text: Bar straightening is an important work before the bar is applied as qualified products. In this paper, the mechanics of the straightening process is analyzed in detail on the base of conjugate quadric theory. A simulation program is developed with the investigation of straightening process as well. The equations, which describe roll contour curve and the longitudinal section, are given and simulated in computer. And a brief method of designing and drawing the straightening roll contour curve is introduced.


text:
Following last week's announcement that writer Alain de Botton plans to build a series of temples for atheists, here are some more images of the first structure planned for the City of London.
Each centimetre of the hollow stone tower's 46 metre height will represent a million years of the earth's existence so far, while a millimetre-thick band of gold around the base will denote how long humans have been part of that history.
Images of the Temple to Perspective and other temples designed by architects Tom Greenall and Jordan Hodgson are included in de Botton's latest book, Religion for Atheists - find out more in our earlier Dezeen Wire.
Since we announced news of the proposals last week, Guardian critic Steve Rose has described them as unlikely to "convince any religious adherent to cross over", while Dezeen readers found them "beautiful", "perplexing" and "a waste of time" in equal measures - join the debate here.
Here's some more text from Tom Greenall:
Temple to Perspective
Standing 46-metres tall and in the heart of the City of London, the temple represents the entire history of life on earth: each centimetre of its height equates to one million years of life. One metre from the ground, a single line of gold - no more than a millimetre thick - represents the entire existence of humankind. A visit to the temple is intended to leave one with a renewed sense of perspective.

source: HuggingFaceFW/fineweb-edu


. The type of data you can transfer depends on the transport protocol: when JSON is used, then only strings, numbers and arrays and hashes consisting of those are allowed (no objects). When Storable is used, then anything that Storable can serialise and deserialise is allowed, and for the local node, anything can be passed. Best rely only on the common denominator of these. $local_port = port Create a new local port object and returns its port ID. Initially it has no callbacks set and will throw an error when it receives messages. $local_port = port { my _USER_ = _USER_ } Creates a new local port, and returns its ID. Semantically the same as creating a port and calling "rcv $port, $callback" on it. The block will be called for every message received on the port, with the global variable $SELF set to the port ID. Runtime errors will cause the port to be "kil"ed. The message will be passed as-is, no extra argument (i.e. no port ID) will be passed to the callback. If you want to stop/destroy the port, simply "kil" it: my $port = port { my _USER_ = _USER_;... kil $SELF; }; rcv $local_port, $callback->(_USER_) Replaces the default callback on the specified port. There is no way to remove the default callback: use "sub { }" to disable it, or better "kil" the port when it is no longer needed. The global $SELF (exported by this module) contains $port while executing the callback. Runtime errors during callback execution will result in the port being "kil"ed. The default callback received all messages not matched by a more specific "tag" match. rcv $local_port, tag => $callback->(_USER_),... Register (or replace) callbacks to be called on messages starting with the given tag on the given port (and return the port), or unregister it (when $callback is $undef or missing). There can only be one callback registered for each tag. The original message will be passed to the callback, after the first element (the tag) has been removed. The callback will use the same environment as the default callback (see above). Example: create a port and bind receivers on it in one go. my $port = rcv port, msg1 => sub {... }, msg2 => sub {... }, ; Example: create a port, bind receivers and send it in a message elsewhere in one go: snd $otherport, reply => rcv port, msg1 => sub {... },... ; Example: temporarily register a rcv callback for a tag matching some port (e.g. for an rpc reply) and unregister it after a message was received. rcv $port, $otherport => sub { my _USER_ = _USER_; rcv $SELF, $otherport; }; peval $port, $coderef[, _USER_] Evaluates the given $codref within the contetx of $port, that is, when the code throews an exception the $port will be killed. Any remaining args will be passed to the callback. Any return values will be returned to the caller. This is useful when you temporarily want to execute code in the context of a port. Example: create a port and run some initialisation code in it's context. my $port = port {... }; peval $port, sub { init or die "unable to init"; }; $closure = psub { BLOCK } Remembers $SELF and creates a closure out of the BLOCK. When the closure is executed, sets up the environment in the same way as in "rcv" callbacks, i.e. runtime errors will cause the port to get "kil"ed. The effect is basically as if it returned "sub { peval $SELF, sub { BLOCK }, _USER_ }". This is useful when you register callbacks from "rcv" callbacks: rcv delayed_reply => sub { my ($delay, _USER_) = _USER_; my $timer = AE::timer $delay, 0, psub { snd _USER_, $SELF; }; }; $guard = mon $port, $cb->(_USER_) # call $cb when $port dies $guard = mon $port, $rcvport # kill $rcvport when $port dies $guard = mon $port # kill $SELF when $port dies $guard = mon $port, $rcvport, _USER_ # send a message when $port dies Monitor the given port and do something when the port is killed or messages to it were lost, and optionally return a guard that can be used to stop monitoring again. In the first form (callback), the callback is simply called with any number of _USER_ elements (no _USER_ means that the port was deleted "normally"). Note also that *the callback must never die*, so use "eval" if unsure. In the second form (another port given), the other port ($rcvport) will be "kil"'ed with _USER_, if a _USER_ was specified, i.e. on "normal" kils nothing happens, while under all other conditions, the other port is killed with the same reason. The third form (kill self) is the same as the second form, except that $rvport defaults to $SELF. In the last form (message), a message of the form "_USER_, _USER_" will be "snd". Monitoring-actions are one-shot: once messages are lost (and a monitoring alert was raised), they are removed and will not trigger again. As a rule of thumb, monitoring requests should always monitor a port from a local port (or callback). The reason is that kill messages might get lost, just like any other message. Another less obvious reason is that even monitoring requests can get lost (for example, when the connection to the other node goes down permanently). When monitoring a port locally these problems do not exist. "mon" effectively guarantees that, in the absence of hardware failures, after starting the monitor, either all messages sent to the port will arrive, or the monitoring action will be invoked after possible message loss has been detected. No messages will be lost "in between" (after the first lost message no further messages will be received by the port). After the monitoring action was invoked, further messages might get delivered again. Inter-host-connection timeouts and monitoring depend on the transport used. The only transport currently implemented is TCP, and AnyEvent::MP relies on TCP to detect node-downs (this can take 10-15 minutes on a non-idle connection, and usually around two hours for idle connections). This means that monitoring is good for program errors and cleaning up stuff eventually, but they are no replacement for a timeout when you need to ensure some maximum latency. Example: call a given callback when $port is killed. mon $port, sub { warn "port died because of <_USER_>\n" }; Example: kill ourselves when $port is killed abnormally. mon $port; Example: send us a restart message when another $port is killed. mon $port, $self => "restart"; $guard = mon_guard $port, $ref, $ref... Monitors the given $port and keeps the passed references. When the port is killed, the references will be freed. Optionally returns a guard that will stop the monitoring. This function is useful when you create e.g. timers or other watchers and want to free them when the port gets killed (note the use of "psub"): $port->rcv (start => sub { my $timer; $timer = mon_guard $port, AE::timer 1, 1, psub { undef $timer if 0.9 < rand; }); }); kil $port[, _USER_] Kill the specified port with the given _USER_. If no _USER_ is specified, then the port is killed "normally" - monitor callback will be invoked, but the kil will not cause linked ports ("mon $mport, $lport" form) to get killed. If a _USER_ is specified, then linked ports ("mon $mport, $lport" form) get killed with the same reason. Runtime errors while evaluating "rcv" callbacks or inside "psub" blocks will be reported as reason "die => $@". Transport/communication errors are reported as "transport_error => $message". $port = spawn $node, $initfunc[, _USER_] Creates a port on the node $node (which can also be a port ID, in which case it's the node where that port resides). The port ID of the newly created port is returned immediately, and it is possible to immediately start sending messages or to monitor the port. After the port has been created, the init function is called on the remote node, in the same context as a "rcv" callback. This function must be a fully-qualified function name (e.g. "MyApp::Chat::Server::init"). To specify a function in the main program, use "::name". If the function doesn't exist, then the node tries to "require" the package, then the package above the package and so on (e.g. "MyApp::Chat::Server", "MyApp::Chat", "MyApp") until the function exists or it runs out of package names. The init function is then called with the newly-created port as context object ($SELF) and the _USER_ values as arguments. It *must* call one of the "rcv" functions to set callbacks on $SELF, otherwise the port might not get created. A common idiom is to pass


