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I would like to take drum lessons but unfortunately my schedule doesn't permit it. I know there are many resources online but I'm not sure how long it'd take me to find an answer to my specific question, and Google searches have left me empty-handed so far.
When learning a new drum part, what is the correct way to learn—hand by hand (and foot by foot), integrating the complete "layers" after mastering each hand (and foot)?—or timeslice by timeslice, playing all the components at once, but in chunks of time? (Anticipating that there may be no one "correct" way, what are the qualities or detriments to learning in either fashion?)
So far, I've only been able to learn parts by breaking them down timeslice by timeslice. Mastering one hand or foot at a time seems to do nothing for me when I try to integrate the components together. I'm wondering if this is natural, or expected, and if expected, then whether there are benefits to forcing myself to learn the hard way regardless.
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3 Answers 3
up vote 5 down vote accepted
The short answer is both! The long answer is that any way you practice has to have a clear focused goal. When you practice something by itself(one hand or foot), what is the reason? If it's purely a matter of executing that single component, splitting it out by itself may be enough. But if coordination is the issue, then practicing individual items may not help. My suggestion is to play parts separately but sing some of the other parts while you do it. Example: play the kick part but use your voice to create the snare. It sounds a little silly, but the idea here is to keep the coordination aspects there while removing the technical portion of actually playing the other parts.
Also helpful for coordination is figuring out what the composite rhythm. What is the single rhythm that represents what your playing on the kit as a whole? Listen for that rhythm as you play instead of each part. It's all about making the pattern a single thing to conceptualize. As humans we are terrible at being able to conceptualize more than a single thing at a time.
Time slices are good too. Be sure to manipulate how long your slices are.
Generally speaking, for things that you're having trouble with, take a moment to think of half a dozen different ways to practice it that you think might help. Try them all! For me, half the fun of music is discovering which way of 'thinking' about something allows my body to execute it cleanly. It's rarely actually a technical issue.
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It's often a matter of finding the darn pattern. There are ridiculously complex drum patterns out there and not all of them are improvised. Even worse, they can be played again and again without missing a note which means, the piece is recorded inside the brain of the performer in a certain way.
This is basically the whole idea of drum practice. Finding that body motion that results with the desired outcome. Now you might think every beat can be broken down into its simple components. While being right you are missing out a big opportunity to enhance the control over the drumset. Example;
You want to play 3 over 4 kind of a polyrhythm. (Vinnie Colaiuta does this among many other incredible stuff towards the end of Seven Days by Sting). It's called polyryhthm but it's not that a crazy concept as it sounds. Some say it's polymeter but nevermind they are all names. What you want to play is 3 evenly spaced strokes with one hand and 2 evenly placed strokes with the other say in the same amount of time, say within one click of 60 bpm metronome. Playing evenly is very important otherwise it becomes pointless.
If you don't know this objective beforehand and directly start with the one-beat-at-a-time kind of practice, you would be going nuts to get the middle part of this beat because it's not that easy to time it exactly do to its non overlapping nature. Instead you can practice combining two beats while you are concentrating on each hand individually. Same goes Jazz samba ride cybal pattern or fast shuffles. This kind of thinking would provide you the opportunity to come up with remembering ways for beats for example go over the bar line. So as ecline6 mentions in the answer, the more tricks you have under your belt the better it is.
Two concrete examples of books that go completely opposite ways:
 1. Future Sounds by David Garibaldi. Includes many one beat at a time examples. Mostly discusses Linear Drumming.
 2. Conversations in Clave by Horacio "El Negro" Hernandez. The exercises are all about keeping a steady ostinato while trying to place beats in all possible positions etc.
P.S. David Garibaldi also offers the keep a steady ostinato and place kick/snare at all sixteenth note positions way of practice but the emphasis is on getting the groove beat by beat. I've enjoyed both of them for a long time. Nowhere close to playing like them but helped a lot.:)
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I'm afraid the only answer is that you should do what works for you. For many rhythms with lots of off-beats or interesting combinations of drums, you'll probably find the rhythm makes no sense at all (and thus is harder to learn) until you've played a phrase with all the 'parts'. But sometimes, you might find that even that is too hard to learn in one go, so you have to try, say, a two-bar repeating unit with just the bass drum and cymbals to start, and then add the snare drum to that, and then extend that to a whole eight-bar phrase (maybe with a fill in the final bar).
With practice, you'll find it easier to recognise by looking at the part (or by hearing it, if you're learning that way) what the components of it are that you need to learn together: maybe the bass drum and hi-hat go together with the snare drum separate, or maybe the hi-hat and snare drum are one unit, and you can add the bass drum afterwards. In jazz music, it's often the latter, but in marches and orchestral music, it's almost always the former. Of course, if you aren't yet very good at reading music, you may find you have to read each voice in the staff (i.e. each hand or foot) separately at first just to work out where the notes and rests are.
In summary: unless you have trouble reading the part to start with, usually if you just try to learn one 'hand' on its own, the rests will be awkward, so find a pair of voices that fit together and start with them. Learn one rhythm at a time, don't worry about the end-of-phrase fills until you have the main rhythm sorted, and take it slowly until you get confident.
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Your Answer


Monitoring Kafka activity in Streams Messaging Manager
You can use Streams Messaging Manager (SMM) to monitor Kafka activity. To do this, you run two SSH sessions, one for producing data to a Kafka topic and the other to consume the data from the Kafka topic. Then you go to the SMM UI from the Management Console to track the producer and consumer activity.
Now that you know how to configure a Kafka client to connect to the Kafka cluster in CDP, generate some activity and monitor it using SMM. To do this, you collect machine usage data from the broker host using the vmstat command and stream that data into the machine-data topic.
For detailed and comprehensive information about SMM, see Streams Messaging Manager.
 1. Start by opening two SSH connections to the same broker host.
 2. On the first session, run the following command.
 BROKER_HOST=$(hostname -f)
 vmstat 1 1000 | kafka-console-producer \
 --broker-list $BROKER_HOST:9093 \
 --producer.config \
 --topic machine-data
 This command runs vmstat and sends each line from its output as one message every second to the machine-data topic.
 This example assumes that you are using LDAP authentication but you can use the authentication method of your preference.
 Leave the session running.
 3. On the second SSH session, run the following command to consume the data:
 BROKER_HOST=$(hostname -f)
 kafka-console-consumer \
 --bootstrap-server $BROKER_HOST:9093 \
 --consumer.config \
 --topic machine-data \
 --group machine-data-$RANDOM \
 You see the data produced by the first session continuously appear on the screen as output.
 Leave the second session also running.
 6. Click Streams Messaging Manager on the services pane to open the SMM web UI.
 It may take a few minutes for the consumer or producer activity to start showing in the SMM UI. You may have to refresh your page a few times until the data starts to appear.
 Once it does, you see one active producer on the left-hand side of the page and at least one active consumer listed on the right-hand side of the page.
 You also see the LAG metrics listed besides each consumer. This metric indicates the number of messages the consumer is behind the latest message produced to the Kafka topic. You can use this to quickly identify slow consumers that are lagging behind producers.
 7. Click either on the producer or on the consumer, and SMM shows their activity, highlighting all the topics and partitions they are writing to or reading from, respectively.
 In this page you can identify metrics for the overall Kafka topic activity and partition-level. The In Sync Replica (ISR) set for each partition can be identified on the screen. The ID of the LEADER replica for each partition is shown on the left-hand side, while the FOLLOWER replicas are represented as teal-colored boxes on the right-hand side.
 8. Click on an empty part of the page to clear the consumer or producer selection, and then click the profile icon for the machine-data topic.
 This opens the Kafka topic details page where you can find all the topic-related metrics and utilization charts.
 9. Click the DATA EXPLORER tab.
 In the Data Explorer page you can sample the data that is flowing through the Kafka topic. Select different partitions and adjust the offset sliders to become familiar with those controls.


Band Parents Scholarship
Each year the West Milford Highlander Band Parents Association awards a limited number of scholarships to deserving members of the Highlander Marching Band each year. Below and attached is information regarding the scholarship application process including the qualifications and selection requirements. Both the application and the essay must be mailed.
Please remember that the Band Parents Association awards these scholarships for the student's contributions above and beyond regular band responsibilities. The scholarship committee will carefully review all applications and essays. We will make selections according to the criteria. The decision of the scholarship committee is final.
To qualify for consideration, the student must be in good standing and meet the following requirements:
 1. Participation in the Highlander Marching Band for four years.
 Note: Transfer students may count their participation in another high school band program.
 2. Submit with application, an essay addressing:
 "What the Highlander Band Experience Has Meant to Me."
 3. Apply to an institution of higher learning, including a 2 or 4 year college, trade school, etc. The applicant need not be a music major to be a recipient of the Band Parents Scholarship.
Criteria for selection include:
 1. Contributions to the band above and beyond regular responsibilities expected of all members.
 2. A high level of citizenship and character.
 3. Potential for continued success, as indicated by high school record, personal motivation, and leadership qualities.
 4. Support of the many activities and programs of the band as a whole, including four years of fundraising participation.
 5. The essay should address the criteria and provide other important information that will assist the committee in making a decision.
NOTE: Financial needs, the receipt of other scholarships, grade point average, or activities outside of band are not prime considerations for choosing recipients.
Band Director Scholarship
Students have the opportunity to be selected not only for the Band Parents Scholarships, but also for the Band Director Scholarship. In addition to meeting the guidelines and criteria for the Band Parents' Scholarships, the following is the criteria that will be used in the selection of the recipient of this scholarship.
Criteria for the Band Director Scholarship
 1. Music major at an accredited four year college/university planned.
 Strong history of band participation and musical performance.
 2. Demonstrated musical achievement.
 Competence on instrument (i.e., private lessons, sections leader, "first chair", and so on)
 3. Service to organization.
 Actions above and beyond the normal.
 4. Demonstrated attributes of caring for others.
 5. Show by example a sincere attempt to exemplify the "Guiding Principles."
 (See text of the Highlander Band Guiding Principles here.)
Note: Application must be returned to scholarship committee by mail, postmarked no later than the published date. No applications will be accepted after this date. Applications are to be mailed to the address indicated on the application.


