer, at least as applies to a leather or slightly stiff, but still somewhat elastic, belt.
The belt in contact with the truncated cone lies on the pulley relatively flat and undistorted in shape. But along the dotted line at a the belt moving upward makes first contact with the pulley. Just below a the belt has a slight sidewise bend. But the important thing is that as the belt moves from a to b without slippinng, it moves along the dotted line to a point farther up the incline of the cone, and this process continues until the belt rides onto the apex.
Now let's look at the case of a flat belt running over two cylindrical pulleys whose axles are misaligned. Will the belt crawl to the right (where the belt tension will be higher) or to the left (where the tension is lower)? If the belt around the cylindrical pulleys does not slip, there's no geometric reason why the belt would move sidewise on either pulley. A different reason must be sought than the one we found above. Quoting the textbook referenced above:
This passage is a little murky at first reading. The essential difference between the two cases can be seen in the diagrams. In Fig. 1 the belt makes contact with the puley at line a. Note that the upper edge of the pulley (line b) makes an angle with line a. Also, note that line a is perpendicular to the incoming portion of the belt. In Fig 2. the belt makes contact with the puley at line a. Note that the upper edge of the cylindrical pulley (line b) is parallel to line a. Also note that line a is not perpendicular to the incoming portion of the belt. This is the important difference between the two cases. In Fig. 1, each new piece of belt coming onto the pulley is carried, without slipping, to a point higher (to the right in Fig. 1) on the slope. In Fig. 2, each new piece of belt coming onto the pulley is "laid onto" the pulley at a point slightly lower (to the left in Fig. 2) on the slope, and is carried around without slipping.
What I like about this puzzle is that (1) the behavior on the crowned pulley is counter-intuitive; (2) most of the initial hypotheses you make will turn out to be wrong; and (3) some explanations of the crowned pulley seem so "right"until you apply the same reasoning to the parallel shaft problem, then it's "back to the drawing-board". I like puzzles that have several levels of apparent paradox and counter-intuitive features. They teach us not to trust our intuition, which is a good thing. Intuition can sometimes be a part of the problem solving process, but at some point, it must give way to "sweating the details" and being ruthlessly critical of "plausible-sounding" answers.
Fig. 3 shows rubber-band models made with steel construction set parts and wooden pulleys. The model on the left has a wooden file handle as a pulley. This serves to illustrate how the rubber band will migrate along the wooden pulley from the narrowest part at the left, to the its largest diameter. The file handle has both convex and concave profiles. Placed in the concave part, the rubber band will quickly rise up the slope and will stabilize at the largest radius, even if that is the very narrow portion near the right end. In the misaligned cylindrical pulley model, on the right, the rubber band moves to the left side, where the pulleys are closer together, contrary to most people's expectations. It's better to use wooden dowels, or cover the metal cylinder surfaces with something like cloth tape to prevent belt slippage.
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Planning for a Sustainable Future
Back in the Eighties, Prince Edward Island was one of the first provinces to come up with a conservation strategy, and it was a pretty good one too. Now, some thirty years later, PEI is starting work on a sustainable development strategy with the release of a discussion paper, "Planning for a Sustainable Future" in July 2012. The PEI Environmental Advisory Council has since released a follow-up paper on Principles of Sustainable Development.
The discussion paper solicits comments and suggestions within a range of environmental and land use issues:
- Environmental Stewardship
- Environmental Stewardship
- Diversity of Life
- Natural Capital and the Valuation of Ecosystem Goods and Services
- Safe Water and Clean Air
- Climate Change
- Land Use and Soil Management
- Land Management
- Soil Quality
- Urban Built Environment
- Energy Use
- Waste and Toxic Materials
- Soil Waste
The paper is more a foundation of an environmental protection strategy than of sustainable development in that it does not include a discussion of development options.
PEI's Climate Change Strategy was released in November 2008. The 47 action items put forward in the Strategy were designed to:
- lower greenhouse gas (GHG) emissions,
- enhance carbon sinks,
- help people prepare for the impacts of climate change, and
- increase public awareness.
State of the Environment Reports
PEI has been producing State of the Environment reports since 2003. The latest one is from 2010 (pdf version here). It tracks the following indicators, which closely mirror the categories in the "Planning for a Sustainable Future" paper above:
Drinking Water Quality
Measured as the concentration of nitrate and the presence of E. coli bacteria in private water wells, as well as the number of homes serviced by central water and wastewater systems and pesticides occurence in groundwater.
Surface Water Quality
Measured as the number of anoxic events in estuaries, the amount of nitrate in four test rivers, the pH of surface water, the percentage of total classified shellfish growing areas that are not open for harvest and siltation in surface waters.
Measured as the amount of greenhouse gas emissions produced in the province and the rise in sea level at Charlottetown.
Measured as the average monthly household use of electricity, gasoline consumption and the round wood consumption for residential heating.
Measured as the acidity of rain, particulate matter content and ozone level.
Measured as the change in forest communities, the change in forest covertypes, the amount of land protected under the Natural Areas Protection Act and the number of species in Prince Edward Island.
Measured as the number of reported fish kills in rivers and amount of pesticide sold.
Measured as the percentage of solid waste diverted from disposal by burial or incineration.
Measured as compliance with regulations requiring inspection and tagging of home oil tanks, the number of community watershed planning projects completed or in development, the number of passengers using the public transit in Charlottetown and participation in fishing, hunting and trapping.
Measured as the frequency of row crops, the area of row crops under engineered soil conservation management structures, the organic matter in soil and the area of land in certified organic production.
Measured by the area of land and number of farms with valid Environmental Farm Plans, the percentage of agricultural land cultivated for crop production and the area of forest converted to non-forest uses.


text:
Liquid-Crystal-Mediated 3D Macrostructured Composite of Co/Co3O4 Embedded in Graphene: Free-Standing Electrode for Efficient Water Splitting
A free-standing, 3D, macro/microstructured atomic-cobalt/cobalt-oxide-reduced-graphene-oxide (Co/Co3O4-Gr) composite has been developed for complete water splitting. The self-assembled porous morphology associated with the metal/metal oxide active sites makes the whole surface of the electrode conducive toward catalyzing hydrogen and oxygen evolution in alkaline media at a low onset potential. The liquid-crystal-mediated free-standing electrocatalyst shows oxygen evolution at the onset potential of 1.38 V and at the potential of 1.66 V for a current density of 10 mA cm−2. These potentials are comparable to the corresponding values for Ru/C (1.46 and 1.62 V, respectively). In addition, the promising hydrogen evolution performance of our composite compared to Pt/C in alkaline media makes it an efficient bifunctional electrocatalyst for comprehensive water splitting, as well as provides guidance for future electrochemical energy material technologies.


text:
Deactivates a cluster tree.
deactivate clusterTree --NAME=object_name
deactivate clusterTree -n object_name
Content of a
 element in the XML document.
This example deactivates a cluster tree named Topic Tree:
SES>deactivate clusterTree --NAME="Topic Tree" The object "[name=Topic Tree]" was successfully deactivated.