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I'm using Visual Studio 2010 with C#. Is there a concept in Windows Forms development of somehow linking a label with is text box? Something so that they move together as a unit? In the ASP.NET world, there is the AssociatedControlId property of the label control. I also think I remember MS Access form designer having some way of associating (or linking) labels with controls. Does this feature even exist in Visual Studio world?
If not, how do you group labels with controls such that if you move a text box you don't have to manually move the label also?
share|improve this question
6 Answers 6
up vote 4 down vote accepted
No there is not - at least with the out of the box controls. If you want this you could achieve it with a user control.
In general the winforms is not line driven in the same way as HTML is.
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There doesn't appear to be a built in one. You can roll your own Field class though. Below is a complete example.
using System;
using System.Collections.Generic;
using System.Linq;
using System.Text;
using System.Windows.Forms;
using System.Drawing;
namespace FieldClassTest
 class Field : FlowLayoutPanel
 public Label label;
 public TextBox text_box;
 public Field(string label_text)
 : base()
 AutoSize = true;
 label = new Label();
 label.Text = label_text;
 label.AutoSize = true;
 label.Anchor = AnchorStyles.Left;
 label.TextAlign = ContentAlignment.MiddleLeft;
 text_box = new TextBox();
 static class Program
 static void Main(string[] args)
 var form = new Form();
 var panel = new FlowLayoutPanel();
 panel.FlowDirection = FlowDirection.TopDown;
 panel.Dock = DockStyle.Fill;
 var first_name = new Field("First Name");
 var last_name = new Field("Last Name");
Here's what the example program looks like on my system:
enter image description here
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I 2nd _USER_ answer of just creating a user control with a textbox in it. The panel can be used to group controls, but it can be pretty tedious if you have a lot of controls on the form.
If you want to support more than just textboxes, WinForms allows you to create your own designer. If you inherit your designer from the ParentControlDesigner class, you can drop any control you want into your custom label control.
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If you want to group labels with other controls (or group controls in general), then use the System.Windows.Forms.Panel control. The specific purpose of the Panel control is to group collections of controls.
More information Panel Class (System.Windows.Forms)
If you want a higher degree of control (rather than using a Panel), then you could create a UserControl, that encapsulates a Label and a Control.
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i think the best bet would be to use a GroupBox.
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You can use extension methods to do it, follow example:
Private associatedLabels As New Dictionary(Of Control, Label)
Public Sub AssociateLabel(ByVal control As Control, ByVal label As Label)
 If (Not associatedLabels.ContainsKey(control)) Then
 associatedLabels.Add(control, label)
 End If
End Sub
Public Function GetAssociatedLabel(ByVal control As Control) As Label
 If (associatedLabels.ContainsKey(control)) Then
 Return associatedLabels(control)
 Throw New Exception("There is no associated label")
 End If
End Function
share|improve this answer
Your Answer


text:
- Young Children (Ages 3 & up)
- Preteens (Ages 9 & Up)
Young Children (Ages 3 & up)
J PARENT COLLECTION
Mommy Laid an Egg! Or, Where Do Babies Come From? by Babette Cole J PARENT 612.6 COL
After their parents give them nonsensical explanations for where babies come from, two children use their own illustrations to convey the real reproductive facts to their parents.
Everybody Has a Bellybutton: Your Life Before You Were Born by Laurence Pringle
J PARENT 612.6 PRI
Everybody has a bellybutton, but what is its purpose? Laurence Pringle provides the answer in this look at life from a single cell to birth.
Amazing You! Getting Smart About Your Private Parts by Gail Saltz J PARENT 612.6 SAL
Clear and age-appropriate information is given about reproduction, birth, and the differences between boys' and girls' bodies.
When You Were Inside Mommy by Joanna Cole J PARENT 612.63 COL
Young children are introduced to the concepts of pregnancy and childbirth.
How Are Babies Made? by Alastair Smith J PARENT 612.63 SMI
Discover how a baby forms inside its mother. Lift the flaps on the pages to see the baby changing as it grows.
What's Inside Your Tummy, Mommy? by Abby Cocovini J PARENT 612.647 COC
This book uses life-size illustrations to show the growth and development of a baby inside the womb from the first month until birth.
My Mom's Having a Baby by Dori Hillestad Butler J PARENT 618.2 BUT
A child learns all about a baby's development, and she traces his growth month by month. This book gently answers all sorts of questions any sibling-to-be may have.
Being Born by Sheila Kitzinger J PARENT 618.2 KIT
Fetal development is explained from the developing baby's point of view. Excellent photos of the developing fetus are included.
What to Expect When Mommy's Having a Baby by Heidi Eisenberg Murkoff
J PARENT 618.24 MUR
Questions about how a baby is created, how it grows, and how it comes out to join the family are answered.
Baby on the Way by Dr. William Sears J PARENT 618.24 SEA
Some of the changes that take place in a family that is expecting a new addition are explained including the conflicting feelings of love and jealousy.
It's NOT the Stork! A Book About Girls, Boys, Babies, Bodies, Families, and Friends by Robie H. Harris J PARENT 649.65 HAR
By the author of It's So Amazing, this book explains the differences between boys and girls as well as where babies really come from.
Preteens (Ages 9 & Up)
J PARENT COLLECTION
It's So Amazing! A Book about Eggs, Sperm, Birth, Babies, and Families by Robie H. Harris
J PARENT 612.6 HAR
Using bird and bee cartoons, Harris presents straightforward explanations of sexual development, love, reproduction, adoption, sexually transmitted diseases, and more.
"Where Did I Come From?" The Facts of Life Without Any Nonsense and With Illustrations by Peter Mayle J PARENT 612.63 MAY
The differences between men and women, as well as intercourse, pregnancy, and childbirth are explained.
What's Going on Down There? Answers to Questions Boys Find Hard to Ask by Karen Gravelle
J PARENT 612.661 GRA
The physical and emotional changes that occur in boys (and, to a lesser extent, girls) during puberty are described including a discussion of sexual activity, homosexuality, AIDS, and other related topics.
Growing Up: It's a Girl Thing: Straight Talk About First Bras, First Periods, and Your Changing Body by Mavis Jukes J PARENT 612.661 JUK
Pre-adolescent girls are given an explanation of the changes that puberty brings to their bodies, including information about menstruation.
It's A Girl Thing: How to Stay Healthy, Safe and in Charge by Mavis Jukes
J PARENT 612.661 JUK
This is a candid discussion about female development and sexuality in a conversational style covering topics ranging from body changes, drug abuse, and sexuality to sexually transmitted diseases.
Let's Talk Puberty for Boys J PARENT DVD 612.661 LET
This DVD is a concise overview of puberty and its effects on a boy's body.
Let's Talk Puberty for Girls J PARENT DVD 612.661 LET
Topics such as the physical and emotional changes of puberty, maturation, and the importance of good hygiene and healthy habits are introduced.
What's Happening to Me? by Susan Meredith J PARENT 612.661 MER
This book provides a discussion of the mental and physical changes that take place during puberty.
Puberty Boy by Geoff Price J PARENT 612.661 PRI
This book offers a concise overview of puberty and its effects on a boy's body.
Changing You! A Guide to Body Changes and Sexuality by Gail Saltz J PARENT 612.661 SAL
This picture book guides curious youngsters through anatomy, body changes for boys and girls, sexual intercourse, reproduction, and emerging sexuality.
The Period Book: Everything You Don't Want to Ask (But Need to Know) by Karen Gravelle
J PARENT 612.662 GRA
This book explains what happens at the onset of menstruation, information about going to the gynecologist, and how to handle various problems.
The Care & Keeping of You: The Body Book for Girls by Valorie Lee Schaefer
J PARENT 613.04242 SCH
This is a preteen girl's guide to basic health and hygiene from braces to bras, pimples to periods, and hair care to healthy eating.
It's Perfectly Normal: A Book About Changing Bodies, Growing Up, Sex and Sexual Health by Robie H. Harris J PARENT 613.907 HAR
Children's questions about their developing bodies are answered in a reassuring and responsible way.
The "What's Happening to My Body?" Book for Boys: A Growing Up Guide for Parents and Sons by Lynda Madaras J PARENT 613.953 MAD
Detailed information for boys is presented on body changes (male and female), sexuality, and hygiene.
The "What's Happening to My Body?" Book for Girls: A Growing Up Guide for Parents and Daughters by Lynda Madaras J PARENT 613.953 MAD
Detailed information for girls is presented on body changes (male and female), sexuality, and hygiene.
The Birds, the Bees, and Me for Girls J PARENT DVD 649.65 BIR
The Birds, the Bees, and Me for Boys J PARENT DVD 649.65 BIR
These videos introduce puberty, sex, and childbirth to kids.
It's Your Rite: Girls' Coming of Age Stories J 305.235 ITS
Beginning with "The Bra" and including "PMS and Other Girl Things," girls ages 11 – 18 share their own coming-of-age stories.
101 Questions About Sex and Sexuality: With Answers for the Curious, Cautious, and Confused by Faith Hickman Brynie J 306.7 BRY
A question-and-answer format is used to present information about the physical, emotional, and social topics surrounding sex and sexuality.
101 Questions About Reproduction: Or How 1+1=3 or 4 or More by Faith Hickman Brynie
J 612.6 BRY
Uses a question-and-answer format to present information about physical, medical, and social issues surrounding human reproduction, including birth control, pregnancy, and childbirth.
The Reproductive System by Kerri O'Donnell J 612.6 ODO
The issues of puberty, how the reproductive system works, pregnancy, and birth control are discussed.
The Reproductive System by Pam Walker J 612.6 WAL
This introduction to the reproductive system includes information about the structures that make up the reproductive system, how they work, and the diseases of the reproductive system and their treatments.
The Female Reproductive System by Sophie Waters J 612.62 WAT
This title includes information on reproduction, pregnancy, and birth control.
On the Spot: Real Girls on Periods, Growing up, and Finding Your Groove by Karle Dickerson
J 612.661 DIC
From PMS to first bras to fluctuating feelings, this sassy yet safe book reaches out to girls in their own words, helping them to understand the changes happening in their bodies.
The Boy's Body Book by Kelli S. Dunham J 612.661 DUN
This book discusses the physical and emotional changes associated with puberty in boys and suggests ways to ease the adjustment to these changes.
The Girl's Body Book by Kelli S. Dunham J 612.661 DUN
This book discusses the physical and emotional transitions that girls undergo during puberty, including growth spurts, sexual development, peer pressure, dating, and new relationships within the family.
Everything You Need to Know About Growth Spurts and Delayed Growth by Lesli J. Favor
J 612.661 FAV
This book outlines routine physical and emotional changes that are typical of any period of adolescence for both male and female children.
Ready, Set, Grow! A "What's Happening to My Body?" Book for Younger Girls by Lynda Madaras J 612.661 MAD
The changes in younger girls' bodies as they grow older are discussed, including understanding what