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Place lights and Volumetric
Let's put a projector Light
Right click>Lights>Projector Light>Spot Light.
This light type and the directional light are currently the only ones able to generate a shadow map and therefor to cast shadows.
If you expand this newly created light, you'll see that this "spot light" preset will simply create a projector light projection a white uniform with a radial mask to create the Illusion of a round light. Note that you can put anything inside a projector light (Images / videos / compositions) and create some very nice stuff with it.
Now place the Light and set it up like on the screenshot below. As you see vertical/ horizontal frustum is there to set up the angle of view of the projector (as in a camera), in simpler terms: it's width and eight
Place Point Lights
Right click>Lights>Point Light.
Place and set up the Point lights as showed below.
Just a hint : as "Fall off" and some other settings are the same on every lights, configure the first light and then Ctrl+D or Ctrl+drag and Drop in the tree to duplicate them.
And before the next step, let's turn Off the volumetric parameter of theses Point lights so when we'll activate them only the Projector Light will generate a volumetric light. To do so, go into the Point light Advenced parameters and....turn int off :
As you may see, every color parameters (Diffuse / Specular / Diffuse) can be set up independently. Currently we set up the light to have a diffuse light intensity of 0 but we could as well simply had dis-activated the diffuse color.
And now, just add a volumetric Special Layer Right click>Special Layers>Volumetric Light.
And set it up like that :
Brightness is quite an obvious parameter and Quality will drive the number of volumetric samples this effect will use.
Once created, this special layer will generate volumetric from every Lights on which this option is turned on (by default it is on every Light). This layer is placed after the geometries because Smode had tom compute them for the depth buffer to be accurate when it's Volumetric light turn. Try to put this layer after or before the geometries in the tree to understand what it does.

source: openbmb/Ultra-FineWeb


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UFT/QTP virtual memory issues
Have you ever encountered virtual memory issues when running long QuickTest Professional or Unified Functional testing scripts? They tend to occur while running either long overnight tests, or tests that have a ton of iterations. (If you're a sadist, your scripts might do both.)
Here are three things that might be causing your virtual memory issue:
- Not defining all your functions in a global function library
- Your application is not releasing memory
- QTP/UFT is not releasing memory
Place all your functions in a global function library
A leading cause of virtual memory issues is when local variables and functions are used within Actions. When this approach is used, QuickTest does not release its memory until it closes.
For example, if you have an action that iterates 1,000 times and you've defined 10 local variables, after 1,000 iterations enough memory will have been allocated for 10,000 variables! Things get even crazier if you're using an action-based framework that involves multiple actions calling each other.
The medication to relieve some of these memory allocation symptoms is to move all your variables and functions into a QTP VBScript library. Creating a function library won't solve all your memory usage issues, but it will help drastically minimize your memory usage.
Under QTP's File>settings>Resources section, you can point to your function library using the add button to associate your function library with the test script.
Once your script has a reference to the function library, you'll be able to call all the functions by typing them directly into your script. By creating a library file, you make your functions accessible to all your UFT scripts. Not only will this alleviate virtual memory issues, but it also will help:
- Simplify code for easier readability and maintenance
- Allow you to override an existing object method
- Abstracts your code for use and reuse in scripts, business components and recovery scenarios
If you don't know how to create a function library, take a look at the following example.
Creating a Library File
To create a function library you can either select File>New>Function Library in QuickTest Professional, or create a new file in a text editor like Notepad. For example:
- Create a new file in Notepad.
- Enter the following:
Function testMsg(firstName, lastName) msg = "Hello " & lastName &"," & firstName msgbox msg End Function
- Save as myFunction.txt to your C drive.
- In UFT/QTP, select File>New test.
- In the new test, click on File>Settings>Resources click on the add (+) button.
- If you get a "Relative Path" dialog, click No.
- The myFunction.txt library should now show up under the Resources section. Click on the "Test Settings" apply button.
- In your test, under the expert view, begin typing in the function name testMsg. Notice how the parameters for the function are shown.
- Enter the name:
- Click Run.
Your application is not releasing memory
There's no real solution for this if you're testing an application that's a memory hog. But in general, you might be able to free up some memory by minimizing the application. If minimizing doesn't help you should try starting and stopping your application for each test, or create a script that stops and restarts your application after a few tests have run. This is an issue I've commonly encountered when testing against IE, and I've found that minimizing the browser tends to solve things much of the time.
QTP/UFT is not releasing memory
Let's be honest. QTP/UFT itself can be a huge memory drain on your tests. If you're running tests that take hours and have lots of iterations you're inevitable going to encounter some issues. My advice is to restart QTP/Unified Functional Testing during replay, which will help to free up any memory that QuickTest Pro is holding onto. To do this you can use QTP's Automation Object Model. HP's knowledge base has a pretty cool code example on how to use AOM, as well as environment variables to help determine when to restart QTP after number of iterations:
(Source: The rest of this post is taken directly from HP's KB Site) The following set of instructions is a proposal with a on to generic approach to handle scenarios where QTP needs to be restarted:
1. Create a.vbs file (using AOM statements) that can be called from within QuickTest Professional. The.vbs file should check:
If QuickTest Professional is running, modify a couple environment variables (these will control the iterations) and shut down QuickTest Professional.
If QuickTest Professional is not running, launch it. Set some run-time settings, and start the script execution.
Example contents of the.vbs file:
' Wait 2 seconds to allow QuickTest Professional to complete replay overhead. wscript.sleep 2000 'Create a QuickTest Professional AOM object Set qtApp = CreateObject("QuickTest.Application")'Check to see if QuickTest Professional is open (not necessarily running a script) if qtApp.GetStatus <> "Not launched" then set qtTest = qtApp.Test'Get access to the test'Get the current value of the "it_start" environment variable. This is the iteration start index. itstart = qtTest.Environment.Value("it_start")'Get the current value of the "it_stop" environment variable. This is the iteration stop index. itstop = qtTest.Environment.Value("it_stop")'Set the new values of the it_start and it_stop variables qtTest.Environment.Value("it_start") = CInt(itstop) + 1 drows = qtTest.DataTable.GetRowCount if drows > CInt(itstop) + 4 then stp = CInt(itstop) + 4 else stp = drows end if qtTest.Environment.Value("it_stop") = stp'Close QuickTest Professional qtApp.Quit end if'Wait 2 seconds to allow QuickTest Professional processes to end wscript.sleep 2000'Launch QuickTest Professional and make it visible qtApp.Launch qtApp.Visible = True'Open the test script. Update to have full path to your test script qtApp.Open'Get the current value of the "it_start" environment variable itstart = qtApp.Test.Environment.Value("it_start")'Get the current value of the "it_stop" environment variable itstop = qtApp.Test.Environment.Value("it_stop")'Set the Test Iterations for the script qtApp.Test.Settings.Run.IterationMode = "rngIterations" qtApp.Test.Settings.Run.StartIteration = itstart qtApp.Test.Settings.Run.EndIteration = itstop'Run the test qtApp.Test.Run'Release the QuickTest Professional object Set qtApp = Nothing
Note: Update the.vbs file to specify the full path to the test you wish to restart.
2. Open your test script, and go to Test -> Settings.
3. In the Environment tab, select "User-defined" in the Variable type field.
4. Enter two new variables, it_start and it_stop. (You can use other names, if you wish, but you will need to change the vbs file also.)
5. Set the it_start value to 1. Set the it_stop value to the number of iterations you want to complete before restarting QuickTest Professional (for example, 1000).
6. At the end of the script (or in the last action), add code that will call the.vbs file when appropriate.
If Environment("TestIteration") = 1000 Then'1000 iterations complete. Restart QuickTest Professional SystemUtil.Run "closeQTP.vbs" End If
In the above example code, the Test Iteration Environment variable is retrieved and checked to see if it has reached the limit set in step 5 (1000 iterations in the example). If the iteration limit has been reached, the.vbs file is launched. The start and stop iterations will be captured and stored and QuickTest Professional is restarted (if needed).
Make sure you update the.vbs file reflect the iteration limit you set in your script.
You should be able to start your script now and it will shut down and restart QuickTest Professional after x iterations.
Each time QuickTest Professional re-launches and starts to replay the script, a new test results folder will be created. Using AOM you can have some control over the test results folders, but you should not use the same folder for each launch of the script if you need to save the test results (QuickTest Professional will overwrite the previous results, not append to them).
Some QuickTest Professional test environments, such as Web, require the application to be started after QuickTest Professional. Keep this in mind and structure your test as needed to allow you to restart the application if required.
You should use the VBS file to launch the test script.


text:
Nursing Times Learning unit explores falls prevention
Nursing Times Learning has launched a new online Falls Prevention and Management unit to support nurses in reducing patients' risk of falling.
The Nursing Times Learning unit aims to help nurses to understand the impact of falls on the individual and the factors that put patients at risk of falling.
The unit explores the role of medication and other causes of falls and explains the key recommendations in NICE guidance on falls.
Injuries caused by falls result in huge costs to the NHS and social services.
For those who fall the consequences can be devastating – even if they recover from their physical injuries many experience severe and enduring psychological trauma.
In order to reduce these human and financial costs, falls reduction is one of the eight high impact actions for nursing and midwifery.
Falls Prevention and Management is available FREE to all Nursing Times subscribers, and at £10+VAT to non-subscribers.
Online training units, written and reviewed by experts. Earn two hours' CPD and a personalised certificate for your portfolio.
Subscribers get five FREE learning units and non-subscribers can access each learning unit for £10 + VAT.