Sucky summary.
What do Trainers Learn?
By Dark Ice Dragom
The Good and the Bad
What do trainers learn?
They learn that they can use living creatures as weapons. They can use them for entertainment. For fights. To use them to achieve their goals.
They use pokémon to be popular or famous.
They see pokémon as ways to generate money for themselves.
They also learn that pokémon can be companions. Friends on a lonely journey.
They learn that pokémon can help in ways that humans sometimes can't.
Pokémon help to teach their trainers about the world without telling them.
They learn that pokémon have their own personalities and each is unique.
What do trainers learn?
Sucky ending.


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HAMILTON, Ont. September 11, 2009The smell of recent death or injury that repels living relatives of insects has been identified as a truly ancient signal that functions to avoid disease or predators, biologists have discovered.
David Rollo, professor of biology at McMaster University, found that corpses of animals, from insects to crustaceans, all emit the same death stench produced by a blend of specific fatty acids.
The findings have been published in the journal Evolutionary Biology.
Rollo and his team made the discovery while they were studying the social behavior of cockroaches. When a cockroach finds a good place to live it marks the site with pheromone odours that attract others. In trying to identify the precise chemicals involved, Rollo extracted body juices from dead cockroaches.
"It was amazing to find that the cockroaches avoided places treated with these extracts like the plague," says Rollo. "Naturally, we wanted to identify what chemical was making them all go away."
The team eventually identified the specific chemicals that signaled death. Furthermore, they found that the same fatty acids not only signaled death in ants, caterpillars, and cockroaches, they were equally effective in terrestrial woodlice and pill bugs that are actually not insects but crustaceans related to crayfish and lobsters.
Because insects and crustaceans diverged more than 400-million years ago it is likely that most subsequent species recognize their dead in a similar way, that the origin of such signals was likely even older, and that such behaviour initially occurred in aquatic environments (few crustaceans are terrestrial).
"Recognizing and avoiding the dead could reduce the chances of catching the disease, or allow you to get away with just enough exposure to activate your immunity," says Rollo. Likewise, he adds, release of fatty acids from dismembered body parts could provide a strong warnin
|Contact: Jane Christmas|


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This question already has an answer here:
I'm a relative beginner in Mathematica, but after reading the forums for a long time, I couldn't understand one thing:
 - I want to plot a list h. Let's call it ListPlot[h]
 - I also have a second list, of the same size c
 - I want to write a color function that plots a given point in h with a color corresponding to the value of c at the same point.
Anyone knows how to do it?
share|improve this question
marked as duplicate by R. M. Jan 22 '14 at 18:25
Related question:… – Cassini Jan 22 '14 at 17:56
2 Answers 2
Perhaps it's better to use Graphics where you have full control over all aspects of the plot:
h = RandomReal[10, {10, 2}];
c = ColorData[1, "ColorList"][[1 ;; 10]];
Graphics[{PointSize[Medium], #[[1]], Point[#[[2]]]} & /@ Transpose[{c, h}], Axes -> True]
Regarding your comment, you could do something like this:
h = RandomReal[10, 20];
c = RandomReal[10, 20];
(* You have to give each y value a corresponding x value *)
h = MapIndexed[{First@#2, #} &, h];
(* You have to normalize the concentration so it works with the color function. *)
c = Normalize[c];
colorfunc = ColorData["SolarColors"];
Graphics[{PointSize[Medium], colorfunc@#[[1]], Point[#[[2]]]} & /@ Transpose[{c, h}], Axes -> True]
It's the same idea, but we don't assume that the x coordinate of each point is its position in the list. We also don't assume a list of colors, but rather think of that list as a list of concentration levels.
I noticed now that in m_goldberg's answer he sets the AspectRatio to 1/GoldenRatio, this is an excellent idea since it looks good and is the default aspect ratio for plots in MMA. I too recommend that.
share|improve this answer
_USER_, for a large number of points I would suggest using a gradient color scheme, for example: c = ColorData["Rainbow"] /@ (Range[25]/25); – Simon Woods Jan 22 '14 at 16:58
Thanks a lot! But actually, what I want to do is not to plot one function as a function of the other. I would like h to be a [1xn] list, and simply plot the n values of "h". But then, to have the values of "h" colorcoded according to the values of "c" at the same x-axis value (without actually plotting "c"). Basically, I want to look at the profile of a a physical interface which has some concentration of molecule at every point. And I would like the interface h(x) to be red (for instance) in regions where the concentration c(x) is high? Thanks again! – Edouard Jan 22 '14 at 17:03
_USER_ I added something I think should meet your needs. – Pickett Jan 22 '14 at 17:24
Thank you so much, this is awesome! – Edouard Jan 22 '14 at 17:33
I think Pickett is right to use Graphics, but here is how I would implement it, step-by-step.
Make some data
h = RandomInteger[42, 12];
c = Table[Hue[i/Length[h]], {i, 0, Length[h] - 1}];
Make the points.
pts = Point /@ Transpose[{Range[Length[h]], h}]
Color the points.
coloredPts = Transpose[{c, pts}];
Make a plot with 'Graphics'.
Graphics[{PointSize[Medium], coloredPts},
 Axes -> True, AspectRatio -> 1/GoldenRatio]
share|improve this answer