text:
Zhang, Kapur and Krishnamoorthy introduced a cover set method for designing induction schemes for automating proofs by induction from specifications expressed as equations and conditional equations. This method has been implemented in the theorem prover Rewrite Rule Laboratory ( RRL) and a proof management system Tecton built on top of RRL, and it has been used to prove many nontrivial theorems and reason about sequential as well as parallel programs. The cover set method is based on the assumption that a function symbol is defined using a finite set of terminating (conditional or unconditional) rewrite rules. The termination ordering employed in orienting the rules is used to perform proofs by well-founded induction. The left side of the rules are used to design different cases of an induction scheme, and recursive calls to the function made in the right side can be used to design appropriate instantiations for generating induction hypotheses. A weakness of this method is that it relies on syntactic unification for generating an induction scheme for a conjecture. This paper goes a step further by proposing semantic analysis for generating an induction scheme for a conjecture from a cover set. We discuss the use of a decision procedure for Presburger arithmetic (quantifier-free theory of numbers with the addition operation and relational predicates >, <, not =, >=, <=) for performing semantic analysis about numbers. The decision procedure is used to generate appropriate induction schemes for a conjecture using cover sets of function taking numbers as arguments. This extension of the cover set method automates proofs of many theorems which otherwise, require human guidance and hints. The effectiveness of the method is demonstrated using some examples which commonly arise in reasoning about specifications and programs. It is also shown how semantic analysis using a Presburger arithmetic decision procedure can be used for checking the completeness of a cover set of a function defined using operations such as + and - on numbers. Using this check, many function definitions used in a proof of the prime factorization theorem stating that every number can be factored uniquely into prime factors, which had to be checked manually, can now be checked automatically in RRL. The use of the decision procedure for guiding generalization for generating conjectures and merging induction schemes is also illustrated.
To view the entire paper click here

source: openbmb/Ultra-FineWeb


text:
English Reading Books: Reading Extra (Pdf)
English Reading Books: Reading Extra (Pdf) is a resource book containing photocopiable materials for supplementary classroom work. The activities provide self-contained lessons for the busy teacher. Each activity consists of a page of clear, step-by-step instructions for the teacher and a photocopiable page for the students. The material is aimed at young adult (16+) and adult learners.
However, most activities can be easily adapted for the needs of younger students. Reading Extra offers teachers an exciting collection of topic-based skills activities from elementary to upper-intermediate level
The materials in Reading Extra aim to do two things.
Firstly, to give students practice in the reading skills they need in real life, e.g. scanning a TV schedule to find out what time a specific programme is on, skimming a magazine article to identify the writer's opinion, intensive reading of instructions to find out how something works.
Secondly, and perhaps more importantly, to give students practice in dealing with unknown words – by using inference from context, general knowledge, morphology – so that they become sufficiently confident to tackle authentic texts, both inside and outside the classroom. While the material has not been written specifically for exam preparation classes, much of it will be suitable for such students.
There are two benefits from working with reading texts in the classroom. The more students read, the better they will read. Furthermore, their knowledge of the language will increase at the same time. For students who are keen to improve their English, reading is the best way forward.
Reading Extra (Pdf) Content
Unit 1 Personal information
Unit 2 The family
Unit 3 Daily activities
Unit 4 Homes
Unit 5 Town and country
Unit 6 Travel and tourism
Unit 7 Food and drink
Unit 8 Describing people
Unit 9 Describing things
Unit 10 Friends and relationships
Unit 11 Health and fitness
Unit 12 Leisure time
Unit 13 Education
Unit 14 The world of work
Unit 15 Money
Unit 16 Past experiences and stories
Unit 17 Science and technology
Unit 18 Social and environmental issues
English Reading Books: Reading Extra (Pdf) is a resource book containing photocopiable materials for supplementary classroom work. The activities provide self-contained lessons for the busy teacher


text:
The Inventory Alerter monitor runs checks against the inventory database which was filled by the Inventory Collector monitor. Because they work so closely, the Inventory Alerter's schedule is usually linked to the Inventory Collector, so it runs as soon as the Collector finishes.
The Inventory Alerter is basically an expression builder that lets you specify a list of rules to check for the target server. If the rules match, the monitor's actions are fired. The example below shows a possible check of the anti-virus software running on the target server.
Many of the possible values for an inventory property would be hard to guess, so you can hover over the field to see a list of example values in the database for that value.
Besides specifying property match values, you can also indicate which additional properties should be shown in alert messages. This often helps give context to what is wrong with the present value of the property.
For example, by including the Last Boot field when there are pending updates, you might discover a computer isn't rebooting as expected.
You can also detect and be alerted to hardware changes in a target computer. For example, you could detect if RAM was added or removed.


Robin Hsu Robin Hsu - 3 months ago 19
C++ Question
C++ template function, same type, multiple instantiations: shares one same copy of code? EVEN in different cpp/object files
For example, consider the following code:
// f.h
template
int f(T x) {
return x+1;
If we instantiate it in both
//foo.cpp instantiation:
int i = f(1);
//bar.cpp instantiation:
int j = f(2);
Will the final program uses only one copy of code? Is that so, when
is hidden but only the object file
is provided?
I think, since each cpp files are compiled independently, both
must contains
. The linker should see same duplicate signature, and use only one copy. Am I right?
Yes, the linker will generally fold duplicate identical template instantiations away. Doing so is pretty much required to avoid an explosion in binary size when templates are involved, and to maintain some standard required invariants such as equivalence of function pointers. This behavior is sometimes called fold by name.
Beyond that, some linkers will even fold away all symbols that happen to be identical in content (i.e., compile the same code), even if they don't originate from the same definition. This is sometimes called fold by value, but unless done carefully may break the letter of the standard (i.e., because function pointers to different functions now compare equal).


text:
OBJECTIVES: The Transtheoretical Model of behavior change (TTM) postulates that behavior change is a process involving progress through five distinct stages of change (SOC). One of the key components for progress to a later stage is decisional balance (pros and cons of changing to the target behavior). The goal of the present study is to test the two dimensions of decisional balance as postulated in the TTM in the context of exercising behavior.
METHODS: The analyses are based on data from an online survey of 266 freshman students at the University of Zurich; participants self-reported their frequency of exercising and their weighing of the importance of 49 pros and cons of exercising.
RESULTS: The results indicate that a two-dimensional solution of decisional balance is insufficient. The analysis of pros and cons of exercising yielded a seven-factor solution with in part different progressions through the SOC.
CONCLUSIONS: With the subdivision into different pros and cons, intervention programs can be developed that better match the needs of participants in terms of fostering and decreasing the most important pros and cons of exercising.


text:
How was your experience with Glycerol?
Uses of Glycerol
Glycerol is used in the treatment of:
Glycerol is used in the prevention of:
This medication may be prescribed for other uses. Ask your doctor or pharmacist for more information.
Glycerol Brand Names
Glycerol may be found in some form under the following brand names:
Glycerol Drug Class
This is not a complete list of Glyceroldrug interactions. Ask your doctor or pharmacist for more information.
Glycerol and Pregnancy
Tell your doctor if you are pregnant or plan to become pregnant.
The FDA categorizes medications based on safety for use during pregnancy. Five categories - A, B, C, D, and X, are used to classify the possible risks to an unborn baby when a medication is taken during pregnancy.
Glycerin falls into category C:
In animal studies, pregnant animals were given this medication and had some babies born with problems. No well-controlled studies have been done in humans, though. Therefore, this medication may be used if the potential benefits to the mother outweigh the potential risks to the unborn child.
There are no well-controlled studies that have been done in pregnant women. Glycerin should be used during pregnancy only if the possible benefit outweighs the possible risk to the unborn baby.
No studies have been done in animals, and no well-controlled studies have been done in pregnant women. Glycerin should be given to a pregnant woman only if clearly needed.
Take glycerol exactly as prescribed by your doctor. Follow the directions on your prescription label carefully.
The Glycerol dose your doctor recommends will be based on the following (use any or all that apply):
- the condition being treated
- other medical conditions you have
- other medications you are taking
- how you respond to this medication
- your weight
- your height
- your age
- your gender
Glycerol is available in the following doses:
- Glycerin 50% Oral Solution
- Glycerin Adult Rectal Suppository
- Glycerin Compounding Liquid
- Glycerin Infant Rectal Enema
- Glycerin Infant Rectal Suppository
- Glycerin Maximum Strength Rectal Suppository
- Glycerin Ophthalmic Ophthalmic Solution
- Glycerin Otic 5%-95% Otic Solution
- Glycerin Pediatric Rectal Suppository
- Glycerin Topical 3%-0.75% Irrigation Solution
- Glycerin Topical 3%-0.75% Nasal Spray
- Glycerin-phenol Topical Mucous Membrane Solution
- Glycerin-witch Hazel Topical 50% Topical Gel
- Glycerin-witch Hazel Topical 50% Topical Pad
- Naphazoline Ophthalmic 0.012% With Glycerin Ophthalmic Solution
- Parenteral Nutrition Solution W/electrolytes Amino Acids 3% And Glycerin 3% With Electrolytes (procalamine) Intravenous Solution
- Pramoxine Topical 12%-1% Topical Pad
Forms of Medication
Glycerol is available in the following forms:
- Injectable Solution
- Injectable Suspension
- Irrigation Solution
- Medicated Bar Soap
- Mucosal Spray
- Mucous Membrane Topical Solution
- Nasal Solution
- Ophthalmic Gel
- Ophthalmic Solution
- Oral Gel
- Oral Solution
- Oral Spray
- Otic Solution
- Rectal Cream
- Rectal Suppository
- Topical Cream
- Topical Gel
- Topical Lotion
- Topical Ointment
- Topical Solution
- Topical Spray