source: HuggingFaceFW/fineweb-edu


Policing and justice report
Hate Crime and Public Order (Northern Ireland) Bill not expected until 2022
Northern Ireland could jump from being a laggard to having the most progressive hate crime laws in the UK, if recommendations from an independent review are accepted in the form of a proposed Hate Crime and Public Order (Northern Ireland) Bill.
However, moves to bring forward the recommendations will likely not take place until late 2022 because of the volume of legislation already being progressed by the Department.
A spokesperson for the Department of Justice confirmed that, following receipt of the recommendations in December 2020, officials in the Department are working to develop a departmental response and set out an implementation plan, expected to be considered by the Justice Minister in early 2021.
The Department has highlighted that a majority of the recommendations relate to legislative changes and will need further consideration. Asked about a proposed timeline for potentially bringing legislation forward to the Assembly, a spokesperson added: "Any legislative changes will need to be scheduled into the Department's legislation programme in due course. Given that the legislative programme for this mandate is already full and, given the need to further develop and scope any legislative changes, this is likely to happen early in the next mandate of the Assembly."
The final report into hate crime legislation in Northern Independent Review was published by the Department of Justice in December 2020 and includes a recommendation that age and gender (rather than misogyny) be covered as protected characteristics.
Adoption of the recommendation would see Northern Ireland align closely with the Scottish model of hate crime law but also become the first of any of the UK jurisdictions to include gender under hate crime legislation.
Justice Minister Naomi Long has asked for time to give the "complex and wide-ranging" recommendations "careful consideration".
The report includes 34 recommendations, including a suggested definition of a hate crime for Northern Ireland, in the absence of a clear and universally accepted definition in law.
Distinguishing between hate speech (criminal expressions of bigotry) and hate crime (the commission of criminal offences with a bias motive (hate crime), Judge Desmond Marrinan, the man tasked with the review by the Department of Justice in June 2019, recommends that: "A hate crime may be defined as a criminal act perpetrated against individuals or communities with protected characteristics based on the perpetrator's hostility, bias, prejudice, bigotry or contempt against the actual or perceived status of the victim or victims."
The backdrop for the review was a commitment from then Justice Minister Claire Sugden MLA to initiate the process in 2017, following calls from numerous corners for hate crime legislation in Northern Ireland to be reviewed on recognition that Northern Ireland reports a hate crime ratio in excess of England and Wales.
An average of eight hate incidents are reported in Northern Ireland every day and in recent years racist hate incidents have outnumbered sectarian hate incidents. Between 2016 and 2018/19, 1,124 racist hate-motivated incidents were recorded compared to 865 sectarian hate motivated incidents for the same period.
In 2018/19, racist hate abuse in Northern Ireland accounted for almost half of all reported occurrences with hate motivation, while sectarian abuse accounted for just over one-third. However, the extent of the problem is emphasised when considering the smaller proportion of the population from a black or multi-ethnic background in Northern Ireland. The review found that there is roughly a one in 31 chance of being a victim of a reported racial hate incident in Northern Ireland compared to an approximately one in 1,777 chance of being a victim of a reported sectarian hate incident.
Currently no specific offence of 'hate crime' exists in Northern Ireland law. Instead, provision for hate crime in Northern Ireland centres exclusively on the enhanced sentencing provisions of the 2004 Order. In 2019, not one single defendant brought before the crown court on allegations of hate crimes received an enhanced sentence above the expected penalty for their crime.
Sixteen years on from the introduction of enhanced sentencing provision for hate crime incidents, Judge Marrinan says: "Nothing I have read or reviewed since the launch of the consultation paper in January 2020 has given me any assurance that this enhanced sentencing law is working any better now or is capable of being reformed."
His recommendation, therefore, is for the Department of Justice to legislate to copy the Scottish model and add statutory aggravations to all existing offences, meaning that any criminal offence could be charged in its aggravated form.
The proposed expansion of categories of protected characteristics by the review would see Northern Ireland join England, Scotland and Wales in including transgender as a protected characteristic and go further to include all crimes with a gender-based motive. Additionally, the review recommends adding age as a protected characteristic, however, it opts not to suggest an elder specific protection. Interestingly, Marrinan suggests leaving the door open in legislation for other protected characteristics to be added to the list if evidence emerges that this is necessary.
— Hate crime definition recommendation
On sectarianism, the report suggests the requirement for a more precise legal meaning for the term and believes that sectarianism "should be specifically defined as an issue that exists between Christian communities in Northern Ireland" at this time, adding the belief that not enough is understood about sectarianism in relation to other communities in Northern Ireland to make the application of sectarianism to those communities meaningful in a legal or social sense. In essence, the report recommends the application of the findings of the report of the working group on defining sectarianism in Scots law in 2018 to Northern Ireland.
In a series of other wide-ranging recommendations, the report also suggests changes to that would have bearing on freedom of expression and the regulation of hate expression in public spaces, where a clear and unambiguous statutory duty on relevant public authorities is recommended to take all reasonable steps to remove hate expression from their own property and, where it engages their functions, broader public space.
Additionally, the review had included in its remit the role of restorative justice in dealing with hate-motivated offending and has established the need for a new statutory scheme for restorative justice for over-18s, similar to the existing Youth Justice Agency in Northern Ireland. This, the report recommends, should be supported by the established of a funded framework and that the scheme remain independent of the Department of Justice.
Addressing online hate crime was also a focus for recommendations. As well as calls for the UK's Online Harms White Paper (2019) to be implemented in full, and for stricter rules on jurisdiction, enhanced access to prosecution guidelines, and an alteration of Northern Ireland's Malicious Communications (Northern Ireland) Order 1988 to change the use of publication to refer to posting or uploaded material.
Article 3 of the Malicious Communications (Northern Ireland) Order 1988 should be amended to explicitly bring within its ambit electronic communications, the report says. The word 'publication' should be amended to refer to 'posting' or 'uploading material online'.
Concluding with a recommendation that all hate crime and hate speech law should be consolidated into a new Hate Crime and Public Order (Northern Ireland) Bill, Judge Marrinan's recommendations also assesses the potential oversight of change. Outlining his belief that the issues "fully justify" a dedicated post, Marrinan recommends an office of a Hate Crime Commissioner for Northern Ireland should be established and suggests the potential for a joint shared post of Hate Crime and Domestic Abuse Commissioner.
"I believe this would work well because the remit for this post relates to specific criminal contexts which are not dissimilar," he adds.
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Hindu Nose Piercings – A little information
Hindu Nose Piercings and Why Some Women Wear Them
The nose ring is worn by Hindu women married or not. The importance of the nasal stud can also vary from region to region. As in many other cultures and religions, there is no written code in Hinduism about wearing the nose ring or piercing the nose. In some Hindu sects, a nose ring is called a "Nath" and is worn during the wedding as well as being a symbol of the married woman.
There are many communities in the Hindu religion that do not pierce the nose.
Many ancient classical texts don't say too much on the such nose piercings and so there are several theories regarding the use of the nose piercing in the Hindu religion. Some state that the nose stud was not used during ancient times and it was introduced by invaders during the 11th century.
Another school of thought quotes the ancient Ayurvedic text Sushruta Samhita (Chikitsa Sthana, chapter 19) to suggest that nose piercings were prevalent in ancient times. Nose piercings near a particular area of the nostril is thought to decrease pain during the menstrual cycle. Some also believe that it protects women against nasal infections.
The nose piercing is widely worn in southern India, particularly in Tamil Nadu and parts of Andhra Pradesh and Karnataka, by married and unmarried young women. This is known as "mookkutthi". In some cases, women wear a stud on both arears/sides of the nose. The nose studs of Konkani wives from Goa are famous especially for their design, which are adorned with small fish or birds. The nose piercing is not the preferred choice in South India.
In North India and in many communities it is a must at wedding ceremonies. A nose ring or pin or stud can be made of gold, pearl and diamond. In some Hindu communities, the nose piercing is never removed and it is a symbol of married women like the Sindoor and Mangal sutra and is an essential part of Shodash Shringar or Solah sringar – the sixteen process of embellishing a bride.
There is no uniformity in wearing the stud or nose ring. In some areas it is worn on the left side of the nose and in some areas it is on the right. For example, a Maharashtra bride wears it on the left. In Gujarat, it is worn on the right. The size and style of the nose nose also varies from region to region. The big nose ring is only worn on the wedding day. Some communities opt for small nose rings. Piercings or rings are used in Uttar Pradesh, Rajasthan, Himachal Pradesh and Punjab.
There is also a kind of septum (the dividing part between two cavities) piercing, which is also popular as a nose piercing, in Nepal and parts of northern India, including Rajasthan and Himachal. Pradesh. This nasal ring is known as "Bulak". Such piercing is also practised in eastern India by some communities.
Nowadays, some Hindu women see nose studs as part of modern fashion jewellery. Some also fight against the wearing of nose rings that act as an obstacle in their daily activities.
Why not check out our Nose Piercing page.


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People with a rare genetic condition may lower their chance of developing colon cancer by taking aspirin.
That's the finding of a British study of people with Lynch syndrome, an inherited condition that accounts for about 3 to 5 percent of colon cancer cases.
Researchers say those who took daily aspirin for at least two years developed fewer cases of colon cancer.
A cancer prevention expert at the U.S. National Cancer Institute who was not linked to the study calls it good news for a very specific population. He says the finding could apply to about 15 percent of colon cancer patients who have genetic defects similar to Lynch syndrome.
But daily aspirin isn't recommended for the general public because of side effects such as gastrointestinal bleeding.
One of the groups paying for the study was aspirin maker Bayer.
The findings were published in the journal Lancet.
Copyright 2013 by The Associated Press. All Rights Reserved.