What causes the pink stain on bathroom fixtures?
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1 Answer
The reddish-pink stain or residue that is frequently found around bathroom sinks, shower stalls, and pets' water bowls, is not by the water supply but by naturally occurring airborne bacteria that produce a reddish pigment. There are numerous bacteria in the environment that find their way onto bathroom and kitchen fixtures. Most do not cause disease. These bacteria are found in soil, food, and on animals, and they may become airborne because of construction or wind. It is not uncommon to find the pinkish film appearing after new construction or remodeling activities.
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Tips To Prevent Biceps Tears During Deadlifts
| by Truth Seeker |
The deadlift involves the largest muscles in your body – back, hamstrings and glutes. Consequently, you are lifting a lot of weight, which puts stress on the elbows since your arms connect you to the barbell. The combination of heavy weight and an improper technique could result in a bicep tear.
The main reasons for that are:
1.Bending your arms during deadlifts
Your arms are meant to act as hooks when you deadlift. You are not lifting the weight with them. The deadlift is not dependent on arm strength. There are good deadlifters with small arms and yet triple bodyweight deadlifts. Make sure that your arms are straight when you deadlift to avoid biceps tears.
2.The mixed grip
Many people use the mixed grip to hold on to heavy deadlifts. The mechanism is fairly simple. One arm is an underhand grip (palms away from the body), whereas the other is an overhand grip (palms towards the body). Therefore, when the hands start to open, they negate each other's weakness.
Many powerlifters rely on this grip. Yet it is not that safe. Quite often the bicep of the arm pointing away from you (supinated grip) is torn because of the increased tendon/muscle stretch and the uneven position.
Moreover, the mixed grip results in an unbalanced back development and uneven stress on the lower back. It works, obviously, but the downsides are undeniable.
How to prevent biceps tears?
To avoid tears use straps or a hook grip for your work sets. To add some forearm work, do your warm-up sets with regular overhand grip. As you grow stronger, your warm-up weights will increase, and so will the strength of your grip.
The usage of straps or hook grip reduces the possibility of biceps tears because the stretch of the biceps is minimized.
There are many powerlifters such as Bob Peoples and Brad Gillingham who have used the hook grip to fix some of the technical problems associated with the mixed grip as well as to prevent biceps tears.
The hook grip is allowed in powerlifting competitions. The usage of straps, however, is prohibited.
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That fine-looking android you see in the photo to the right may look a little rough and ready but don't be fooled by appearances - it's actually the world's first fully symptomatic medical-condition simulator.
The unnamed robot was created by researchers at Gifu University medical school for training medical students to diagnose tricky conditions. In this case, the machine displays symptoms of a condition known as myasthenia gravis, which is an autoimmune disease where antibodies attack the body's proteins, causing muscle weakness that is notoriously hard to diagnose.
In future, the idea is to enable the 'droid to replicate many more conditions - for now, however, students have to make do with looking at its facial expression, posture and reflexes before asking, "Is it myasthenia gravis by any chance?"


text:
"What is a stabilized approach? My instructor refers to this often."
- Bruce M.
"Even professional pilots disagree on precisely what is meant by a stabilized approach. Airline safety training devotes most of its attention to what is not a stabilized approach, rather than what is. The FAA's Aeronautical Information Manual is equally vague on a precise definition.
There is general agreement, however, that flying a stabilized approach makes a safe landing more likely, and a destabilized approach is a frequent factor in aircraft crashes. So let's first look at what is an unstabilized approach, and derive a definition of stabilized approach that increases safety and is useful in the general aviation cockpit.
An unstabilized approach is one in which one or more of the airplane's indicated airspeed, pitch attitude, flap and landing gear position—the airplane's configuration—and/or glidepath, changes in the final moments of the approach. Changes to any of these variables close to the ground will make it harder for the pilot to guide the aircraft to a smooth and accurate touchdown. It will take greater skill and timing than would otherwise be necessary to smoothly land in the runway's touchdown zone. The airplane may land short or float and land long; it may bounce, stall, or enter a pilot-induced oscillation. Any one of these scenarios can be disastrous to the aircraft and its occupants.
OK, now we know what unstabilized means. This permits creating a usable definition of a stabilized approach, optimized for the general aviation pilot. A stabilized approach is one in which the airplane is on speed, in configuration and on glidepath on final approach from, say, about 500 feet above the runway threshold height until the pilot begins the landing flare.
You may have noticed that I did not mention the airplane's power setting. Power should be at or near a target that results in the target airspeed in the landing configuration. But power is the one variable: use power changes to maintain glidepath while all other variables are fixed.
Safe, predictable and low-workload landings result from establishing the landing airspeed, aircraft configuration, and glidepath control. If the airplane is not stabilized, do not attempt to salvage the landing. Go around, re-enter the traffic pattern or instrument approach, and be sure you are stabilized the next time around."
On final approach, what is your target altitude (AGL) for having the airplane properly stabilized?


text:
Explorers of the North Sea (EN)
Explorers of the North Sea is set in the latter years of the Viking Age. As ambitious sea captains, players seek out new lands to settle and control. They will need to transport their crew among the newly discovered islands to capture livestock, construct outposts and fulfill various other goals. So ready the longships, there are new horizons to explore!
Each player starts with 7 Vikings and a Longboat on a shared, central Island. From there players will place tiles and begin to venture out to the newly discovered Islands.
Proceeding clockwise from the starting player, each player takes their turn in full. On their turn, players first place 1 of their 3 tiles, expanding the game board. They can then take up to 4 actions (any number of the following):
1. Load Longship
2. Unload Longship + Deliver Livestock
3. Move Longship + Destroy an Enemy Ship
4. Move Vikings + Raid a Settlement
5. Transport Livestock
6. Construct an Outpost (costs 2 actions)
After taking their actions, players draw a new tile to their hand, ending their turn.
End of the Game
The game ends immediately after the turn where the player holding the Winter Token has no more Tiles in hand. This should be exactly 48 turns (there are 48 Tiles). Victory Points are gained from:
1. Delivered Livestock
2. Constructed Outposts
3. Destroyed Enemy Ships
4. Raided Settlements
5. Viking Deaths
6. Controlled Islands
7. Captain Cards
The player with the highest total is the winner!
" I absolutely love how quick turns are and how easy it is to understand and play." – The Player's Aid
"Explorers is a very fun, simple game that would serve as a great choice for families or for a group of people who have never really ventured into the magical world of cardboard, tokens, dice and cards." – Wolf's Gaming Blog
"Explorers of the North Sea is an enjoyable game that rounds out the saga nicely." – Geekdad
Beschikbaarheid: Slechts 1 resterend op voorraad
|Afmetingen||25 × 25 × 5 cm|
|Aanbevolen aantal spelers|
|Jaar van uitgave|