text:
Reverse engineering of a centrifugal turbine housing
Rossouw, Marius Christiaan
MetadataShow full item record
The Garrett GT 42 turbine housing is a spheroidal ductile cast iron casting, which according to the ASME B31.3 (1996) Code for Pressure Piping, does not satisfy the Pebble Bed Micro Model (PBMM) design requirements. By using Geometrical Reverse Engineering (GRE) methods, a 3-D virtual model, and if required, a mould of the existing design can be created to recast a turbine housing in a suitable material. The aim of this research was to study, evaluate, identify and implement the most promising method(s) to reverse engineer the Garrett GT 42 turbine housing without destroying it in the process. GRE advantages and limitations influenced by practical contact (tactile) and non-contact data acquisition problem areas provided evaluation guidelines that assisted in the allocation of Computed Tomography (CT) as the most promising method to reverse engineer the turbine housing. X-ray and neutron CT were implemented. Neutron Computed Tomography (NCT) using CADKEY® V21 CAD modelling software at the SAFARI-1 nuclear reactor, NECSA, produced the most favourable 3-D NURBs model, which had a geometrical external accuracy of 95% and a volumetric internal accuracy of 94%. It was verified by comparing the results with an 87% geometrical externaland 85% volumetric internal accurate 3-D NURBs model created by the implementation of an alternative contact GRE method, i.e. geometrical inspection and measurements.
- ETD@PUK


text:
The pitch hunt: The role of voice pitch in top-down repair of interrupted speechClarke, J. N. 2017 [Groningen]: University of Groningen. 190 p.
Research output: Thesis › Thesis fully internal (DIV)
For a normal hearing person, understanding speech from a single talker is effortless in quiet surrounding. It becomes more challenging when the talker is surrounded by a loud crowd or other kind of noise. Individuals with hearing impairment might already experience problems in understanding speech in quiet, and it may become even more challenging in noise. In the present dissertation, I investigated how characteristics of the voice of a talker contribute to understanding speech in difficult listening situation. For this, I presented sentences, which were either interrupted with silent gaps, or with noise filling in the gaps, making speech perception more challenging. I further manipulated the vocal characteristics of these sentences, allowing me to test for effects of vocal characteristic manipulation in challenging listening scenarios. The participants had to employ cognitive strategies to perceptually restore the parts of the sentences that were replaced with either silence or noise. I found that interrupted speech can be successfully restored even for some voice manipulations, when linguistic context prevails over these manipulations. The results help to establish the importance of pitch for interrupted-speech perception as well as for triggering the cognitive restoration mechanisms, especially when the input sounds are degraded, as in hearing-impairment. However, interestingly, speech perception improvement that was expected to occur with access to pitch cues was not captured at the group level for actual hearing-impaired individuals, although they perceived better sound quality. These findings contribute to assessing how to improve speech perception in noise for hearing-impaired individuals.
|Qualification||Doctor of Philosophy|
|Place of Publication||[Groningen]|
|State||Published - 2017|
No data available


text:
PDF Studio 9 and above is capable of creating Signature Fields. Signature Fields allow you to create fields that your users can use to digitally sign the PDF document.
Creating Signature Fields
- Open the document that you wish to add Signature Fields to
- On the menu bar select Forms->Create/Edit Form
- Click on the Signature Field button located on the tool bar
- Once you click on the button you can place the Signature Field wherever you need it on the PDF document
- Use the black dots on the corners and edges to resize the shape of the box so that it fits the area that you need
- Once you have completed placing the Signature Field you can edit the Signature Fields's specific settings to customize the field even further. To open the Signature FIeld's settings menu either double click on the form or right click and select properties.
- Repeat steps 1-10 to create as many Signature Fields as you need.
- Once complete click on the Stop Form Editing button on the toolbar to close the form editor and save the document
- The Signature Fields will now be ready for you to use


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If you love green salsa, then you should get to know tomatillos. Dating back to 800 B.C., when the Aztecs domesticated them, tomatillos are considered a key ingredient in Latin-American cooking. Also called "tomate verde" in Mexico, the fruit of the tomatillo is generally firm, green, about the size of a large cherry, and meatier than a tomato. They grow to maturity inside a light brown, papery husk. The husk is a good indicator of freshness, but is inedible and should be removed before use.
The fruit of the tomatillo can be used as a base for chili sauces, known generically as salsa verde (green sauce), and will help lessen the pepper's hot flavor as well as stimulate the appetite. Because of their tart quality, tomatillos can be cooked, eaten raw, minced or pureed to accompany prepared dishes. Tomatillo's also makes a great addition to tortilla soup or guacamole.


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When it comes to tennis equipment, choosing the right racket is crucial. A good racket can help you improve your game, while a bad one can hinder your progress. Among the many factors that determine the quality of this piece of equipment, weight is one of the most important. In this article, we will explore the differences between heavy and light tennis rackets and help you choose the one that is right for your game.
Tennis rackets come in different shapes, sizes, and weights. One of the most important factors to consider when choosing the proper one is its weight.
A heavy unit can provide more power and stability, while a lighter one can offer more speed and maneuverability. In the sections below, we will explore the pros and cons of both types and help you make an informed decision.
Heavy Tennis Racket
Heavy tennis rackets have long been the preferred choice of many professional and advanced players. They are designed to provide maximum power and stability on every shot, allowing players to hit with more pace and depth.
Heavy rackets typically weigh between 11 and 14 ounces and feature larger head sizes that offer a larger sweet spot and more forgiving contact. They also offer better shock absorption, which reduces the risk of injury and fatigue during long matches or training sessions.
One of the key advantages of heavy tennis rackets is their ability to generate power effortlessly. The extra weight of these rackets enables players to hit with more force and momentum, even on shots that require a longer swing or a heavier topspin.
They also offer superior stability and balance, which allows players to maintain their form and technique throughout the match. However, they may require more strength and endurance to wield, especially for players who have a slower swing speed or suffer from arm or shoulder injuries.
When it is all said and done, it is safe to say that heavy tennis rackets are a powerful and reliable choice for players who prioritize power, stability, and consistency on the court.
- More Power: They can generate more power on contact, making it easier to hit winners and put away volleys.
- Stability: Heavy rackets provide more stability and control, making it easier to hit accurate shots and keep the ball in play.
- Larger Sweet Spot: They have larger head sizes, which offer a larger sweet spot, making it easier to hit shots with power and accuracy.
- Reduced Vibration: Heavy rackets offer better shock absorption, reducing the impact on your arm and wrist.
- Less Maneuverability: Heavy rackets can be difficult to maneuver, making it harder to hit shots on the run or react to fast serves.
- More Tiring: These rackets require more effort to swing, which can be tiring over a long match.
- More Difficult to Use: They require a strong swing and good technique, making them more difficult to use for beginners or players with weaker swings.
Light Tennis Racket
Light tennis rackets are generally favored by players who value agility and speed on the court. They are ideal for anyone who prefers a fast-paced game and has a natural swing speed that allows them to generate power without the need for additional weight.
Light rackets are also an excellent option for players who suffer from arm or shoulder injuries and need a more forgiving racket that puts less strain on their joints.
One of the key benefits of light tennis rackets is their maneuverability. Due to their reduced weight, these rackets are easier to swing and adjust during rallies, making them suitable for players who like to mix up their shots and create different angles.
These units also offer more control and precision than heavier models, as they allow players to place the ball with greater accuracy and finesse. However, they may require more effort to generate power and depth, especially on shots that require a longer swing or a heavier topspin.
- More Maneuverability: They are easy to maneuver, making it easier to hit shots on the run or react to fast serves.
- More Speed: Light rackets are easier to swing, which allows you to generate more racket head speed, giving you more power and spin on your shots.
- More Control: These rackets come with smaller head sizes, which offer more control and precision, making it easier to hit accurate shots.
- Less Power: Light rackets generate less power on contact, making it harder to hit winners and put away volleys.
- Less Stability: They offer less stability and control, making it harder to hit accurate shots and keep the ball in play.
Factors to Consider When Choosing between Heavy and Light Tennis Rackets
Ultimately, the choice between a heavy or light tennis racket depends on your playing style, skill level, and physical condition. Here are some factors to consider when making your decision:
1. Playing Style
If you play a baseline game and rely on power shots, a heavy racket may be the better choice. Conversely, if you play a more defensive game and rely on speed and maneuverability, a light racket may be more suitable.
2. Skill Level
If you are a beginner or intermediate player, a lighter racket may be easier to handle and less tiring to use. However, as you progress in skill level and physical condition, you may want to consider transitioning to a heavier racket to gain more power and control.
3. Physical Condition
If you have weak arm or wrist strength or suffer from injuries, a lighter racket may be the safer and more comfortable choice. However, if you have the strength and conditioning to handle a heavier racket, you may benefit from the additional power and stability.
4. Court Surface
The court surface you play on can also affect your choice of racket weight. For example, if you play on a fast court, a heavier racket may help you generate more power and momentum. Conversely, on a slow court, a lighter racket may help you maneuver more easily.
Frequently Asked Questions
1. How do I know if a racket is too heavy for me?
A racket may be too heavy for you if you feel fatigued or lose control during matches or if you experience pain or discomfort in your arm or shoulder. You can try different weights and balance points to find the right racket for your level and style of play.
2. Can a heavy racket improve my serve?
Yes, a heavy racket can help you generate more power and control on your serve, especially if you have a strong arm and use a continental grip. However, you should also work on your technique and footwork to maximize your serve effectiveness.
3. Is it better to use a heavy or light tennis racket?
It depends on your playing style and preferences. Heavy rackets provide more power and stability, but they require more effort to swing. Light rackets are easier to maneuver and can help you generate more spin and speed, but they may lack control and stability.
4. Are light rackets more suitable for beginners?
Light rackets can be more forgiving and easier to handle for beginners who are still developing their strokes and coordination. However, they may also promote bad habits and limit your potential in the long run. It's important to find a racket that balances comfort, control, and performance for your level and goals.
5. Can I use a hybrid of heavy and light rackets?
Yes, you can customize your racket setup by combining different weights, strings, grips, and dampeners to suit your needs and preferences. For example, you can use a heavy racket for your groundstrokes and a light racket for your volleys, or vice versa. Just make sure you experiment and practice with your new setup before using it in matches.
Choosing the right tennis racket is crucial for players of all levels and styles. The decision between a heavy and a light one ultimately comes down to personal preference and individual playing style.
While a light racket offers more maneuverability and control, a heavy one provides more power and stability on every shot. Players should consider factors such as their swing speed, physical condition, and playing goals when selecting a tennis racket that fits their needs.
Furthermore, it is important to remember that a tennis racket is just one of many factors that contribute to a successful game. Consistent practice, proper technique, and mental focus are also essential components of a winning strategy.
Ultimately, whether you choose a heavy or light racket, the key to success is to find the one that complements your playing style and helps you achieve your goals on the court. By making an informed decision and putting in the hard work, any player can improve their game and take their tennis skills to the next level.
We recently published an article about tennis net height that you should check out if you want to find out more about the universal rules of the game.