How To Make Cat Toys Out Of Household Items
perro Editorial How To Make Cat Toys Out Of Household Items
One of the common problems that are experienced by indoor-only cats is a lack of environmental enrichment. Cats benefit from adequate physical and mental stimulation. Thus, cat parents should make an effort to enrich their pets' indoor environment by providing lots of opportunities for physical and mental stimulation. Cats that don't have something to do can become bored; and when boredom sets in, it can pave the way for the development of undesirable habits and behaviors which are fueled by the cat's pent-up energies.
There are many ways to keep your cat busy, active, and away from mischief. Cat toys don't have to be expensive or bought from stores. But if you do have the budget, why not? There's a huge range of toys designed for cats such as cat condos, feather teasers, scratchers, and catnip-filled plushies. Just make sure that you are buying cat-safe toys.
How to make cat toys
If you are feeling crafty and resourceful, there are lots of things around your home that can be recycled. Homemade DIY cat toys are an inexpensive way to keep your furball entertained for hours.
Here are two popular DIY cat toys to entertain your pet cat for hours:
DIY Cat Scratching Post
Making a scratching post is much easier than most cat parents think. There are different types of scratching posts so it is a good idea to have a design of what you want to make for your furball. Once you have the design, the next step is to acquire all the materials, some of which you can find in your home.
 - Plastic or cardboard tubes - should be strong enough to hold the entire structure and keep it stable.
 - Soft cloth
 - Rope
 - Padding
 - Wood slabs
 - Wood glue
 - Screws
 - Brackets
 - Upholstery stapler
 1. Fix the tube to the base of the scratching post by installing the brackets and securing it with screws.
 2. Line the tube with rope. Start by spreading glue on the tube and winding the rope tightly at each turn.
 3. After lining the tube, assemble the scratching post by fixing the tubes securely to the wooden slabs.
 4. For the base of the structure, you can use thick cloth or carpet. Cover the soft parts of the scratching post with pieces of cloth.
DIY Cat Mouse Toys
 - Wool felt
 - Floss for embroidery
 - Stuffing
 - Dried catnip (optional)
 - Pins
 - Needle
 - Scissors
There are many DIY websites where you can download a mouse-shaped pattern for cat toys. Just be sure to print the pattern at 100% to get the accurate measurements.
Once you have printed out the pattern, follow the templates when cutting up the pieces so that you have two pieces for each side of the mouse, two ears, a bottom piece, and a tail. You can use one color for all pieces or use several colors.
Start by attaching the mouse ears to the pointed side of a side piece. Secure the ear using the floss and a backstitch. The same step is done on the other side piece, making sure that both sides will match.
The next step is to sew the sides of the mouse together. Start at the part where the nose is and across the back with embroidery floss (at least three strands to make it durable) with a running stitch. Don't forget to insert the tail between the two side pieces.
Next, stitch the bottom part of the mouse starting from the nose and work toward the back on each side. Use three strands of embroidery floss and a running stitch. Stitch the other side and don't forget to stop about an inch from the tail of the mouse so you still have an opening to fill the mouse with stuffing or dried catnip. Close the opening with a running stitch, making sure to go back and fill the gaps with running stitches. Secure the stitches with a strong knot that is hidden between the felt layers.
DIY Sock Fish Cat Toy
This is one of the easiest cat toys to make. All you need to do is stuff a sock with packing paper. As your cat plays with the sock, they will love the crinkling sound made by the packing paper. Make the sock more appealing to your cat by adding some catnip to the stuffing. You can find the instructions here.
DIY Catnip Yarn Balls
Balls of yarn are your quintessential cat toys. Cats love the yarn's texture because they can hold on to it. Although it's not an expensive toy, yarn balls can actually entertain cats for hours. Here's an easy way to make catnip-infused yarn balls. All you need are yarn, glue, catnip, and styrofoam balls to make these simply attractive toys.
DIY Treat Puzzles
Treat puzzles are excellent ways to provide both physical and mental stimulation to pet cats. It requires your furball to "work" for the goodies that are placed inside the toilet paper rolls. All you have to do is simply glue the empty toilet paper rolls together to form a puzzle. You can get the detailed instructions here.
DIY Catnip Pillow
One of the favorite things cats love to do each day is sleep and just laze around. They are actually wired to sleep and rest during the day so they will have lots of energy to hunt at night. This is part of the predator instincts they have inherited from their ancestors. Having a catnip-filled pillow will be stimulating for cats. Here is an easy way to make a catnip pillow.
If you have the time, talent, and resources to make your pet's toys, there are many easy DIY cat toys resources online. Here are simple DIY cat toys ideas from YouTube on how to make a pom pom for cats, a DIY tent for cats, a DIY cat hammock, and a DIY yarn wrapped cat toy.
 Read more: The Cat Toys Handbook
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Poy Sang Long
The Poy Sang Long (Shan: ပွႆးသၢင်ႇလွင်း; lit. "Festival [of the] Crystal Sons") is a rite of passage ceremony among the Shan peoples, in Myanmar (also known as Burma) and in neighbouring Northern Thailand, undergone by boys at some point between seven and fourteen years of age. It consists of taking novice monastic vows and participating in monastery life for a period of time that can vary from a week to many months or more. Usually, a large group of boys are ordained as novice monks at the same time.
It can also be observed in neighbouring Thailand, where Shan immigrants have brought over the traditions from Myanmar. The ceremony goes on for three days, as the boys (dressed up like princes in imitation of the Lord Buddha, who was himself a prince before setting out on the religious path) spend the entire time being carried around on the shoulders of their older male relatives. On the third day, they are ordained, and enter the monastery for a period of at least one week, and perhaps many years.
See also
- "The Poy Sang Long Festival" in Chiangrai Magazine
- "The Poy Sang Long Festival" by Thanapol Chadchaidee
- Poi Sang Long Festival in Chiang Dao
- Shan Tradition Rules in a Northern Thai Town Sai Silp, The Irrawaddy, April 2007
- "Shan - Rites of Passage - Sang Long" in Chiang Mai
|This Burma-related article is a stub. You can help Wikipedia by expanding it.|
|This culture-related article is a stub. You can help Wikipedia by expanding it.|


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The NYCI Skills Summary project is delighted to announce it has been awarded the Job Bridge Award 2020! Skills Summary is an innovative way for young people to explore the skills they gain through non-formal education, including volunteering, and identify areas that need development.
This is a two-part training. In the first part, we look at embedding inclusive practice in your youth work setting. The second part introduces the online tool Skills Summary that helps young people communicate the value of the skills they gain when participating in youth work to future employers.


The Story
Wolfe Audio Production™ is the brain-child of ''Wolfe Audio™'', a part-time music producer from the San Francisco Bay Area. Wolfe Audio™ has a strong interest in many music genres. His current projects revolve around EDM, Soul, R&B, and Hip-Hop music.
Wolfe Audio™ grew up with a busy schedule. As a youth, his mother added music instruction in the recorder, piano, violin, and saxophone to his everyday life. Music performances either occurred on Saturdays or weekday evenings. Private violin lessons in the Twin Peaks area of San Francisco helped to create a deeper understanding of music. Practicing with the Suzuki Method of learning music helped Wolfe Audio™ maintain proficiency in a complicated instrument.
During his adult years, Wolfe Audio™ developed a passion for the artistic side of life. Music composition became a dream career. In his off-time, Wolfe Audio™ dabbled in electronic music production. He assisted one producer from Florida in professional home recording and music promotion. The producer's music ended up being played on several local radio stations.
Currently, Wolfe Audio™ is focused on music production and creating original music. His plan is to create music year-round. Music education has been the focal point of his life the past several years. Art college has deepened his knowledge and fine-tuned his music production skills. Wolfe Audio™ is available for hire by contacting him or his part-time staff through this site.


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Guests who bought this also bought
EIN-O's Seed Bursts Box Kit
What is germination? What role does gravity play in seed germination? This Seed Bursts plant biology kit answers these questions and so many more. Additionally, it teaches the essential elements for germinating seeds -- all through fun, hands-on experiments that further the educational experience. With the Ein-O I Know Guide, young botanists will plant seeds and watch them germinate and learn what effect water, a warm environment and gravity have on the germination process. Includes blotting paper, cotton wool, flower pots, grow tube, growth ruler, magnifying glass, seed potter, nursery dish and a convenient plastic storage box. Collect all 4 plant biology kits! For ages 7+.
Busy hands build strong minds! Children are curious by nature and one of the best ways for them to learn is by asking "how does it work?" These Ein-O Box Kits set out to answer basic science hows and whys and to reinforce learning through hands-on exploration. By building problem-solving skills children develop a thirst for additional learning and educational experiences.


Reverse Word Search Lookup
Dictionary Suite
accumulate to amass; collect. [1/2 definitions]
amass to gather or collect into a large amount. [1/3 definitions]
bunch to collect or gather into a bunch. [1/5 definitions]
c.o.d. abbreviation of "collect on delivery." [1/2 definitions]
collectable combined form of collect.
compile to gather together; collect. [1/3 definitions]
concentrate to gather or collect in one place. [1/6 definitions]
conglomerate to collect and adhere in a body or mass. [1/5 definitions]
dew water droplets that collect, usu. at night, on cool surfaces. [1/3 definitions]
embody to collect or organize into one body or system. [1/3 definitions]
enforce to collect or obtain (money or performance) by force or coercion. [1/3 definitions]
estreat to collect as a fine or tax. [1/3 definitions]
gather to collect from various sources; amass. [1/12 definitions]
hoard to collect or save up as a hoard. [2/3 definitions]
horsefly any of numerous large, bloodsucking flies that typically collect around horses, cows, and the like.
lachrymatory a small vase often found in ancient Roman tombs, formerly supposed to have been used to collect the tears shed by mourners. [1/2 definitions]
levy to carry out the levy of; collect. [1/4 definitions]
oyster to collect oysters. [1/3 definitions]


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Humanistic Spirit and Scholarship Value of Ancient Chinese Scholars
Download as PDF
The humanistic spirit of ancient Chinese scholars can also be understood as the spirit of learning. It is said in "The Note of Learning" that " If jade is not polished, it cannot become a thing of use. If a man does not learn, he cannot know his duty." It shows that what ancient people advocated in the underdeveloped natural science and social science was still a learning spirit of reading changes life. There are very few serious scholars. Confucianism, Taoism, Legalism and Mohism all embodied the idea of "people-centered", they think of man as the center of the universe or take man as a small universe. To a certain extent, this kind of philosophy has influenced ancient Chinese scholars to pursue the maximization of human value, and has also beautified the energy of human being as the center of the universe. It has also played an important role in the formation of humanistic spirit, such as "The Theory of Zhouyi", "Analects of Confucius", "The Book of History" and "Filial Piety", thereby embodying this humanistic spirit into scholarship value. This paper discusses the origin of humanities, the formation of humanistic spirit and the embodiment of the value of ancient scholarship.
Ancient chinese scholars; Humanistic spirit; Scholarship value


© 2021 Apprentices of War, LLC. All Rights Reserved.
Apprentices of War: Memoir of a Marine Grunt is a book by Gary Tornes, who served as a United States Marine during the Vietnam War.
"Iraq, Vietnam, Korea, WWII - The apprentices of all wars are the young grunts who do most of the fighting and dying. They are ordinary people doing extraordinary deeds daily. Often they neither receive nor do they expect special recognition for their actions. Their apprenticeships are short and violent. Survival often depends more upon luck - than training and experience. It's an environment where peer pressure creates heroes. Those who survive are often better people for it. They move forward with their lives possessing the unique self-confidence that only a battlefield produces."