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Event ID 3001 — RD Gateway Server Configuration
Applies To: Windows Server 2008 R2
For remote clients to successfully connect to internal network resources (computers) through a Remote Desktop Gateway (RD Gateway) server, the RD Gateway server must be configured correctly. The RD Gateway server must be configured to use an appropriate Secure Sockets Layer (SSL)-compatible X.509 certificate, and authorization policy settings must be configured correctly. Remote Desktop connection authorization policies (RD CAPs) specify who can connect to the RD Gateway server. Remote Desktop resource authorization policies (RD RAPs) specify the internal network resources that clients can connect to through an RD Gateway server.
|Product:||Windows Operating System|
|Message:||The RD Gateway server certificate cannot be changed. The following error occurred: "%2". Verify the certificate and try changing the certificate again.|
Ensure that the required permissions are granted to the private key of the SSL certificate
To resolve this issue, ensure that required permissions are granted to the private key of the SSL certificate.
To perform this procedure, you must have membership in the local Administrators group, or you must have been delegated the appropriate authority.
To grant the required permissions to the private key of the SSL certificate:
- On the RD Gateway server, open the Certificates snap-in console. If you have not already added the Certificates snap-in console, you can do so by doing the following:
- Click Start, click Run, type mmc, and then click OK.
- On the File menu, click Add/Remove Snap-in.
- In the Add or Remove Snap-ins dialog box, in the Available snap-ins list, click Certificates, and then click Add.
- In the Certificates snap-in dialog box, click Computer account, and then click Next.
- In the Select Computer dialog box, click Local computer: (the computer this console is running on), and then click Finish.
- In the Add or Remove Snap-ins dialog box, click OK.
- In the Certificates snap-in console, in the console tree, expand Certificates (Local Computer), expand Personal, and then navigate to the SSL certificate for the RD Gateway server.
- Right-click the certificate, point to All Tasks, and then click Manage Private Keys.
- In the Permissions for private keys dialog box, under Group or user names, click NETWORK SERVICE. Under Permissions for NETWORK SERVICE, if Read is not allowed, select the Allow check box adjacent to Read.
- Click OK.
To verify that the RD Gateway server is configured correctly, examine Event Viewer logs and search for the following event messages. These event messages indicate that the Remote Desktop Gateway service is running, and that clients are successfully connecting to internal network resources through the RD Gateway server.
To perform this procedure, you do not need to have membership in the local Administrators group. Therefore, as a security best practice, consider performing this task as a user without administrative credentials.
To verify that the RD Gateway server is configured correctly:
- On the RD Gateway server, click Start, point to Administrative Tools, and then click Event Viewer.
- In the Event Viewer console tree, navigate to Application and Services Logs\Microsoft\Windows\TerminalServices-Gateway, and then search for the following events:
- Event ID 101, Source TerminalServices-Gateway: This event indicates that the Remote Desktop Gateway service is running.
- Event ID 200, Source TerminalServices-Gateway: This event indicates that the client is connected to the RD Gateway server.
- Event ID 302, Source TerminalServices-Gateway: This event indicates that the client is connected to an internal network resource through the RD Gateway server.


Question: Why Do Models Not Smile?
What is a pout face?
The definition of pouty is the look on someone's face who is frowning.
An example of pouty is when a sad person frowns and sticks out his lips..
Why do models look weird?
Most are objectively beautiful. Fashion models often look weird in their photos, but that's not because THEY look weird or ugly; it's because the clothes are weird, or the poses, or whatever. … Because it's about the clothes. Not the girl in the clothes.
Why do models look so good?
Just by gauging the face of a model, they know what kind of lighting would flaunt her best features. They also know what angles to shoot from such that they can capture the most stunning features of the fashion model and camouflage the unattractive ones. This is why every fashion model looks good in her photographs.
What are the 4 types of models?
This can be simple like a diagram, physical model, or picture, or complex like a set of calculus equations, or computer program. The main types of scientific model are visual, mathematical, and computer models.
Do models eat?
The VS diet is high in good fats and protein, low in carbs – and limited to 1,300 calories-a-day. The models are told to eat lean chicken, beef or fish with every meal, or the equivalent in eggs (around three). Dairy and gluten are banned – as are vegetables which grow below the ground, which are harder to digest.
How skinny do models have to be?
Fashion (Editorial) Model Female editorial models are generally at least 5 feet, 9 inches tall and very slim, with measurements that are usually around 33 inches around the bust, 23 inches around the waist, and 33 inches around the hips.
What do Japanese eat to stay thin?
Why do models have to be skinny?
When showing off their newest fashions, designers obviously want their outfits to look as beautiful as possible. In order for that to happen, the clothes need to drape and flow, which happens naturally when they are placed on a tall, skinny frame. That is why most mannequins come in such a small size.
Why do designers like skinny models?
According to Clements, designers know that their clothes look better on skinny models. So, they send samples – the pieces used on the catwalk and for photo sessions – that cannot be worn by women larger than miniscule. … Designers also know that models should never upstage the clothing. That is why models rarely smile.
Why do models pout?
Why are runway models instructed to pout or look fierce most of the time instead of smile? … The look is meant to be neutral, but many models lower their chins, which is a posture of aggression. (Think of a snarling dog or a hissing cat: lowered chins.)
Do models have to be pretty?
Being a model isn't just about being "good looking" or "pretty." There are a lot of beautiful people in the world. If you're serious about getting into modeling, it's important to have "a look." There should be something unique about the way you look or the way you're built.
Why do models smoke?
Many female and male models may smoke because it's believed to be an effective approach to weight loss, but in reality the picture is more complicated than that. Smoking among professional models may be common, but it isn't a good idea.
Who is the skinniest model?
1. Olga ShererKim Noorda.Colette Pechekhonova.Snejana Onopka.Magdalena Frackowiak.Vlada Roslyakova.Tatiana Lyadochkina.Gemma Ward.Irina Lazareanu.More items…
Why do models have to be tall?
A taller stature offers a commanding presence at runway shows, and so this is ideal for designers who want their work to be noticed. Longer legs, a tiny waist and relatively small breasts have become the industry standard for runway models.
Why do models have weird faces?
They look for someone bold, someone unusual, someone who has a "look". If agencies looked for pretty girls, there would be twice as much models in the industry. Agencies need unique faces, that will attract people to the brand.
Can you be a model if you're not pretty?
So You Want to Be a Model… But You're Short, Fat or Ugly (by Agency Standards) … Well, surprise: You absolutely can have a successful modeling career even if you don't look like Gisele Bundchen.
Why do models walk funny?
Models are thin, with almost no body fat to speak of, and having that gap between their thighs, which makes it appear from the side that they are crossing their legs (they don't but it simply looks that way). This is what considered as stylish, however, the leg crossing is a bit exaggerated.
What facial features do models have?
Symmetry is also important; most models have symmetrical faces; one eye is not bigger or lower on the face than the other, the nose is centered on the face, the cheekbones are high and level, and the jawline is even.