General And Administrative Leverage
DEFINITION of 'General And Administrative Leverage'
A variable within a cost benefit analysis of an acquisition where the potential reduction in overall general and administrative expenses of the combined company are considered. Through synergies and cost-saving programs, the general and administrative costs of the combined company often will be considerably less than the sum of the general and administrative costs of the two independent companies. The more the potential savings, the more attractive the acquisition becomes, when all else is equal.
INVESTOPEDIA EXPLAINS 'General And Administrative Leverage'
When valuing an acquisition it is essential that a company accurately value the benefit of a target company's general and administrative leverage. One of the reasons, a company would want to acquire another company is the economies of scale that can be achieved. Subsequently, if the cost savings that have been identified from general and administrative leverage are overestimated, the acquiring company may be worse off after the acquisition. But it is important to note that this is only one aspect of the overall analysis of a potential acquisition.
 1. Acquisition
 2. Economies Of Scale
 3. Synergy
 4. Merger
 5. Acquisition Premium
 6. Target Firm
 1. How can a company resist a hostile takeover?
 Several different defense strategies can be applied by existing corporate boards to ward off a hostile takeover. The most... Read Full Answer >>
 2. How does a letter of intent work in the context of mergers and acquisitions?
 A letter of intent, or LOI, is used to set forth the terms of a proposed merger or acquisition. It is usually the first step... Read Full Answer >>
 3. What happens to the shares of a company that has been the object of a hostile takeover?
 The shares of a company that is the object of a hostile takeover rise. When a group of investors believe management is not... Read Full Answer >>
 4. What are some roles of an investment bank?
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text:
TODAY'S TED TALK – How racism makes us sick
17:27 minutes · TEDMED 2016
Why does race matter so profoundly for health? David R. Williams developed a scale to measure the impact of discrimination on well-being, going beyond traditional measures like income and education to reveal how factors like implicit bias, residential segregation and negative stereotypes create and sustain inequality. In this eye-opening talk, Williams presents evidence for how racism is producing a rigged system — and offers hopeful examples of programs across the US that are working to dismantle discrimination. Watch now »
more videos below … ********
PLAYLIST OF THE DAY
Talks to help you understand racism in America
For black Americans, the far-reaching effects of racism are felt daily. From passionate pleas for reform to poetic turns of phrase, these speakers take an honest look at everyday realities and illuminate the way forward.
Watch » 9 talks · Total run time 1:57:47


Office Assistant II
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Office Assistant II
Job Classifications
City of Foster City
Estero Municipal Improvement District
Job Specification
Under supervision and following standard procedures, performs clerical duties in any City department. Decreasing supervision and increasing autonomy at the Office Assistant II level.
This may be an either full-time or part-time permanent position that supports the department operations. In conjunction with the City's flexible staffing program, this position will be promoted to Office Assistant II after one year of experience as an Office Assistant I, successful completion of probation, and a passing score on a proficiency test. This position is distinguished from Administrative Secretary in the amount of supervision, autonomy, and specialization of the duties performed, including exposure to more confidential information or reports.
Receives supervision from a designated management or more senior secretarial staff member, depending on the department organization structure. Does not exercise routine supervision over other employees.
Frequency and importance of the following duties are dependent on department assignment and operations, and department-specific duties will be available to incoming candidates during the recruitment process. Office Assistant I and II duties are similar and may overlap. However, increases in experience and training will lead to more complex and responsible assignments, more independent judgement and less supervisory oversight.
Provides telephone coverage, taking messages and directing calls to appropriate staff members; provides public information; prepares correspondence, reports, bills, financial and purchasing documents, lists, schedules, orders, notices, resolutions, statistical data on typewriter or work processor using rough drafts, marginal notes, verbal instruction, or dictaphone equipment; prepares and types acknowledgements and replies on form letters; sorts, files, and copies material into predetermined classifications; maintains index and cross reference files; processes repetitive and routine documents such as plans, specifications, job applications, forms, reports, legal documents and similar materials; checks and review data and documents for accuracy, completeness and conformance to established standards; performs arithmetical calculations; receives, distributes and mails correspondence; maintains mailing lists; operates copier and calculating equipment; keeps records and reference materials updated and accurate; interprets departmental procedures for employees and the public; issues documents in accordance with legal and procedural requirements; independently maintains financial, personnel and operational records; identifies sources of information, compiles data and repetitive financial, statistical and operational reports; utilizes department or city-wide software applications to maintain records or perform various duties; attends meetings and takes or transcribes minutes.
Schedules meetings and appointments; makes travel arrangements; maintains department timesheets and leave records; takes summary or verbatim notes; prepares and distributes meeting minutes; orders, maintains department supplies, may occasionally drive vehicle to run errands for department.
Knowledge, Skills and Abilities:
Knowledge of: Office terminology, practices, and procedures including filing systems, receptionist and telephone techniques; business letter and report writing format, correct English grammar, spelling and punctuation; arithmetic; common office machines and equipment.
Skill in: Efficiently operate typewriter, computer keyboard, and telephone equipment to perform the essential duties of the position. Typing speed of 50-55 words per minute from a clear copy.
Ability to: Perform clerical work of average difficulty including compilation of data and arithmetical calculations for reports; use modern office equipment, including typewriter, computer, calculator, telephones, copiers, and office productivity software applications; effectively use alphabetical and numerical filing systems; understand and carry out oral and written directions, effectively communicate verbally and in writing; establish and maintain effective working relationship with others; provide courteous and efficient service to the public; ability to respond calmly and effectively to changing priorities.
Education: Graduation from high school or equivalent; with coursework in modern office procedures, typing English, and arithmetic.
Experience: One year of full time, paid office experience. Graduation from an accredited community college with a business major, or completion of a business college curriculum equivalent to community college may be substituted for the required experience. One year of Office Assistant I experience required for the Office II position.
Ability to move boxes and light equipment; ability to learn, retain and use technical terminology, equipment, and computer applications. Mental alertness and comprehension for the abilities listed above.
Licenses: Possess valid California Drivers license.
SALARY: $4,300 - $5,227 per month
City Hall - 610 Foster City Blvd.
Foster City, CA 94404
_PHONE_


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Stargazing: 150 Years of Astronomy at the University of Michigan
This exhibit was designed and executed as a companion piece to a physical exhibit of the same topic.
Professor Hazel Marie Losh on the Observer's Chair at the University
Observatory. Hazel Marie Losh Papers, Box 2, Folder: "Photographs-Personal-Adult"
While the physical and online exhibits differ slightly in content, the goal of both exhibits is to provide contextual history for the Detroit Observatory, offer an overview of astronomy instruction at the University of Michigan, as well as highlight notable or exceptional faculty members. It also aims to share an awareness with the viewer of the ways in which astronomical instruction and observations have evolved over time.
This exhibit was arranged in six sections:
- Astronomy Instruction
- Faculty Profiles
- Astronomy Department History
- Observatory Origins and History
- Resources for Further Research
Astronomy Instruction covers the tools and techniques used to educate a new generation of astronomers, and addresses the specific contributions of key faculty members. The goal of the Astronomy Department was to produce Michigan-educated astronomers and this exhibit section will address how the department went about the business of "raising up native astronomers."
The front of a planisphere. Designed by
Michael H. Harrington, Director of the
University Observatory, around 1890. It
is a star chart that can be adjusted to
display the visible stars for any time and
date between 1891 and 1901.
Observatory Papers, Box 7, Folder:
Astronomy Department History will examine the development of the astronomy department from its earliest days until more recently. One focal point of this exhibit section is the partnerships in which the University of Michigan astronomy department participates.
Faculty Profiles highlight the careers and biographies of particularly notable faculty members, educators and researchers that left an indelible mark on the study of astronomy here in Ann Arbor. This section is by no means comprehensive and an omission does not indicate that a faculty member is unworthy of mention. Rather, the individuals whose profiles are included here were involved in the founding of the department, or conducted extensive research projects, or lived a remarkably unusual life, or were exceptional educators.
Observatory Origins and History details the reasons that University President Tappan was so tirelessly dedicated to constructing an observatory in Ann Arbor. This exhibit section also addresses the disadvantages of climate and discusses the history of the observatory's location.
Expeditions describe the many observing expeditions that University of Michigan astronomy faculty made during their tenure. Most expeditions are fairly well-documented with photographs, and we have included a sampling of expedition photographs. Michigan astronomy faculty ranged as far as South Africa, Sumatra, and Egypt, and as near as Canada, Maine, and Nevada. Expeditions were frequently summer endeavors, as it could take several weeks to ready camp and equipment for a party of astronomers.
Finally, Resources for Further Research provides researchers with additional manuscript collections and secondary materials with which to continue research about the University of Michigan Astronomy Department and the Detroit Observatory. Where available, a link to the location of the electronic finding aid is provided.
Please enjoy your visit to Stargazing: 150 Years of Astronomy at the University of Michigan.
This exhibit was created in February 2009 by Bentley Library graduate assistants Dominique Daniel, Rachael Dreyer, and Shannon Wait, University of Michigan School of Information.