My son is doing online assignments for class which consist of turning very simple English snippets into French. I'm trying to help out but, since I haven't done French myself for forty-odd years, I'm struggling.
The online assignment is asking for the translation of "we like; they like" which is tripping me up, despite aimer being a regular verb, which is supposed to be easy :-)
It appears that this is either 1st or 3rd person plural, which would be nous aimons or ils/elles aiment, based on the French guide we have.
Yet the test is insisting it's on aime. Why is this so? Google Translate state that both on and nous translate to "we" and I don't understand the distinction. And, if they do both mean "we", why is it on aime (1st/3rd singular) rather than on aimons?
Using 'on' as the first person plural has become very common in spoken French, so common that you would be hard pressed to find anyone actually using 'nous' in conversation.
'Nous' is still however very present in written French, for example in story telling or official documents.
In summary: there is no distinction in meaning, just in formality.
 - So, if it's first person plural, why not "on aimons"? – user12859 Feb 13 '17 at 12:07
 - _USER_: "on" is singular, even if it often refers to an undefined group of persons. It may be translated to the English "some", like in "Some like it hot". – Graffito Feb 13 '17 at 12:29
 - I don't know the reason but "on" is a third person singular pronoun : je, tu, il/elle/on, nous, vous, ils/elles. Note that "on" instead of "we" is just one meaning (informal), there are others: anglaisfacile.com/exercices/exercice-anglais-2/… – Destal Feb 13 '17 at 12:29
 - Oh, and if it's in the meaning of "we", the adjective agrees: "on est contents de notre nouvelle voiture". But if it's in the meaning of "one", it doesn't: "on est content quand on achète une nouvelle voiture". – Destal Feb 13 '17 at 12:33
 - 1
 _USER_, that actually makes sense as in why they ask for "we like; they like". I (in my literal OCD ways) would just use nous aimons; ils aiment. But the vague-ish "we/they like" is probably better in English as "some like", hence (as per Teleporting Goat's answer that on conjugates like il) on aime. I think I'm going to have to relearn a bit to help my son out but you bods have been a great help. – user12859 Feb 13 '17 at 13:36
I think the website is a little too strict, if they ask for "we like" they should accept both "Nous aimons" and "On aime". If I were a teacher and I could only use one valid answer, I would put "Nous aimons". Honestly I don't understand why the test would be like that, but it's probably consistent with the lessons before the test.
That being said, in spoken language, we use "on" much more than "nous". It's convenient because it conjugates like il/elle, which is often the shortest and easiest conjugation.
Be careful though, when nous is the subject you can always use on instead, but the opposite is not true.
 - Okay, that little snippet (on conjugating like il/elle) is very good to know - it explains why it's on aime. – user12859 Feb 13 '17 at 13:30
The assignment was probably asking for a single sentence that was translating both "we like" and "they like".
If this is the case, there is no other way than use on aime (or better on aime bien.)
On has essentially replaced the first person plural in spoken French but it can also replace all persons, singular and plural, depending on the context.
[Nous,] on aime s'amuser. → We like to have fun.
Alors, on aime s'amuser? → So, you like to have fun?
Ici, on aime s'amuser. → Here, we/they like to have fun.
On is always conjugated as third person singular because it originally means homme:
Homme aime s'amuser → Man likes to have fun.
Your Answer


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In crystallography, the R-factor (sometimes called residual factor or reliability factor or the R-value or RWork) is a measure of the agreement between the crystallographic model and the experimental X-ray diffraction data. In other words, it is a measure of how well the refined structure predicts the observed data. The value is also sometimes called the discrepancy index, as it mathematically describes the difference between the experimental observations and the ideal calculated values. It is defined by the following equation:
where F is the so-called structure factor and the sum extends over all the reflections measured and their calculated counterparts respectively. The structure factor is closely related to the intensity of the reflection it describes:
The minimum possible value is zero, indicating perfect agreement between experimental observations and the structure factors predicted from the model. There is no theoretical maximum, but in practice, values are considerably less than one even for poor models, provided the model includes a suitable scale factor. Random experimental errors in the data contribute to even for a perfect model, and these have more leverage when the data are weak or few, such as for a low-resolution data set. Model inadequancies such as wrong or missing parts and unmodeled disorder are the other main contributors to, making it useful to assess the progress and final result of a crystallographic model refinement. For large molecules, the R-factor usually ranges between 0.6 (when computed for a random model and against an experimental data set) and 0.2 (for example for a well refined macro-molecular model at a resolution of 2.5 Ångström). Small molecules (up to ca. 1000 atoms) usually form better-ordered crystals than large molecules, for which it is possible to attain lower R-factors. In the Cambridge Structural Database of small-molecule structures, more than 95% of the 500,000+ crystals have an R-factor lower than 0.15, and 9.5% have an R-factor lower than 0.03.
Crystallographers also use the Free R-Factor () to assess possible overmodelling of the data. is computed according to the same formula given above, but on a small, random sample of data that are set aside for the purpose and never included in the refinement. will always be greater than because the model is not fitted to the reflections that contribute to, but the two statistics should be similar because a correct model should predict all the data with uniform accuracy. If the two statistics differ significantly then that indicates the model has been over-parameterized, so that to some extent it predicts not the ideal error-free data for the correct model, but rather the error-afflicted data actually observed.
The quantities and are similarly used to describe the internal agreement of measurements in a crystallographic data set.
- Morris AL, MacArthur MW, Hutchinson EG, Thornton JM (April 1992). "Stereochemical quality of protein structure coordinates". Proteins 12 (4): 345–64. doi:10.1002/prot.340120407. PMID _PHONE_.
- "R factor". International Union of Crystallography. Retrieved 2013-12-13.
- Brunger AT (January 1992). "Free R value: a novel statistical quantity for assessing the accuracy of crystal structures". Nature 355 (6359): 472–475. Bibcode:1992Natur.355..472B. doi:10.1038/355472a0. PMID _PHONE_.


Agnes Scott College
Give me the origin, history of the words year, day, month, season and date?
Please, give me the answer.
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year (n.)
month (n.)
O.E. monað, from P.Gmc. *menoth- (cf. O.S. manoth, O.Fris. monath, M.Du. manet, Du. maand, O.H.G. manod, Ger. Monat, O.N. manaðr, Goth. menoþs "month"), related to *menon- "moon" (see moon (n.); the month was calculated from lunar phases). Its cognates mean only "month" in the Romance languages, but in Germanic generally continue to do double duty. Phrase a month of Sundays "a very long time" is from 1832 (roughly 7 and a half months, but never used literally).
season (n.)
c.1300, "a period of the year," with reference to weather or work, from O.Fr. seison (Mod.Fr. saison) "a sowing, planting," from L. sationem (nom. satio) "a sowing," from pp. stem of serere "to sow" (see sow). Sense shifted in Vulgar Latin from "act of sowing" to "time of sowing." In Old French and Old Provençal this was extended to "season" in general (sowing season being the most important). Season ticket is attested from 1820.
season (v.)
"improve the flavor of by adding spices," c.1300, from O.Fr. assaisoner "to ripen, season," from root of season (n.) on the notion of fruit becoming more palatable as it ripens. Applied to timber by 1540s. In 16c., it also meant "to copulate with." Related: Seasoned. Seasoning (n.) is from 1570s.
date (n.3)
date (v.1)
date (n.2)
the fruit, late 13c., from O.Fr. date, from O.Prov. datil, from L. dactylus, from Gk. daktylos "date," originally "finger, toe;" so called because of fancied resemblance between oblong fruit of the date palm and human digits. Possibly from a Semitic source (cf. Heb. deqel, Aram. diqla, Arabic daqal "date palm") and assimilated to the Greek word for "finger."


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var currentDate = new Date();
This code creates a new Date object and assigns it to the currentDate variable.
– The date() function returns the current date as a string.
– The date() function can also take an optional time argument, which will return the date as a number representing the number of milliseconds since midnight on January 1, 1970.
– The Date object also has several methods for getting more detailed information about the date, such as getFullYear(), getMonth(), and getDate().


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The Eckert IV projection is another attempt to moderate the behavior of the equal-area sinusoidal projection.
Again, this is an equal-area projection. Since the shape of this projection occupies more space than an ellipse, as well as a sinusoid, the stretching of continents at the Equator is considerably more noticeable than on the Mollweide.
However, it is a good compromise between projections like the Mollweide on the one hand, and the Equal-Area Cylindrical projection on the other. Although it can be interrupted, being a pseudocylindrical projection, shear is kept low enough with this projection that interruption is usually not required.
As this diagram illustrates,
although the equation is different, the mathematical basis for locating the parallels on this projection is very similar to that used for the Mollweide projection.


text:
Skip to Main Content
A key topic in multicontroller strategies is the mechanism for switching between controllers, depending on the current operating point. The objective of the switching mechanism is to keep the control action coherent. To help students understand the switching strategy involved in multicontroller schema and the relationship between the system dynamics and the switching structure, this paper proposes a student practical where basic linear control knowledge and a simple switching strategy are applied to an educational nonlinear control problem, that of controlling the level in a tank. Evaluation provided by the students is also included.