Black Googlers Network | Cultivating Inclusivity and Carving a Path
Championing - and ultimately constructing - an inclusive workplace, is an ongoing challenge for all businesses. How can you step forward from good intentions and actively effect change, in a world that is intrinsically skewed in the other direction?
Following the EMEA and SSA professional development summit 'Turning Point', Google committed to redouble their efforts in cultivating a more inclusive workplace. They wanted to instigate a tangible change and combat the underlying feeling amongst Black employees, that they could not succeed at Google. BGN (The Black Googlers Network) came to UpSkill Digital to devise a workshop that would ultimately provide the tools and framework for Black employees to feel empowered within the organisation.
First, it was important to pre-survey the employees to get a better idea of what they needed from the training. Then, armed with that understanding from the source, UpSkill Digital was able to create a bespoke career development programme that would make a real difference to attendees' career prospects and confidence.
The sessions addressed how Black Googlers could bridge career gaps and harness their cultural capital; provided insights on building a career that allows for growth; and explored the idea of navigating a corporate structure using entrepreneurial thinking. The class focussed too, on personal branding. How could Black Googlers create a personal brand statement, story and strategy within Google? The aim being for them to find their voice, carve their own path to a rewarding career, and have the tenacity to stand up and be seen. UpSkill Digital offered a blended learning programme of interactive online content; along with actionable frameworks for career planning.
Due to Covid-19, the BGN were also conscious that Black employees may be experiencing reduced visibility. So, we made sure to build 'Career Visibility - Visibility in The Virtual Workplace' into the masterclass. This served to educate attendees on how they might activate and influence their network, remotely.
Understanding the importance of creating a safe space and feeling of community in order to learn, UpSkill Digital provided in-house exposure to an internal Black leader, who was able to provide advice and guidance based on their lived experience. We also offered an open panel 'fireside chat' for attendees to share knowledge and discuss issues of concern.
Overall, UpSkill Digital trained 184 Googlers across 4 virtual sessions. Crucially, 100% of attendees felt the classes were inclusive; and their background, identity and experiences were both respected, and valued.


Why is google search or other search results always being redirected to Find-fast-answers.com? This step-by-step guide can help you safely and quickly remove Find-fast-answers.com redirect virus. If you have any problem during the removal process, you can follow this article to learn more about it.
What is Find-fast-answers.com?
Find-fast-answers.com is determined by Tee Support Labs as website redirector which modifies internet settings and installs malicious plug-ins to your browsers, that's why you will you are sent to Find-fast-answers.com against your will. Find-fast-answers.com redirects your search results, whenever i click a link in google results it takes you to a completely odd website that has nothing to do with my search term. You will firstly get Find-fast-answers.com and then intermittently to random sites that sells stuffs and even adults sites. This is extremely annoying and probably invites malware from the internet. You need to get rid of Find-fast-answers.com immediately to prevent further annoyances to your system.
Find-fast-answers.com Snapshot
What Harms does Find-fast-answers.com do to a Computer?
 1. Find-fast-answers.com is installed/ run without your permission and won't allow you to remove it.
 2. Find-fast-answers.com compromises the infected computer and welcome all kind of parasites to enter the infected system.
 3. Find-fast-answers.com gives difficulty to web browser activities and gives randomly redirects.
 4. Find-fast-answers.com can modify import system files and registry entries which may deactivate a lot of functions on the system.
 5. Find-fast-answers.com dreadfully slows down computer speed and makes your computer stuck frequently.
Most Effective Way to Remove Find-fast-answers.com Completely and Safely
1. Press Ctrl+Alt+Del to open Taskmanager and stop Find-fast-answers.com Process:
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C:\Program Files\
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How to Remove Find-fast-answers.com with Spyhunter?
1. Download and install Spyhunter into your computer.
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Who is to blame for accidents involving livestock?
| Jun 1, 2017 | livestock automobile accidents |
People who live in Colorado know that between the mountains and the plains, this state is home to a diverse population of wildlife. There are also massive farms and ranches where livestock can be found. The abundance of animal life here is awe-inspiring, but it does come with some hazards.
For instance, motorists in this state are at a very real risk of getting into an accident with an animal. So, it can be important for Colorado residents to understand who, if anyone, can be held responsible for serious accidents involving livestock.
Ranchers or farmers
Under Colorado laws, livestock owners are prohibited from allowing their animals to run at large or graze in public roads and highways. Those who fail to take the steps necessary to fence in animals or otherwise keep them away from such areas can be accountable for damages. However, it can be a legal challenge to show that the owner knew or should have known that the animals were in places they were not supposed to be.
Truckers or trucking companies
Transporting livestock can present some serious problems if the trucker, the trucking company or any other party associated with loading and securing the animals acts negligently or recklessly. In the event of a crash, animals can escape and cause serious hazards for drivers, particularly if the animals were improperly secured.
No one
Unfortunately, there are instances in which there is no one to blame for an accident involving an animal. If the animal is wild or if it escaped without the owner knowing, then there may be no basis for negligence, recklessness or willful misconduct.
Establishing liability will be crucial in pursuing damages
In order to file a legal claim seeking compensation for the damages suffered in a serious accident, victims and their families first need to figure out who is liable. It may be a rancher or a trucker, who will likely try to deny having any responsibility and argue that no one is to blame. Some might even blame the injured party.
In order to protect yourself and pursue the damages you need and deserve, it can be critical that you discuss your case with an attorney who is familiar with the unique challenges of car accident claims involving livestock.


text:
This fall, Davis-Thomas Elementary Middle School will begin integrating a new educational model that will incorporate each subject of study into an overall theme of environmental sustainability.
Tucker County Superintendent of Schools Eddie Campbell said the idea is to move past the traditional classroom model of education and find ways to open up new possibilities.
"We want to put our energy into the concept of sustainability and environmental responsibility because we think it will foster a good connection for the kids. When they can make a connection to what they are studying, they are going to learn it better. We want to find a way to connect learning to what the kids are doing in the community. That is where we are coming from," Campbell said.
The Inter-Mountain photo by Joe Hoover
Jennifer Newland, executive director of the Canaan Valley Institute, explains the benefits of the new partnership between CVI and the Tucker County Board of Education to board members at a recent meeting.
The new model is grounded in integrated STEM (Science, Technology, Engineering and Mathematics) education, but Campbell said Davis Thomas will be including subjects from the humanities and arts into its study of environmental sustainability.
"If we are studying a particular topic that has to do with trout habitat, we are going to be looking at the history involved in that. Reading and writing components will also be involved. We are going to bring all of those curricular areas together around the theme of sustainability."
The school will also be collaborating with the Canaan Valley Institute and the National Youth Science Foundation in order to diversify the educational opportunities available to its students.
Jennifer Newland, CVI's executive director, said CVI is interested in assisting Davis-Thomas's efforts to make their curriculum more science based in any way they can.
"We have considerable experience with developing science-based curriculums in other schools," she said. "Since CVI was founded, education has been one of our fundamental activities and we are dedicated to working with Tucker County schools on science and environmental education."
Much of Campbell's inspiration for Davis Thomas' new model, it seems, came from a visit to Crellin Elementary School in Oakland, Md., a school in which CVI previously helped develop a similar educational model.
Vicki Fenwick-Judy, CIV's education coordinator, explained that Crellin's students study a specific topic from the perspective of different school subjects.
Most recently, they studied energy and this involved projects such as the creation of a Leggo waterwheel which incorporated mathematics and engineering.
Since Crellin's transition to this model of education, Fenwick-Judy said its students have truly blossomed.
In 2010, Crellin was recognized for having the highest standardized test scores in Maryland. They also have recently received the Intel School of Distinction for Elementary Mathematics, a national award that included $10,000 and equipment and services worth $100,000.
Fenwick-Judy said, "The school consistently produces fantastic critical and creative thinkers."
Campbell said he was immensely impressed by his visit to Crellin.
"I saw kids that were engaged and thrilled about being in school. You can feel it when you walk into the school. You can hear it in the students' and teachers' voices. They are really excited about what they are learning. It is an awesome educational environment."
Based on the strength of his impression, Campbell approached Davis-Thomas' staff about developing a similar program.
"They are thrilled about it," he said. "For them, it will be a chance to get back into creative ways of teaching - it is a real lift for them."
Daryla Rapp, Davis Thomas' principal, agreed that the school's staff is excited at the prospect of the new model.
"When Dr. Campbell presented the opportunity to our staff, they were all very excited. We think this will be a great opportunity."