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Over the years I've heard of many musicians who are afraid of checking their instruments when flying. Musicians are afraid of rough treatment by airport baggage handlers, and rightly so. But many people also fear that the environmental conditions in the aircraft's baggage compartment can damage their instruments. I asked some airline captains about the conditions inside aircraft that instruments with be subjected to. Their answers are very reassuring!
Posts tagged as "pressure"
A recent forum post asked the following question: My guitar goes out of tune when I put on a capo. Is this normal? What can I do about it? Is this problem worse on the lower frets? Does string diameter matter? The answer to all these questions is "yes". Let's look at why.


Fabio Burderi
Learn More
In recent years codes that are not Uniquely Decipherable (UD) have been studied partitioning them in classes that localize the ambiguities of the code. A natural question is how we can extend the notion of maximality to codes that are not UD. In this paper we give an answer to this question. To do this we introduce a partial order in the set of submonoids(More)
The canonical coding partition of a set of words is the finest partition such that the words contained in at least two factorizations of a same sequence belong to a same class. In the case the set is not uniquely decipherable, it partitions the set into one unambiguous class and other parts that localize the ambiguities in the factorizations of finite(More)
 - 1


text:
There are two situations:
- Your document and XPage are in the same database;
- Your Xpages are in a different database to your documents.
2. The ability to separate the code from the data is a strength of XPages. But it is then no longer possible to set the property on a document's form when the XPage is not in the same database. We need to send a link using mime, as you would have done in earlier versions of Notes. Here is the SSJS version:
var body = memo.createMIMEEntity();
var stream = session.createStream();
var info = ;
body.setContentFromText(stream, "text/html; charset=iso-8859-1", 0);
In this case we simply want the email recipient to see a message about their role in the workflow, followed by a hotlink (Open Link) to open the appropriate document:
var info = msg + "Open Link";
Application scope variables define the url of the server where the XPage is located and another to define the common name of the server where the database that contains the document is located. You can see that the link is to the XPage, xProposal.xsp, with the parameter, databaseName, defining the server and database, then the documentId parameter defining the document's universal id. The action parameter determines whether to open in read mode or edit mode.
You do need to apply Fixpack 2 to your 8.5.2 Domino servers if you wish to store your XPages in a datatbase that is in a different directory to the databases containing your documents and then be able to access this from the Notes client.


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Instructors - Trainers - Tutors Full Time Part Time
Apprentice Professional Executive
KP Tutors facilitate distance learning courses to cohorts of 3-8 students (grades K-12) in math, reading, language arts and science. A typical course is 1-2 hours in duration, delivered 2-3 times / week and occurs between the hours of 2pm – 9pm. KP Tutors are academic mentors responsible for improving the academic performance of their assigned students in accordance to their individual learning plans. KP Tutors are expected to contribute to the ever-growing Kinetic Potential Learning Curriculum.
- Deliver online/offline academic remediation to a small/large group of K-12 students (~3-8 students) in math, ELA/Reading or Science that is consistent with their individual learning plans.
- Develop lessons that meet the standards of the Kinetic Potential Learning Curriculum.
- Manage the administration of all tutoring activities and maintain accurate student records in CRM system.
- 2-5 years of teaching experience; preferably in Title I schools; online experience a plus
- Passion for student success and an unwavering commitment to improving student performance on the standard state assessments.
- Master and/or doctoral degree in the fields of teaching & learning, curriculum & development, language & literacy, and/ or other appropriate concentrations.
- Ability to inspire youth to Want More. Do More. Be More.


text:
Find an e‑mail or newsgroup message
Windows Mail includes the Search box, which makes it easy to find specific e‑mail and newsgroup messages. Using the Search box, you can quickly filter your message list so that it only shows messages containing specific words, characters, or e‑mail addresses.
Open Windows Mail by clicking the Start button, clicking All Programs, and then clicking Windows Mail.
Type a word or part of a word into the Search box.
As you type in the Search box, the message list will continue to be filtered to reflect each successive character you type.
When you see the message you want, you can stop typing in the Search box and double-click the message to open it.
If you want to expand your search capabilities, try using the Search box in Windows document folders, where you can search for messages and documents simultaneously You can also search for a message in multiple e‑mail folders, and even save your favorite search results so that you can access them again at any time.
To learn more about the different ways to search using Windows, see Tips for finding files.


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Schools have been removing bathroom doors, posting bathroom monitors, and even closing bathrooms in their struggles to handle the surging popularity of vaping among middle school and high school students. That has translated into steady business for a U.S. company offering AI-assisted school surveillance capable of alerting teachers and administrators to suspected vaping or bullying in bathrooms.
Soter Technologies originally developed its Fly Sense device with bullying detection in mind. But schools began asking the company about whether it could also help monitor the rise of vaping—also known as Juuling because of the popular Juul vape pens—among students. In response, the company made Fly Sense into a cloud-connected sensor capable of detecting both the telltale signatures of vaping and elevated sound levels that might indicate fighting or bullying.
"Schools typically install the system and see a spike of vaping incidents in the first two weeks," says Derek Peterson, CEO of Soter Technologies. "And then as they continue to go through their school policy plan of reprimanding the students, they start to see vaping incidents in those locations tail off."
More than 200 schools in the United States and Canada have already installed Fly Sense, including schools across at least 23 states. Four school districts in Florida and California have gone all out to become "full-deployment districts" using the Fly Sense system. Other schools are quickly catching on. The company shipped out more than 400 Fly Sense devices in the past month, Peterson says.
The Fly Sense device uses machine-learning AI that has been trained to detect the water vapor signature coming from vaping pens, e-cigarettes, and other vaping paraphernalia. Most vaping devices popular among students consist of a flavored vaping liquid—sometimes called "vape juice"—that includes a hefty dose of addictive nicotine. Once installed, each Fly Sense device can learn the baseline patterns of water vapor in a given bathroom so that the system's thresholds for what counts as an anomaly can be adjusted accordingly.
The constant evolution of vaping has created a technological arms race of sorts, and has prompted Soter Technologies to continuously update its classification library for vaping signatures. For example, the very first version of Fly Sense could not detect the vaping signature from Juul vape pens, which have become especially popular among students.
Much has changed since that time. In August, the company announced version 2.5 of its Fly Sense device and hopes to roll out version 3.0 in spring 2019. Future versions of Fly Sense could potentially even perform more sophisticated chemical analyses that sniff out the difference between a vaping pen signature with nicotine versus tetrahydrocannabinol (THC), the active chemical compound found in cannabis.
Soter Technologies claims that the Fly Sense system generally achieves a vaping detection accuracy of between 70 and 80 percent, and that the system has helped schools achieve a 70 percent decrease, on average, in vaping incidents at locations where the system is installed. Each unit costs US $995, which includes one year of service. Then schools must pay $150 per unit per year to subscribe to the monitoring service.
But AI-boosted bathroom surveillance still needs plenty of human help. Whenever a suspected vaping incident triggers an investigation, schools can confirm whether or not the Fly Sense alert had correctly identified vaping or was a false positive. That feedback helps train the system to become progressively more accurate over time.
Schools that install Fly Sense in their bathrooms get access to Soter Technologies' automated cloud platform that tracks the data being collected by Fly Sense and manages the alert system. School administrators can even manage the system so that only specific teachers will receive alerts on their phones from certain Fly Sense devices.
The dual-purpose mission of Fly Sense means that it also has the capability to keep watch for bullying or fighting by detecting sound levels based on decibels. If the sounds in a bathroom or locker room exceed a certain sound threshold—something that can be adjusted by school administrators—that can trigger a similar mobile alert that could prompt a principal or teacher to go investigate. At the same time, the system's lack of natural-language recognition or identification of voices belonging to particular individuals is meant to avoid student privacy concerns.
"The original intent of the product was to take care of the bullying aspect," Peterson says. "That comes from my own personal history of being five-foot-one in high school and being bullied: I have a personal stake in helping rid the world of bullies."
Whatever the use, Fly Sense seems to appeal to schools seeking to tackle different but similarly troubling national trends. Between one-quarter and one-third of U.S. students report being bullied at school. It's an issue that likely affects millions of students each year. On the vaping side, the 2017 National Youth Tobacco Survey found that approximately 2.1 million students had used e-cigarettes.
The vaping trend in particular has attracted new customers for Fly Sense from the corporate world. Many major corporations prohibit vaping on company grounds and seem as interested as schools in an automated solution such as that being offered by Soter Technologies, Peterson says. But given the meteoric rise of vaping among students in recent years, schools remain a primary market for high-tech solutions as long as they fight to deter vaping behavior on school grounds.
"We probably will have about 20 inquiries a day from schools looking to buy the product," Peterson says.
This story was updated with pricing information on 31 October 2018.