Java Dynamic Management Kit 5.0 Tutorial
Defining Relation Types
We define a relation type in the relation service by associating a name for the relation type with a non-empty array of RoleInfo objects. These are the parameters to the service's createRelationType method that we call through the MBean server.
Example 15–3 Defining a Relation Type
try {
 String relTypeName = "myRelationType";
 Object[] params = new Object[2];
 params[0] = relTypeName;
 params[1] = roleInfoArray;
 String[] signature = new String[2];
 signature[0] = "java.lang.String";
 // get the string representing the "RoleInfo[]" object
 signature[1] = (roleInfoArray.getClass()).getName();
 server.invoke( relServObjName, "createRelationType",
 params, signature);
} catch (Exception e) {
 echo("\tCould not create the relation type " + relTypeName);
The relation type name given by the calling process must be unique among all relation type names already created in the relation service. Relations will refer to this name to define their type, and the service will verify that the roles of the relation match the role information in this type.
The relation service provides methods for managing the list of relation types it stores. The removeRelationType removes the type's definition from the relation service and also removes all relation instances of this type. This mechanism is further covered in Maintaining Consistency.
Other methods give the list of all currently defined relation types or the role information associated with a given type. Role information is always obtained through the name of the relation type where it is defined. Here we show the subroutine that our example uses to print out all role and type information.
Example 15–4 Retrieving Relation Types and Role Information
try {
 echo("\n-> Retrieve all relation types");
 Object[] params1 = new Object[0];
 String[] signature1 = new String[0];
 ArrayList relTypeNameList = (ArrayList)
 (server.invoke( relServObjName, "getAllRelationTypeNames",
 params1, signature1));
 for (Iterator relTypeNameIter = relTypeNameList.iterator();
 relTypeNameIter.hasNext(); ) {
 String currRelTypeName = (String)(relTypeNameIter.next());
 echo("\n-> Print role info for relation type " +
 Object[] params2 = new Object[1];
 params2[0] = currRelTypeName;
 String[] signature2 = new String[1];
 signature2[0] = "java.lang.String";
 ArrayList roleInfoList = (ArrayList)
 (server.invoke( relServObjName,"getRoleInfos",
 params2, signature2));
} catch (Exception e) {
 echo("\tCould not browse the relation types");


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Rage against the Bathing Machine
Neatorama just featured this great and strange photo of bathing machines, and I was completely intrigued. Apparently, the sheds on wheels were popular in the 19th century (even Queen Victoria had one!) and were there to--what else?-- protect a woman's chastity. At the time, beaches were segregated, so men and women used separate sections. In fact, because it was considered coarse to see a woman in her bathing suit, ladies entered the machines in their street clothes, changed into their swimwear in the dark room (there were no openings for light in the sheds), and then had the little room pulled toward the water.
To actually enjoy the ocean, women employed "dippers" to help them descend into the water at an appropriate pace, dunk them with appropriate vigor, and pull them out at the appropriate time (there were a lot of rules). Perhaps the most fascinating thing about the bathing machines, though, isn't the fact that they existed, but just how prevalent they were. While some beaches and resorts used horses to pull the things into the water, others had wooden ramps for the wheels, and steam-powered cables to push and pull the machines in and out. Once mixed gender beaches became the norm in the early 1900's, however, the machines went the way of the dinosaurs. Story via the geniuses over at Neatorama.


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What does GS mean in Miscellaneous?
This page is about the meanings of the acronym/abbreviation/shorthand GS in the field in general and in the Miscellaneous terminology in particular.
Find a translation for GS in other languages:
Select another language:
What does GS mean?
- General Schedule (referring to the Civil Service job classification system).


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Context of Daniel's Fast/Diet
Daniel Chapter One MKJV
Daniel Chapter One MKJV
When we do the Daniel Fast or Diet, it is good to know the Biblical context in which Daniel and his friends were living. Where was Daniel living during his fast? How long did Daniel Fast, ten days, 21 days or longer? Did Daniel continue his fast after the prescribed number of days? Why did Daniel decide to fast, diet, or abstain from the King's food? What was the result of Daniel's Diet or Fast? You can find the answers to these questions and more in the text of Daniel chapter one.
- Daniel 1:1 In the third year of the reign of Jehoiakim king of Judah, Nebuchadnezzar king of Babylon came to Jerusalem and besieged it.
- Daniel 1:2 And the Lord gave Jehoiakim king of Judah into his hand, with part of the vessels of the house of God, which he carried into the land of Shinar to the house of his god. And he brought the vessels into the treasure house of his god.
- Daniel 1:3 And the king spoke to Ashpenaz the master of his eunuchs that he should bring some of the sons of Israel, and of the king's seed, and of the rulers;
- Daniel 1:4 sons in whom was no blemish, but who were handsome and skillful in all wisdom; and who had knowledge and understanding, even those who were able to stand in the king's palace, and to whom they might teach the writing and the language of the Chaldeans.
- Daniel 1:5 And the king gave them the portion of a day in its day from the king's food, and the wine which he drank, even to rear them three years, so that at their end they might stand before the king.
- Daniel 1:6 And among them were four of the sons of Judah: Daniel, Hananiah, Mishael, and Azariah,
- Daniel 1:7 to whom the ruler of the eunuchs gave names. For he called Daniel, Belteshazzar; and Hananiah, Shadrach; and Mishael, Meshach; and Azariah, Abednego.
- Daniel 1:8 But Daniel laid on his heart that he would not defile himself with the king's food, nor with the wine which he drank. So he asked permission of the chief of the eunuchs that he might not defile himself.
- Daniel 1:9 And God had given Daniel kindness and compassion before the chief of the eunuchs.
- Daniel 1:10 And the chief of the eunuchs said to Daniel, I fear my lord the king, who has chosen your food and your drink. For why should he see your faces worse looking than the boys who are of your kind? Then you would forfeit my head to the king.
- Daniel 1:11 And Daniel said to Melzar, whom the chief of the eunuchs had set over Daniel, Hananiah, Mishael, and Azariah,
- Daniel 1:12 I beg you, try your servants ten days. And let them give us vegetables to eat and water to drink.
- Daniel 1:13 Then let our appearance be seen before you, and the appearance of the boys who eat of the king's food. And as you see, deal with your servants.
- Daniel 1:14 So he listened to them in this matter, and tried them for ten days.
- Daniel 1:15 And at the end of ten days their faces looked fairer and fatter in flesh than all the boys who had eaten the king's food.
- Daniel 1:16 So Melzar took away their part of the food, and the wine that they were to drink, and gave them vegetables.
- Daniel 1:17 As for these four boys, God gave them knowledge and skill in all writing and wisdom. And Daniel had understanding in all visions and dreams.
- Daniel 1:18 And at the end of the days that the king had said he would bring them in, the chief of the eunuchs brought them in before Nebuchadnezzar.
- Daniel 1:19 And the king talked with them. And among them all were found none like Daniel, Hananiah, Mishael, and Azariah. So they stood before the king.
- Daniel 1:20 And in any matters of wisdom and understanding that the king asked them, he found them ten times better than all the horoscopists and conjurers who were in all his kingdom.
- Daniel 1:21 And Daniel continued to the first year of King Cyrus.
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Acoustics and Vibration Measurement (VIB 201-E)
Engineers, Scientists, or Technicians
This self-directed online course will enable calibration technicians to precisely and reliably measure acoustics and vibration in accordance with relevant ISO standards. The material covers both conceptual and practical components of sound measurement, and the tools and units necessary to reliably measure acoustics and vibration.
- Measurement Methods
- Measuring Instruments
- Quantifying Sound and Vibration
- Accelerometer Design and Calibration
Hours Required to Complete
1 LEU Awarded
This e-learning course requires internet access to complete.


text:
Definition of missis
n. - A mistress; a wife; -- so used by the illiterate.
The word "missis" uses 6 letters: I I M S S S.
No direct anagrams for missis found in this word list.
Words formed by adding one letter before or after missis (in bold), or to iimsss in any order:
d - dismiss e - missies
Shorter words found within missis:
is ism isms mi mis miss si sim sims sis
List shorter words within missis, sorted by length
Words formed from any letters in missis, plus an optional blank or existing letter
List all words starting with missis, words containing missis or words ending with missis
All words formed from missis by changing one letter
Other words with the same letter pairs: mi is ss si is
Browse words starting with missis by next letter
Previous word in list: missions
Next word in list: missises
Some random words: scab


text:
Evaluating the Intrinsic Cysteine Redox-Dependent States of the A-Chain of Human Insulin Using NMR Spectroscopy, Quantum Chemical Calculations, and Mass Spectrometry
Chemistry and Biochemistry
Previous functional studies have proposed that solution-phase loading Of human insulin A-chain peptides into cell surface Class II molecules may be limited by the redox state of intrinsic cysteine residues within the A-chain peptide. T cell functional studies of I human insulin A-chain analogue (KR A1-15) comprised of residues 1-15 of the A-chain peptide as well as all amino-terminal lysine-arginine extension have been carried out in a reducing environment. These data suggest that free thiol moieties within this peptide may participate ill major histocompatibility complex (MHC) II/peptide interactions. Two-dimensional (1)H NMR spectroscopy data partnered with quantum chemical calculations identified that KR A1-15 exists in conformational flux sampling heterogeneous redox-dependent conformations including: one reduced and two oxidized states. These findings were further supported by mass spectrometry analysis of this peptide that confirmed the presence of a redox state dependent conformational equilibrium. Interestingly, the presence of a free thiol ((1)H(gamma)) resonance for cysteine 8 in the oxidized state supports the,existence of the third redox-dependent coil formation represented as a mixed disulfide conformation. We believe these data support the presence of I redox-dependent mechanism for regulating the activity Of human insulin and provide a better Understanding of redox chemistry that may be extended to other protein systems.
Journal of Physical Chemistry B
Sharma, A. K.,
Haffler, D. A.,
Kent, S. C.,
Rigby, A. C.
(2010). Evaluating the Intrinsic Cysteine Redox-Dependent States of the A-Chain of Human Insulin Using NMR Spectroscopy, Quantum Chemical Calculations, and Mass Spectrometry. Journal of Physical Chemistry B, 114(1), 585-591.
Available at: _URL_