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Bonfires on our farm were one of my most cherished group activities when raising our kids in the country. Guests would just "stare" into our blazing backyard firepit and not want to leave. Our town friends loved the idea of campfire cooking right from our own acreage.
Fire is one of the main forces of nature. When harnessed responsibly, it can soothe
and draw out the best in us. Rural bonfires can be enjoyed in any
season that fires are allowed. A flickering flame, laughter,
friendship, and the radiant heat of an open air blaze become a gathering
Making bonfires true group activities
Allow everyone involved in your bonfire gathering to contribute in some way. This makes it more "their" bonfire:
- Even young kids can help build a pile of crumpled recycled black and white newspaper used to help start the fire.
- Families can make fire starters together ahead of time by embedding a
wick into pine cones then dipping them into soy wax. Soy wax cleans
easily and doesn't leave a residue for those with more permanent
backyard firepits who want to keep things tidy. They can fill paper egg
carton sections half full with pure wood sawdust and pour warm soy wax
into the sections. When hardened, they can cut the sections apart for fire
- People can contribute bricks and help build a brick fire ring if you don't have a permanent backyard firepit.
- Guests can contribute eco-friendly firewood (see below).
Eco-friendly bonfires without killing trees -- modern methods and old European secrets
- Each time you enjoy a large outdoor flame with guests, provide a place for donations to the Arbor Day Foundation, which uses it to help replant the country's national forests that clean the air and add to the world's supply of treed eco-systems. Or instead of asking for a direct donation, hold a fire-lit auction to add fun to the bonfire gathering and collect money to donate.
- Use ecologically harvested firewood. If your farm doesn't have its own woodlot, secure local sustainably harvested firewood.
- It's great to get wood from "coppiced" trees when possible. Coppicing means harvesting a tree in a manner that never kills it. It sprouts again from the trunk and regrows. Not only that, when it's coppiced, it's roots expand and sequester more carbon into the soil than before. It's an old European forest management method used for centuries to harvest wood products while keeping the forests alive and well. Coppicing works on many deciduous trees, which is a bonus, because the best wood for fire is dried hardwood which comes from deciduous trees, softwood being mostly the evergreens.
- Burn hardwoods that have been properly dried, or cured. Deciduous
trees are all considered hardwoods, although some are denser than
others. Avoid the softwoods, which are mostly evergreen conifers, when
possible. But even if burning softwood,
avoid burning it green and uncured. This produces much more polluting
smoke. Plus, it's inefficient as far as giving out
heat and flame, and is not as warm because much of the heat is used to
drive off the water.
- Plant your own mini backyard woodland or even a single tree of your own that can eventually be coppiced for future bonfire wood needs, and offsets carbon emissions. The Arbor Day Foundation offers "Backyard Woods," a small guide that shows how to plant a safe and earth enhancing forest for owners of one to 10 acres. According to the Foundation, 49 percent of the earth's forests are in private ownership, and those that own backyard sized woods make up 60 percent of all USA private forest landowners. Smaller parcels of wooded areas individually and collectively make a big impact on the planet.
A secret to making smoke stop following you around
Because of an air vacuum effect, smoke on windless days from outdoor bonfires seeks solid objects and moves away from air pockets. If a group stands to the east of the fire on a windless night, the smoke will eventually go east. If they move to the west, the smoke will follow them. If possible, have a fireproof solid object next to one small section of the bonfire to give the smoke its solid object its seeking.
Rural backyard firepits
There are beautiful backyard firepits to purchase, and custom-made ones can be stunning. But, rural firepits for big bonfires are sometimes temporary and built from year to year in different places.
-A section of a large, toxin-free metal tube can be secured into the ground to hold the fire within.
-Bricks are good for surrounding bonfires.
- Some stones work well, but different stones react differently to flame. Sandstone withstands heat pretty well.
!!!Some types of river rock can even explode! Use caution
Limestone, basalt, shale and granite can crack or disintegrate. Some people use an inner lining of brick and an outer ring of stone if they're not sure what type of stone they have.
Turning traditional bonfires into biochar production gatherings.
As methods for making biochar at home grow, some may want to make biochar with friends and neighbors instead of holding a regular camp fire or bon fire. Making biochar often calls for just a short term fire that's rather quickly put out to let the burning material smolder, so recreational activities would be different than for a regular longer burning fire. But just like apple pressing gatherings and maple sugar harvesting of long ago, coming together for a shared work project that results in a valuable product can bring rewards of its own.
Watch out: campfire cooking can become addictive.
- A cooking area somewhat apart from the main bonfire can be carved out and designated for hot coals as they become available. You can use it for holding items over to roast, or with a firepit grill.
- You may want to obtain a utensil called a coal scoop for gathering the hot coals if you think outdoor cooking will be a major part of your bonfires. It's sort of like a kitty litter scoop only it's fireproof and the best ones' handles won't heat up and burn your hands.
- For flavorful campfire food, cut five inch (or so) twigs and thin
branches from your fruit tree prunings, soak them in water for an hour,
and toss a few over your hot cooking coals to deliciously flavor foods
held over for roasting or cooked over them with a firepit grill.
- For lighter, less elaborate fireside snacks, consider a twist on the typical roasted marshmallows by roasting heirloom apples or using a handheld popcorn popper made for campfires. See also our article on cooking outdoors.
- Heirloom apples are delicious roasted whole. Sweet Sixteens have a natural spicy aroma that makes them a real roasted treat. Old English Russets are also rich with delicious flavor undertones. Stick a long roasting fork into an apple and cook it over hot coals until the skin burns and the apple seems to whistle from the inside. Remove it from the heat. When cool enough, peel off the skin and eat.
- Libraries are loaded with more ideas on campfire cooking: from
burying potatoes into the coals to making fireside cornbread and wild
berry tarts. You may never want to cook inside again!
- Fire permits are sometimes needed, and there are even fire bans in certain locations during certain times of the year. Contact your closest fire department for requirements concerning outdoor fires, as well as a list of updated fire safety instructions that are both general and specifically pertain to the landscape of your local area.
Enjoyable outdoor fires are a great "Agritourism" draw for bringing people to your farm or rural area for fun experiences in a manner that helps the farm or rural community prosper financially.
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These are the current rules around going on holiday in the UK - and when foreign trips could be allowed
Tuesday, 2nd June 2020, 4:18 pm
Updated Tuesday, 2nd June 2020, 4:18 pm
Overnight stays outside of your home are still not allowed (Photo: Shutterstock)
Across the UK, lockdown restrictions are gradually starting to ease, with people given more freedom to spend time outdoors and meet loved ones from a safe distance.
As freedom of movement becomes slightly more relaxed, many may be looking forward to the prospect of holidaying again, particularly given the current warm weather.
But are holidays allowed yet?
Can I go on holiday in the UK?
Since the UK government relaxed restrictions in May, people in England are allowed to travel to other destinations irrespective of distance.
However, people must not travel to destinations outside of England, as Scotland, Wales and Northern Ireland are each following different government guidance.
Current rules state that day trips to an outdoor space are acceptable, providing you are able to return home on the same day.
As such, an overnight stay away from the place you are living for a holiday, or similar purpose, is not permitted. This includes staying overnight in a second home.
In circumstances where your job requires you to stay away from home, this is acceptable, providing social distancing is maintained.
Hotels and bed and breakfasts still remain closed, except when providing accommodation for specific reasons set out in law, such as for work.
What are the travel rules across the UK?
In Scotland, only recreational trips that are "broadly within five miles" from your home are allowed, and these should be done by walking or cycling wherever possible.
In Wales, people are still advised to stay at home as much as possible and while outdoor exercise can be done more than once per day, it must be done locally.
In Northern Ireland, driving for daily exercise is allowed, although day trips have not been specified in the government guidance.
Instead, people have been urged to "be sensible and limit the number of journeys" that they take.
Indoor gatherings of different households are still banned, but this is being kept under review.
When will holidays be allowed?
Culture secretary Oliver Dowden recently suggested that holidays in the UK could be permitted at the beginning of July, which could see rules change to allow overnight stays.
Self-catering cottages, Airbnb properties, campsites, hotels and holiday parks will still remain closed until at least July.
If the UK government believes enough progress has been made against its five key tests, England could move into phase three of lifting lockdown in July.
In this phase, other parts of the hospitality and leisure sector could be permitted to reopen, including hotels and holiday resorts. However, this phase is not expected to begin until 4 July.
When will foreign holidays be allowed?
Spain's tourism minister confirmed that foreign tourists can book holidays in the country from 1 July, with the mandatory 14 day quarantine rule for foreign tourists to be lifted from this point.
Jet2 will restart its flights and holidays from 1 July, along with Ryanair, while easyJet willresume a number of limited flights from 22 airports across the UK and Europe from 15 June.
The UK government has not yet confirmed when travel bans are likely to be lifted.