text:
EXCEPT and INTERSECT (Transact-SQL)
Returns distinct values by comparing the results of two queries.
EXCEPT returns any distinct values from the left query that are not also found on the right query.
INTERSECT returns any distinct values that are returned by both the query on the left and right sides of the INTERSECT operand.
The basic rules for combining the result sets of two queries that use EXCEPT or INTERSECT are the following:
The number and the order of the columns must be the same in all queries.
The data types must be compatible.
When the data types of comparable columns that are returned by the queries to the left and right of the EXCEPT or INTERSECT operands are character data types with different collations, the required comparison is performed according to the rules of collation precedence. If this conversion cannot be performed, the SQL Server Database Engine returns an error.
When you compare rows for determining distinct values, two NULL values are considered equal.
The column names of the result set that are returned by EXCEPT or INTERSECT are the same names as those returned by the query on the left side of the operand.
Column names or aliases in ORDER BY clauses must reference column names returned by the left-side query.
The nullability of any column in the result set returned by EXCEPT or INTERSECT is the same as the nullability of the corresponding column that is returned by the query on the left side of the operand.
If EXCEPT or INTERSECT is used together with other operators in an expression, it is evaluated in the context of the following precedence:
Expressions in parentheses
The INTERSECT operand
EXCEPT and UNION evaluated from left to right based on their position in the expression
If EXCEPT or INTERSECT is used to compare more than two sets of queries, data type conversion is determined by comparing two queries at a time, and following the previously mentioned rules of expression evaluation.
EXCEPT and INTERSECT cannot be used in distributed partitioned view definitions, query notifications.
EXCEPT and INTERSECT may be used in distributed queries, but are only executed on the local server and not pushed to the linked server. Therefore, using EXCEPT and INTERSECT in distributed queries may affect performance.
Fast forward-only and static cursors are fully supported in the result set when they are used with an EXCEPT or INTERSECT operation. If a keyset-driven or dynamic cursor is used together with an EXCEPT or INTERSECT operation, the cursor of the result set of the operation is converted to a static cursor.
When an EXCEPT operation is displayed by using the Graphical Showplan feature in SQL Server Management Studio, the operation appears as a left anti semi join, and an INTERSECT operation appears as a left semi join.
The following examples show using the INTERSECT and EXCEPT operands. The first query returns all values from the Production.Product table for comparison to the results with INTERSECT and EXCEPT.
USE AdventureWorks2012; GO SELECT ProductID FROM Production.Product ; --Result: 504 Rows
The following query returns any distinct values that are returned by both the query on the left and right sides of the INTERSECT operand.
USE AdventureWorks2012; GO SELECT ProductID FROM Production.Product INTERSECT SELECT ProductID FROM Production.WorkOrder ; --Result: 238 Rows (products that have work orders)
The following query returns any distinct values from the query to the left of the EXCEPT operand that are not also found on the right query.
USE AdventureWorks2012; GO SELECT ProductID FROM Production.Product EXCEPT SELECT ProductID FROM Production.WorkOrder ; --Result: 266 Rows (products without work orders)
The following query returns any distinct values from the query to the left of the EXCEPT operand that are not also found on the right query. The tables are reversed from the previous example.
USE AdventureWorks2012; GO SELECT ProductID FROM Production.WorkOrder EXCEPT SELECT ProductID FROM Production.Product ; --Result: 0 Rows (work orders without products)


text:
(1) A term t is directly referential iff the semantic content of t is the designatum of t.
(2) The semantic content of a term t is X iff for every linguistic environment E, the semantic content that t contributes to E(t) is X [i.e Semantic Innocence].
(3) Thus, a term t is directly referential iff for every linguistic environment E, the semantic content that t contributes to E(t) is the designatum of t.
(4) In a bound environment (e.g. ∀xFx) a variable does not contribute its designatum (since 'Fx' must contribute a set of assignments).
(5) Thus, variables are not directly referential.
I'm interested in how people who advocate direct reference theory maneuver out of this argument. Denying either premise (1) or premise (2) are really the only options for not accepting the conclusion.
Premise (1) is an attempted definition of "direct reference". So perhaps I got the rough definition wrong. One alternative idea that would avoid the conclusion is this: a term t is "directly referential" iff the designatum of t is "directly" determined by the interpretation or assignment function, in the sense that its designatum is assigned independently of the world and time parameters. But to my ear this is a definition of rigidity de jure---it's a fact about a terms designatum across worlds/times and how it is built in by law that it be independent of worlds/times. Direct reference, however, is supposed to make a further claim about "semantic content". Kaplan defines it thusly: "When what is said in using an indexical in a context c is to be evaluated with respect to an arbitrary circumstance, the relevant object is always the referent of the indexical with respect to the context c." It's a familiar point that "direct reference" simply amounts to rigidity de jure, unless we construe it in terms of Russellian structured contents. But I'm not sure how one might want to tinker with the definition to avoid the conclusion.
In any case, I think the real action is with premise (2). And it seems that many will somehow want to deny it, and thus deny semantic innocence (e.g. see Salmon's "A theory of bondage", which develops a Fregean referential shift semantics for variable binding (although he doesn't exactly endorse the occurrence-based semantics he outlines)).
But if a term can be "directly referential" even though the value it contributes across all environments (i.e. its compositional semantic value) isn't its designatum, what is the significance of calling the term "directly referential"? For example, the direct reference theory of names is controversial precisely because of its commitments on embedded occurrences, e.g. names embedded in belief reports. (Perhaps this is where the distinction between Millianism and Direct Reference is important.) Can one accept that 'Hesperus' and 'Phosphorus' are directly referential (and thus have the same "semantic content" in some important sense) even though the semantic content of their occurrences in belief contexts are different? It's hard for me to get a grip on "semantic content", if it is detached from the semantic contribution an expression makes to the complex expressions of which it is a constituent.
I'm left wondering what "direct reference" is exactly and what important (and plausible) thesis about language it is committed to. Any ideas?


text:
a verb "they expire" after "in the middle of the night" ("Notes on Job, textual and exegetical," Bib 30 : 79ff.).
36 tn R. Gordis (Job, 389) thinks "people" here mean the people who count, the upper class.
37 tn The verb means "to be violently agitated." There is no problem with the word in this context, but commentators have made suggestions for improving the idea. The proposal that has the most to commend it, if one were inclined to choose a new word, is the change to יִגְוָעוּ (yigva'u, "they expire"; so Ball, Holscher, Fohrer, and others).
38 tn Heb "not by hand." This means without having to use force.
39 tn Heb "his"; the referent (a person) has been specified in the translation for clarity.
40 tn The construction of this colon uses the Niphal infinitive construct from סָתַר (satar, "to be hidden; to hide"). The resumptive adverb makes this a relative clause in its usage: "where the evildoers can hide themselves."
41 tn Heb "for he does not put upon man yet." This has been given a wide variety of interpretations, all of which involve a lot of additional thoughts. The word עוֹד ('od, "yet, still") has been replaced with מוֹעֵד (mo'ed, "an appointed time," Reiske and Wright), with the ם (mem) having dropped out by haplography. This makes good sense. If the MT is retained, the best interpretation would be that God does not any more consider (from "place upon the heart") man, that he might appear in judgment.
42 tn Heb "[with] no investigation."
43 tn The direct object "them" is implied and has been supplied in the translation for clarity.
44 tn The Hebrew term "night" is an accusative of time.
45 tn Heb "under wicked men," or "under wickednesses." J. C. Greenfield shows that the preposition can mean "among" as well ("Prepositions B Tachat in Jes 57:5," ZAW 32 : 227). That would allow "among wicked men." It could also be "instead of" or even "in return for [their wickedness]" which is what the RSV does.
46 tn The text simply uses רֹאִים (ro'im): "[in the place where there are] seers," i.e., spectators.
47 tn The verb הִשְׂכִּילוּ (hiskilu) means "to be prudent; to be wise." From this is derived the idea of "be wise in understanding God's will," and "be successful because of prudence" – i.e., successful with God.
48 tn The verse begins with the infinitive construct of בּוֹא (bo', "go"), showing the result of their impious actions.
49 tn The verb here is an imperfect; the clause is circumstantial to the preceding clause, showing either the result, or the concomitant action.
50 tn Heb "he"; the referent (God) has been specified in the translation for clarity.
51 tn The verb in this position is somewhat difficult, although it does make good sense in the sentence – it is just not what the parallelism would suggest. So several emendations have been put forward, for which see the commentaries.
52 tn The line simply reads "and over a nation and over a man together." But it must be the qualification for the points being made in the previous lines, namely, that even if God hides himself so no one can see, yet he is still watching over them all (see H. H. Rowley, Job [NCBC], 222).
53 tn The word translated "alike" (Heb "together") has bothered some interpreters. In the reading taken here it is acceptable. But others have emended it to gain a verb, such as "he visits" (Beer), "he watches over" (Duhm), "he is compassionate" (Kissane), etc. But it is sufficient to say "he is over."
54 tn This last verse is difficult because it is unbalanced and cryptic. Some have joined the third line of v. 29 with this entire verse to make a couplet. But the same result is achieved by simply regarding this verse as the purpose of v. 29. But there still are some words that must be added. In the first colon, "[he is over the nations]…preventing from ruling." And in the second colon, "laying" has to be supplied before "snares."
55 tn The Hebrew text has only "I lift up" or "I bear" (= I endure). The reading "I have been led astray" is obtained by changing the vowels to read a passive. If the MT is retained, an object has to be supplied, such as "chastisement" (so RSV, NASB) or "punishment" (NRSV). If not, then a different reading would be followed (e.g., "I was misguided" [NAB]; "I am guilty" [NIV]).
56 tn Heb "what I do not see," more specifically, "apart from [that which] I see."
57 tn Heb "is it from with you," an idiomatic expression meaning "to suit you" or "according to your judgment."
58 tn Heb "he"; the referent (God) has been specified in the translation for clarity.
59 tn There is no object on the verb, and the meaning is perhaps lost. The best guess is that Elihu is saying Job has rejected his teaching.
60 tn Adding "that" in the translation clarifies Elihu's indirect citation of the wise individuals' words.
61 tn The Hiphil infinitive construct is here functioning as a substantive. The word means "prudence; understanding."
62 tc The MT reads אָבִי ('avi, "my father"), which makes no sense. Some follow the KJV and emend the word to make a verb "I desire" or use the noun "my desire of it." Others follow an Arabic word meaning "entreat, I pray" (cf. ESV, "Would that Job were tried"). The LXX and the Syriac versions have "but" and "surely" respectively. Since this is the only
63 tn Although frequently translated "rebellion," the basic meaning of this Hebrew term is "transgression."
64 tc If this reading stands, it would mean that Job shows contempt, meaning that he mocks them and accuses God. It is a bold touch, but workable. Of the many suggested emendations, Dhorme alters some of the vowels and obtains a reading "and casts doubt among us," and then takes "transgression" from the first colon for the complement. Some commentators simply delete the line.