Vancouver Referencing Generator
Origins of Vancouver referencing
Vancouver referencing is also known as an author-number referencing system. Vancouver referencing is very popular among scientific journals. Foundation of Vancouver citation style came into the picture in 1978. Editors from various medical journals ICMJE met in Vancouver, BC, Canada to agree on a unified set of requirements for articles of such journals.
Types of Vancouver citation
Labeling citations in Vancouver referencing style is different in various universities. In the case of the Vancouver referencing style, a reference list will be there which will follow the numbering system. For example, if there are 5 references in an article then all these five citations will be there in a numbering approach like 1,2,3,4 and 5. Universities from across the globe use different styles for presenting each reference. In some cases, universities follow the first bracket concept in which numbers against one reference will be there in a first bracket for example (1), (2), (3), and so on. Other universities follow the square bracket labeling concept as [1], [2], [3], and so on.
The Superscript labeling technique is also followed in various universities in which numbers against each reference present as superscript. 1,2,3 is an example of the Vancouver referencing style which follows the superscript labeling technique. The combination of superscript and square brackets is another technique that comes under the Vancouver referencing style followed in various universities across the globe.[1], [2], [3] is an example of the combination of superscript and square brackets technique. Some of the key features of Vancouver citation are as follows.
 - Intext citation always comes at the end of a sentence
 - If the author is following the superscript technique of Vancouver referencing style then he or she must follow the footnote approach. In the footnotes approach, articles used in the writing are presented on the same page in the footer section.
 - There are some similarities between IEEE referencing style and Vancouver referencing style, however, Vancouver referencing style has several sub-divisions.
Vancouver Reference Generator
Students face a real problem when it comes to generating Vancouver references. In all the public sources or scholar, Vancouver citations are not available. Google Scholar, JSTOR, Research gate are some of the major portals that offer academic sources to the public. In other words, students who are planning to take research articles for these portals won't be able to generate references in Vancouver style. My Assignment Tutors works as a Vancouver referencing generator. We have done a lot of assignments on the Vancouver referencing style. We have a lot of experts on the floor who are well aware of the Vancouver referencing style and have provided solutions on this referencing style for the last few years. We use a customized reference generating tool for getting references for articles in the Vancouver referencing style. Even if we don't get access to the Vancouver reference generator all our experts are capable of making references in Vancouver style manually.
Usage of the Vancouver Reference Style
Vancouver referencing is that as popular as Harvard, APA, and MLA. Most universities located in Canada suggest students make their assignments on the Vancouver referencing style. There are some criteria for this Vancouver referencing style. Most engineering papers follow the Vancouver referencing style. While comparing this Vancouver referencing style with other common referencing styles like Harvard and APA, then no significant difference will be there. Both referencing styles carry the same weightage in terms of proving the authenticity of the original work. Below section, an example of Vancouver citation given. The example includes a reference list and intext citation.
Vancouver Citation Example
Reference list example
 - [1] Kannan, P.K., 2017. Digital marketing: A framework, review, and research agenda. International Journal of Research in Marketing, 34(1), pp.22-45.
 - [2] Saura, J.R., Palos-Sánchez, P. and Cerdá Suárez, L.M., 2017. Understanding the digital marketing environment with KPIs and web analytics. Future Internet, 9(4), p.76.
Intext example
Digital marketing is the most emerging marketing strategy implemented by organizations to attract a wide range of customers through the internet medium [1]. Through the implementation of digital marketing techniques, organizations get full advantage of using the internet and web analytics [2].
In the above example, the square bracket labeling technique of the Vancouver referencing style used. In the writing part, there are two sentences, the first sentence obtained from the first article as a result citation made as [1]. Eventually, the second article's content was used for writing the second sentence of the phrase. By putting a closer look at the example of a reference list, anyone can see that that author's name and initials are there in the initial section of the reference. Then published year of that article presented. The article name and the portal in which the article currently available are the next two components of the citation. Then, the volume number and page number are the next major components of the citation in the Vancouver referencing style.
Types of sources used in references
In the academic context, journal articles, books, and newspaper articles are always known as academically reliable sources. However, in recent times several websites are there, which offer plenty of information about selected subjects. Several universities have considered websites as academically reliable sources. Using a website as a reference in Vancouver's referencing style is a bit different. In the case of citing any website, the name of the website will come in front then the year of publication will be there. then the URL of that article will be there in the website citation.
My Assignment Tutors takes the full responsibility of citing all sources in Vancouver referencing style. We have delivered a lot of assignments having the Vancouver reference website. This approach is also capable enough to ensure an impressive grade for students. We also do have a quality management team and format checking team. The quality management team is involved in taking care of content written in the solution. Associates of the quality management team go through the content and the cited references, then they check whether the cited references are original or it is fictitious. after checking the reliability of references, these solutions are forwarded to the format checking team. In the case of Vancouver referencing, the format checking team cross-check all the citations mentioned in the reference list with the Vancouver reference generator tool or not.
We are committed to students for helping them by doing assignments on their behalf. Universities across the globe allocate around 20% marks of the total assignment for the referencing and format. Students often face difficulties in the process of referencing their articles. We are helping students over the years in expanding helping hands by offering different referencing styles including Vancouver, IEEE, and OSCOLA.


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Sometimes it is not possible to pack up an entire school or even grade level and take them on a camping adventure. Issues like transportation, volunteers, time, tests and a million other factors can be barriers to schools creating opportunities for their students to go camping. So why not host a School Yard Campout!
Camping on the campus is a great way to introduce students and their families to camping and outdoor skills in a safe, community engaging atmosphere. Hosting a school yard campout might be a fun way to reward a class for high achievement, or simply use it as a tool to gain greater family participation with school events. Either way it is a perfect activity to help kids build self-confidence and self-reliance, while learning important outdoor skills.
A recent study Don't Forget the Families, The Missing Piece of America's Effort to Help All Children Succeed, investigates the importance of including parents and caring adults in the learning process in school, after school and during summer programs.
There are many ways to organize a campout, but here are some tips and resources that can help have a successful event.
1. Get the Gear
- Schools can ask for community support through donating tents, sleeping bags, sleeping pads, flashlights, and other supplies. The school can create a gear library that can be used in years to come.
- Schools can seek funding for the event through local grants or from business to help purchase gear.
- Schools can require families provide their own gear if they want to participate. This might limit participation, but it also is a means to encourage families to continue to camp on their own.
2. Create the Space
- Planning where to pitch the tents chose a flat, open area free of fire ants.
- Provide access to school or sports field's bathrooms or rent port-a-pottys.
- If possible have the camping area be away from a major road, and traffic.
- Make sure the in-ground sprinkler system is turned off during the event to avoid late night surprises!
3. Be Safe
- Some schools may wish to have an on-site security guard available.
- Lighting is good, but when it comes time to camp too much light can result in a sleepless night. Not to mention it will block out the night sky.
- When the families are included that creates a safer environment than just hosting kids with a few chaperones.
- Build in some structure that will create a safe environment such as; quiet time, lights out time, arrival and departure times, and host planned activities.
- If the campout is for kids only, consider having some sort of family ceremony at the end of the campout that also serves as a defined pick up time.
- Consider having a flashlight game or circle if a campfire is not an option.
4. Plan a Cookout
- Cooking out is an important part of the outdoor experience. Consider engaging the community businesses with providing a lunch or dinner that is cooked on site.
- Learning about food, sharing meals and best practices for having food on a campout is also an important outdoor skill. Make sure families are encouraged to bring food, but discouraged from keeping it in their tent. (Keeping food in the tent can attract bugs and wildlife.)
- Pot lucks are another great way to engage families and encourage cooperation for at least one meal.
- S'mores are a fun treat that everyone can make together. There are also lots of great healthy alternatives ideas on Pinterest.
- Cooking is a great way to celebrate cultural diversity in the community.
5. Engage the Community
- Hosting a campout can be a good time to partner with organizations that can provide technical support or lessons the day of the campout. For example: Volunteer Angler Instructor, Game Wardens, Buffalo Soldiers, FFA or 4-H, Texas Wildlife Association, Leave No Trace - volunteer trainer, Scout Leaders.
- Ask businesses to provide support with gear, food, funding, volunteers, t-shirts, flashlights…
- Create a service learning project that goes with the campout to improve the school grounds, creates awareness or let the campout be the culmination event for a school project.
- Consider having some selection time and recognition ceremony at the end of the campout to thank businesses, and highlight kids or families who went above and beyond in a skill or service.
6. Make it Fun
- Plan for structured games or lessons that help kids and families build skills such as: properly setting up a tent, setting up a good camp kitchen, or learning how to use a GPS for a geocaching adventure.
- Help families understand what they will hear and can expect at night. This will help alleviate fears so they can relax and have fun.
- Plan for free time for kids and families to engage with one another, play and explore.
The National Wildlife Federation celebrates camping in June with the Great American Campout. They have some good resources and ideas on their website as well. Once the school campout is over, families can find places to explore in nature at NatureRocksTexas.org.