Spinach tortillas
Compatibile with Thermomix TM5 and TM31
Spinach tortillas
45 min
Serves 8
 - 2 oz spinach
 - 6 oz water
 - 16 oz (cooked) bakers flour
 - 2 oz olive oil
 - 1 tsp salt
 1. Put into the bowl spinach and water: 1 min. speed 7.
 2. Add flour, oil and salt: 30 sec. speed 6.
 3. Then: 3 min. speed Knead.
 4. Allow the dough to rest for 15 minutes then divide it into 8 pieces.
 5. Roll out each piece of dough into thin circles very thin (they will cook quickly).
 6. Place a large frying pan on a medium heat and start cooking tortillas on it.
 7. They must cook for about two minute on each side (once they start bubbling, flip it over).
 8. They must be cooked but still soft and flexible.
 9. Stack the cooked tortillas on a plate while cooking others, they will remain warm.
 10. The tortillas are ready to roll with your favorite filling.


text:
The article refers to Sir Peter Gershon's address to the ISACA Oceania conference in Canberra, where the Elephant in the Room was identified in the context of public sector governance of IT but applies equally in business:
"Realising the dream of world class governance of IT in the public sector largely depends on the behaviour of those at the top."The article goes on to explain why leadership in governance is needed; Directing and controlling the use of IT is part of the much bigger picture of directing and controlling the business.
"IT is an enabler of radical change. But, the mere act of buying or building an IT solution does not of itself deliver the change – a reality that has been proven again and again through the failures of projects where there seems to have been a delightfully naïve expectation that this would indeed be the case."After reading the article I'm looking forward to reading Mark Toomey's new book, Waltzing with the Elephant.


Healthy Nose
How are nasal masses in children diagnosed?
A Answers (1)
 - Your doctor will obtain a complete medical history and will perform a thorough physical examination. Tests may be ordered, including imaging studies, lab tests and detailed physical examinations. These may include:
 -Endoscopy to examine the inside of your child's nose and throat. This is performed by inserting a small, flexible or rigid tube inside your child's nose. This can often be carried out in the clinic and is a minor procedure.
 -CT scan or MRI, to determine the size and extent of the nasal tumor
 -Blood tests, when necessary
 -Biopsy of the mass (a piece of tissue is removed from the mass and is evaluated by a pathologist)
Did You See? Close
What are the symptoms of nasal masses in children?


text:
The blooming of the Kyoto cherry blossoms is already a week earlier than average and 11 days earlier than if the climate crisis had not been exacerbated by human-induced climate change. This culturally significant event is already a symptom of the climate crisis. But how does climate change affect cherry blossoms?
Kyoto cherry blossoms reached full bloom a week earlier than all previous averages.
According to a study in the journal Environment Research Letters, the peak date of cherry blossoms in Kyoto has shifted a week earlier. The change is primarily due to climate change, with temperatures in the city center rising by several degrees since pre-industrial times. Climate change also aggravates the heat island effect, making cities more likely to experience warmer temperatures than their surroundings.
The early flowering dates of cherry blossoms in Kyoto are attributed to climate change, as the city has been warming up much more quickly than the rural area. Kyoto's central part warmed up faster than the rural areas so that now the cherry blossoms bloom 11 days earlier than previous averages. However, the difference between the two areas has leveled off since the middle of the 20th century, indicating that urban warming has been responsible for most of Kyoto's recent warming.
Rising temperatures are changing nature's timing.
Rising temperatures have affected the timing of the flowering of cherry blossoms across the world, and scientists believe the early flowering dates of this year are the result of urban warming and climate change.
Extreme droughts have reduced the number of cherry blossoms in some areas. However, extreme heat and drought have destroyed the natural habitats of many species.
They are a culturally significant event in Japan.
The climate crisis is causing Kyoto cherry blossoms to bloom earlier each year. Due to urbanization, buildings absorb heat more quickly than natural landscapes. This phenomenon is known as the "heat island effect" and contributes to rising temperatures. By the end of this century, scientists predict that the cherry blossoms in Kyoto will bloom an average of one week earlier than they do today.
The traditional peak of the cherry blossom season is at the end of March. But in 2021, the ancient capital of Japan has seen the blossoms bloom even earlier than usual. The cherry blossom season began on 11 March, four days earlier than usual in Kyoto.
They are a symptom of the climate crisis.
Scientists say that the early blooming of Kyoto cherry blossoms indicates a more significant crisis: global warming. The cherry blossoms typically peak in the spring months, but temperatures have increased earlier than last year. The cherry blossoms are especially sensitive to weather conditions.
They will reach full bloom an additional week earlier by 2100
By the end of this century, the Kyoto cherry blossoms are projected to begin blooming an additional week earlier than today. Scientists blame global warming and urbanization for the early flowering event. Buildings absorb solar radiation more efficiently than rural landscapes, leading to the "heat island effect" responsible for warming cities. Climate change also affects other areas, such as farming and land management practices. Because plants depend on one another for growth, changing one area can lead to a chain reaction.
The scientists used data from 58 benchmark cherry trees in Japan to estimate the full bloom date in Kyoto. Of these, 40 have already reached the peak bloom this year, and 14 have bloomed at the early record date. Typically, cherry trees bloom for two weeks. But because cherry trees are sensitive to changes in temperature, the timing of their blooming is crucial for climate change studies. Kyoto's average temperature has increased several degrees Celsius since pre-industrial times.


text:
The Healer's Art Program is a national program offered by the Remen Institute for the Study of Health and Illness (RISHI) that enables medical students to learn how to provide compassionate care and build resilience through reflection, discussions, and story-telling. Wright State University Boonshoft School of Medicine (WSU-BSOM) administers the program.
The Remen Insitute for the Study of Health and Illness at Wright State University Boonshoft School of Medicine
- A diversity of studies have shown that medical students suffer from high levels burnout, which often contributes to a perceived lack of empathy and decreased professionalism.
- To prevent burnout, Rachel Naomi Remen, MD originated the course in 1991 while at the University of California San Francisco.
- She designed the course to aid students to build resiliency and reflect on the importance of compassionate care at a time when physicians were experiencing a loss of meaning and commitment to their work.
- Healer's Art is one of several projects coordinated by RISHI and is usually implemented at 70-80 medical schools.
- This program utilizes a reflection-based and story-telling curriculum to optimize medical student education surrounding compassionate care.
- Wright State University Boonshoft School of Medicine (WSU-BSOM), like many medical schools, is aware that students and practicing physicians experience burnout and professional dissatisfaction.
- By offering the Healer's Art Program to its firstand second-year students, WSU-BSOM hopes to preempt dissatisfaction.
- WSU-BSOM houses RISHI and offers the course to domestic and international medical schools by training faculty on how to implement this program at their medical school.
Patient Population Served and Payor Information
- At WSU-BSOM, the class includes 480 total students with a male/female ratio of 45.4%/54.6%. Underrepresented minorities also make up 20.4% of total enrollment.
- Medical students that participate in Healer's Art Program at other medical schools represent the diversity of their medical schools.
- Students at osteopathic, physician assistant, physical therapy and veterinary programs can also receive this curriculum.
- The curriculum is now administered at the Boonshoft School of Medicine and overseen by the Department of Medical Education.
- Course Co-Directors at WSU-BSOM include Dr. Dean Parmelee, Dr. Evangeline Andarsio, Dr. S. Bruce Binder, Dr. John Donnelly.
- Academic medical school funding
Research + Planning
- The support of a dean or associate dean is necessary to introduce the Healer's Art Course into a medical school's firstor second-year curriculum.
- After gaining support, faculty then need to attend an intensive training at RISHI to learn how to deliver the course.
- To ensure that the course meets its objectives, the Center for the Study of the Healer's Art (CSHA) conducts ongoing evaluations using faculty and student feedback.
Tools or Products Developed
- The Healer's Art curriculum: This curriculum was initially developed in 1991 and served as the basis of the course at WSU-BSOM.
- The 15-hour course teaches:
- Relationship forming between the physician and patient and between physicians and colleagues
- Academic and community faculty members must attend a training workshop at RISHI to learn how to implement and sustain the Healer's Art Program at their own institution.
Team Members Involved
- The participating students at Boonshoft School of Medicine have the option to take the course, although it does not confer any academic credits.
- The course is structured as 3-hours sessions that meets bi-weekly :
- Session One: "Discovering and Nurturing Your Wholeness"
- Session Two: "Sharing Grief and Honoring Loss"
- Session Three: "Group Conversation"
- Session Four: "Beyond Analysis: Allowing Awe in Medicine"
- Session Five: "The Care of the Soul: Service as a Way of Life"
- Students engage in topics regarding the loss of life, comforting patients, and personal-reflection through discussions and meditation. Each session reinforces previous sessions.
- Upon completion, students receive a comprehensive letter from the course directors that is incorporated into their final Medical Student Performance Evaluation.
- Cost of membership and licensing fee to offer this copyrighted course
- Cost of course materials
- Cost of labor for educators running the sessions
- Cost of faculty training at RISHI
Where We Are
The Healer's Art was incorporated into the Boonshoft School of Medicine curriculum in 2004, and the program is ongoing.
- An evaluation of the Healer's Art program that had 489 student and 88 faculty respondents found:
- students (65.7%) and faculty (75.0%) use content from the course in their profession
- students found the course to be of high quality (average 4.47 on a 5-point scale)
- students (average 4.59 on a 5-point scale) and faculty (4.76 on a 5-point scale) perceived that the course provided content that is not present in the rest of the curriculum
- The Healer's Art has provided space and multiple outlets for students to reflect on compassionate care and self-resiliency.
- The course is now taught at more than 70 medical schools in the US and abroad.
- Brazeau, C. M., Schroeder, R., Rovi, S., & Boyd, L. (2010). Relationships between medical student burnout, empathy, and professionalism climate. Academic Medicine, 85(10), S33-S36.
- Dyrbye, L. N., Thomas, M. R., Harper, W., Massie Jr, F. S., Power, D. V., Eacker, A., … & Shanafelt, T. D. (2009). The learning environment and medical student burnout: a multicentre study. Medical education, 43(3), 274-282.
- Remen RN, Rabow MW. The Healer's Art: professionalism, service and mission. Med Educ. 2005;39(11):1167–1168. doi:10.1111/j._PHONE_.2005.02296.x
- WSU-BSOM. (2019, November 14). Facts at a glance. Retrieved from _URL_
- WSU-BSOM. (2019, July 24). Healer's art course. Retrieved from _URL_