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Beyond Surviving™ Workshop
Recovering from Childhood Sexual Abuse
July 21st, 9a-5p, $35
1748 Market Street, San Francisco
If you are an adult survivor of sexual abuse and are no longer satisfied with simply understanding the impact of the abuse or the connections between your past experience and your present day life but are instead asking, "What do I do about it?" then this workshop is for you.
The Beyond Surviving Workshop was created for survivors of sexual abuse who are ready to challenge the thoughts and behaviors that result from abuse and want to bring about real change in their lives that is measurable and sustainable.
By participating in this workshop, you will:
- Explore the effects of the abuse as they show up in your present day experiences
- Learn techniques and strategies for breaking free of patterns of thought or behavior
- Participate in experiential exercises and receive personalized coaching
Topics we will explore in the workshop include:
- Obstacles that Keep Us from Believing that Healing is Possible
- Identify What You Hope to Gain from the Journey of Recovery
- Authentic Communication
- Setting & Keeping Boundaries
- Techniques for Challenging False Beliefs: Learn to Rewire Your Brain
Space is limited!
Not ready to register? CLICK HERE to receive a FREE download of Parts 1 & 2 of my guidebook: Beyond Surviving: The Final Stage in Recovery from Sexual Abuse
Meeting room located conveniently on Market at Octavia. Accessible by the MUNI F-Line, Van Ness BART Station, and various bus routes. Street parking available.


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Version Reviewed: 1.0
Graphics / Sound [rating:4/5]
Game Controls [rating:3/5]
Re-use / Replay Value [rating:2/5]
This is a game where you try to uncover hidden objects within a detailed on-screen image. The intro is a dramatic cartoon depiction of the teams facing off on this hidden expedition. After that, it's just a set of images with hidden objects, with some navigation screens to break up the action. The expedition up Everest is not of great significance, as it's a backdrop to your individual object seeking missions. It's a race against the computer controlled teams to locate listed objects that may or may not be well hidden.
It can be fun, but it can also get frustrating. You pan around a detailed scene and while some objects stand on their own, others are embedded within other objects. Some of the objects don't look anything like you would expect them to. You can get periodic hints when you get stumped, but I would find myself screen mashing to try to locate elusive objects. Once you find an object in a scene, you'll usually be able to find it in the same scene the next time you're placed in that location. The range of objects do vary, so it's doesn't become just a memory game. The game requires some concentration and should probably be played while stationary.
The game looks great, and from that standpoint is likely worth its purchase price. Once you get into it, the game can be a bit addictive. I couldn't see myself playing this for long periods of time. Based on the range of objects (some descriptions were difficult to define), I couldn't really identify the target audience.


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According to Knibb Sibley, Martha Brae river has given its name to the town near its mouth and to the watershed which it drains. It has its source at Windsor and flows into
the sea at Rock after passing the village of the same name. The
name appears to be a corruption of the Spanish Rio Para Matar
Tiberon shown on a Spanish map dated 1680. It was a main artery
in Trelawny and links many of the sugar plantations (see Tour of
the Martha Brae -in prep-)
The Spanish connection actually originates in the early days of Spanish Occupation, when, according to Phillippo it was known as Melilla/Manilla, one of the first three towns in Jamaica. This may be incorrect, as Annotto Bay may have been the Melilla in question.
The present Martha Brae town was created by Henry Cunliffe in 1762
out of the eastern portion of his sugar estate, Holland. He named the town Lyttelton,
after the then-Governor of Jamaica, William Lyttelton, but this
name was gradually lost and the town reverted to the older name of
the nearby river.
Martha Brae watershed is one of Forestry Department's administrative unit and is shown in the above image.


text:
Assume 14 < n < 30. Make boxes labelled 16-n to 30-n. Let Si be the set of the first i elements. Let si be the sum of the elements of Si. If si is less than or equal to 30-n, put Si in the box labelled si. Otherwise, put it in the box labelled si-n. There are 15 boxes, and 16 subsets, so at least one box has two subsets. Clearly, a box with two subsets must have one, say Si, with si = the box label, and one subset Sj with sj-n = the box label, with Sj containing Si, obviously. So Sj - Si is a subset whose elements have sum n. The complement of this set with respect to the full set of 16 elements has sum 30-n.
You can probably express the above in 4 lines if you're especially terse.


Current Issue
Technology ADAPT Reports
Do You Have Space for the Future Car Repair?
Order Reprints
ADAS Repairs
May 15, 2020—The auto industry is closer and closer to what some call its heyday: the connected car changing how shops repair a vehicle.
The connected car market size is expected to grow to over $200 billion by 2027, according to a MarketsandMarkets, which provides B2B research on 30,000 high growth, emerging opportunities.
To prepare for the future of cars with ADAS calibrations and diagnostic repairs, shops need to think ahead in terms of space and equipment. With most automakers like BMW, Audi, Ford, Acura, Volvo, Volkswagen, Nissan and others offering connected cars, a shop will be left behind in convenient services if it isn't structured to accommodate them. If a shop operator doesn't plan now, there might simply not be space in the facility to successfully compete and perform these repairs.
For Mark Kipfer, co-owner of Auto Glass Express in Berkeley, Calif., setting up a space for cars with ADAS repairs, involves essentially building a virtual box around the vehicle.
He has an interface with the vehicle's computer and a pad that has the software on it. When the operator runs through the system, it will inform him or her, how to place the targets and which targets are required, including the sequence of where to place those targets. Once the vehicle sees the targets, it can calibrate the camera.
In the designated shop space, the vehicle has to be level, the frame has to be on square with the vehicle and the targets need to be placed correctly.So, there's no physical adjustment of the camera but there is physical adjustment of the camera.
For Jacques Navant, technical director for Don's Mobile Glass and The Calibration Station in Modesto, Calif., the process involves a tightly controlled environment. One example is a controlled light source, which includes an enclosed, open work area without natural light so the technician has complete control of every aspect of the light source.
"You have to have a controlled light source, direct sunlight or refractions from other surfaces can give you the false impression of a job done complete and accurate, or a failed calibration," Navant says. "If your light source is distorting the target that your camera is trying to pick up and calibrate to then you're not doing a true, accurate calibration."
He says the layout for these has to be a large, open area. For shops performing repairs on more American vehicles, they might need a bigger area because they require larger sized targets to complete the calibration.
Breaking down what you need for your space:
 1. Designate one stall or bay for only calibrations.
 2. Set up off-white curtains around the bay that can be pulled across the whole area so that nothing visually can confuse the camera.
 3. Make sure you have a space designated that is at least about 30 feet deep and 15 feet wide.
 4. Have a controlled light source.
 5. The space needs to have blank walls and blank floors with no distinct lines or patterns.
Related Articles
How Do You View the Technician Definition?
Autonomous Lingo in the Repair Space
Have Flying Car Plans Flown the Coop?
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Open the map and zoom into your region to see how your cycle highway (network) is related to the potential cycle highways in Europe. This European fishing lake for potential cycle highways helps you to:
- envision a future cycle highway (network) in your region
- start creating different scenario's for the route alignment
- give identity to your cycle highway (network)
Considering the cycle highway as the future alternative for car-oriented activity patterns and travel behaviour starts with the exploration of a European wide cycle highway network. First step in the process is developing understanding about the possible high-level feasibility. Planning infrastructural developments is nothing new. Already several planning tools exist, ranging from traditional traffic forecast models, quick scan modules to cycling counts. The more sophisticated tools require detailed social economic information (inhabitants and jobs) and by preference multimodal infrastructural data. Given the diversity in and availability of data within Europe, the CHIPS approach was to develop a generic tool catering for first insights in the (trans)national cycle highway development feasibility within Europe.
In order to generate the European Cycle Highway Potential Map, the development process can be divided in five stages:
- population data
- trip generation
- build network
- assign to connections
- cluster connections
In line with the cycle highway definition, cycle highways are set to connect cities and or suburbs, residential areas and major (work)places. As a basis for the calculations the Geostat dataset was used, which contains the full European population in a grid of 1x1 kilometer. Although this dataset doesn't consist of job related information, the assumption is that in the vicinity of most major (work)places also residential areas are located.
The outcome of the first stage is the amount of inhabitants per square kilometre. The second stage in the process is the calculation of the trip generation. Because of the diversity in cycling culture and cycling share throughout Europe there isn't a fixed parameter for the amount of cycling trips per inhabitant per day. Next, the objective is to explore the cycle highway network development feasibility in a similar way throughout Europe. Therefore the assumption is being made that every inhabitant cycles one trip each day. The actual future cycling demand of a cycle highway within a region requires more specific and more detailed information. The cycle highway development plans are then mostly more concrete and specific and require a different planning tool.
In order to determine the relevant cycle highway connections, a topological network has to be generated. This network is built based on the population data grid. The network is developed by first connecting all nodes in the grid, horizontally, vertically and diagonal, detailed by radial connections as shown in the figure.
Assign to connections
After having the network ready, each individual trip, for the trip generation process, is assigned to the topological network. The routes for this assignment are determined using a shortest path algorithm. For each node in the grid this method is apply. Only on relations with social economic value cycling trips are assigned.
Last step in the process is clustering all trips onto valuable potentially heavy used cycling relations. To obtain this result in an iterative process cyclists are rerouted by increasing speed on heavy used links. The outcome is a theoretical cycle highway potential map. Although the method is still open for enhancement, it shows the contours of cycle highway potential throughout Europe. In future, adding workplace data would increase the value of the map. In the total process of cycle highway planning more advanced in-depth models are already available on the market. With these models specific regional cycle highway potential analyses can be executed. The European Cycle Highway Potential Map is already a sound basis for cycle highway exploration and discussion.
European Cycle Highway Potential Map
Temporarily unavailable - to be restored in September.


- Whiz Quiz
 Here are some interesting facts about our DMS Whiz Quiz teams:
 Whiz Quiz is a Middle School academic competition team. DMS has both a 6th and 7th/8th grade team. Tryouts are held at the beginning of the school year. Practice is twice a week during student's lunch period and games are one evening a week. Game days differ depending on the team. Whiz quiz begins at the end of September and ends before the holiday break in December. Finals are sometime in January. Each team has a teacher sponsor that meets with them to prepare and organize their team.
 Five students from each school compete at one time. Questions asked during competitions span knowledge in science, social studies, grammar, pop culture, geography, literature, and math. Students receive points for answering these questions correctly. If you like Jeopardy, you will love Whiz Quizthey even have buzzers!