- Alert
Overtime Pay on a Flat Sum Bonus
March 21, 2018 Alert
The California Supreme Court clarified how an employer is to pay overtime on single lump sum bonuses.
Generic compliance alert image
The California Supreme Court recently clarified how an employer is to pay overtime on single lump sum bonuses. The Court stated that the DLSE's interpretation of the overtime calculation with the flat sum bonus in a single pay period accurately reflected valid sections of the Labor Code.
In this decision, a flat sum bonus should be factored into an hourly employee's regular pay by dividing the amount of the bonus by the total number of non-overtime hours actually worked during the relevant pay period. The outcome should then be multiplied by the overtime rate (example; 1.5 or time and a half) to get what overtime the employee is owed.
($100 bonus) / 24 actual non-overtime hours worked = $4.17
Overtime from Bonus = $4.17 x 1.5 x 1 overtime hour worked = $6.26
Overtime from Hourly Wages = $10 x 1.5 x 1 overtime hour worked = $15
Total Overtime = $21.26
Total Compensation
$240 regular wages (24 hours x $10)
+ $21.26 overtime wages
+ $100 bonus
$361.26 total pay
To ensure this reflects the most current requirements are being followed, we recommend reviewing your payroll setup such as your custom calculations to determine if updates are required.


Websites are conversations
"Why are you purple?" I asked.
"What's that?"
"Websites are conversations."
I was in a hurry and didn't have time to talk then, and so I invited the owl over to my café. He arrived the following Tuesday. I brought a couple of tall lattes over to our table and he explained what he meant.
To be concise, as I know your time is limited, the owl told me that:
 1. The key to a successful website is intimacy.
 2. The most successful websites do more listening than they do talking.
 3. Non verbal communication is often more important than what is explicitly said.
I know this all sounds a little odd but a blog has to start somewhere.
 1. Jill wrote:
 I like that! The idea that a website should be intimate.


text:
The structure of the blue-black iodine complex of amylose (the linear, helical component of starch), prepared either from iodine and iodide in aqueous solution or from crystalline amylose and iodine vapor, has been studied by resonance Raman and iodine-129 Mossbauer spectroscopy. In both cases it is concluded that the identity of the major chromophore is essentially the same: the pentaiodide (I5-) anion. For the material prepared from iodine vapor, the iodide required for I5- formation is produced by hydrolysis or alcoholysis of iodine. The other product of this reaction, a hypoiodite, has been assigned in the iodine Mossbauer spectrum.
ASJC Scopus subject areas
- Colloid and Surface Chemistry


54 Wise Woman Quotes To Help You know The Difference.
Below is a list of 54 wise woman quotes and quotes about wise women to help you differentiate between the wise and chaste woman and a foolish woman. There are only a few wise women in this society we live is especially with this feminism that has corrupted a lot of women to think being stubborn and proud is what it means to be a woman. May these 54 wise woman quotes help you be a wise woman not according to worldly standards but God's.
54 Quotes About Wise Women.
1. A wise woman fear the Lord and is virtuous, loving and respectful towards her husband. Samuel Zulu.
2. A woman of character won't carelessly spread her legs wide open to every Jim and Jack that comes her way. Samuel Zulu.
3. Seest a woman who's careless with her body, there is more hope for a fool than that woman. Samuel Zulu.
4. Want to know how wise and dignified a woman is? Just observe how she treats her body. Samuel Zulu.
5. Women of wisdom know jute exactly how to get into a man's heart. Samuel Zulu.
6. A wise woman will build her house with love but a foolish one will rip it apart with her careless mouth. Samuel Zulu.
7. When you see a lady start talking too much just know that's where her foolishness has just begun. Samuel Zulu.
8. Foolish women belittle their husbands and treat them like trach but wise women treat their husband with high respect. Samuel Zulu.
9. It's only a foolish woman who treats her husband she decided to unveil her body to with disrespect and contempt. Samuel Zulu.
10. You will never find a wise, humble and virtuous woman without God in her life. Samuel Zulu.
Read also: 75 Strong Women Quotes To Inspire Self Confidence In Women.
11. Wise women don't allow emotions to override their logic in crucial matters of life. Samuel Zulu.
12. Wise women don't waste their time on outward appearances as they know those thinks fade over time and withy age. Samuel Zulu.
13. A wise woman knows she cannot merely rely upon her looks, in order to succeed in life. That is why she invests in lessons that help her navigate this world. Gift Gugu Mona.
14. Where a wise woman is not valued, wisdom is lost. Gift Gugu Mona.
15. A wise woman knows how to calm others down, even in the heat of the moment. Gift Gugu Mona.
16. No one can fool a wise woman. She may look like a fool, but her mind is full of wisdom. Gift Gugu Mona.
17. Even a queen stabs her toe but a wise woman watches the path. Robert Jordan.
18. Who was to know what went on in a person's heart? A wise woman kept her own counsel. Donna Wool Cross.
19. A wise woman knows that she does not have to fight every battle. Other battles, she just watches until she overcomes. Gift Gugu Mona.
20. It takes the wisdom of a wise man to learn the wisdom of a wise woman. Marcie Telander.
21. A wise woman wishes to be no one's enemy: a wise woman refuses to be anyone's victim. Maya Angelou.
22. She openeth her mouth with wisdom, and in her tongue is the law of kindness. Proverbs 32:26.
26. A gracious woman retaineth honour: and strong men retain riches. Proverbs 11:16.
27. She is more precious than rubies: and all the things thou canst desire are not to be compared unto her. Proverbs 3:15.
28. A wise woman puts a grain of sugar in everything she says to a man and takes a grain of salt with everything he says to her. Helen Rowland.
29. Self-care is not selfish. You cannot serve from an empty vessel. Eleanor Brown.
30. When I accept myself, I am free from the burden of needing to accept me. Steve Maraboli.
Read also: 65 Self Confidence Quotes To Help You Ditch Your Self Confidence Issues.
31. Be careful how you are talking to yourself because you are listening. Lisa M. Hayes.
32. A wise woman knows that joy and peace come from the Lord while a foolish one seeks happiness where she can find it. Darlene Schacht.
33. A beautiful woman is a beautiful woman but a beautiful woman with a brain is an absolutely lethal combination. Prabal Gurung.
34. As wise women and men tell us in our culture: the art of life is not controlling what happens to us but using what happens to us. Gloria Steinem.
35. A woman of wisdom depends only on the Lord for her complete joy and not on another man that can always break her heart, anyway. Samuel Zulu.
36. Only ladies with a lack of understanding seek joy and happiness in a fallible man who's as miserable as them. Samuel Zulu.
37. A woman who trust heart security frim the lord will never have her heartbroken. Samuel Zulu.
38. You will never see a lady of wisdom exposing her thighs and body parts for all to see as she considers her body sacred. Samuel Zulu.
39. A wise woman treats her body with the sacredness it deserves which is why you won't see her trying to expose herself to cheap men. Samuel Zulu.
40. Show me how you dress and I will show you how shallow and cheap your character is. Samuel Zulu.
41. You will never see a woman of wisdom entangling herself into unnecessary drama which is none of her concern. Samuel Zulu.
42. You can have a big how but it takes a wise and chaste godly woman to turn it into a home full of love where a husband and kids are refreshed by her sweet aromatic love. Samuel Zulu.
43. Feminists are nothing but foolish women gone wild. Samuel Zulu.
44. Godly wisdom, humility and a gentle quiet spirit is a character trait of all godly women. Samuel Zulu.
45. You will never see a wise woman belittling her man in the public square in front of other friends she won't even be with her entire life. Samuel Zulu.
46. Wise women tuck godly wisdom into the words they speak and even more into the words they choose not to speak. Lysa Terkeusl.
47. If you educate a man, you educate an individual but if you educate a woman, you educate a nation. African Proverb.
48. Every woman is beautiful until she speaks. African Proverb.
49. You are beautiful but learn to work for you cannot eat your beauty. African Proverb.
50. A woman's polite devotion is her greatest beauty. African Proverb.
51. The beauty of a woman becomes useless if there is no one to admire it. Africa Proverb.
52. A home without a woman is like a barn without cattle. African Proverb.
53. If you are filled with pride, you will have no room for wisdom. African Proverb.
54. If men swear they want to harm you when you are asleep, you can go to sleep. If women say so, stay awake. African Proverb.
Hope these 54 wise woman quotes will help you become wiser if you are a woman reading this and if you are a man, help you distinguish between wise and foolish women. Peace.
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Configure Model Style Elements
You can configure the colors and fonts of your block diagrams, and the depth of the block drop shadow. You can also copy the formatting of one model element and apply it to another.
For information about how to customize block icons, see Customize Block Icons.
Customize Model Colors
You can specify these colors in a block diagram:
Background color of any system
Outline and interior colors of any block
Text and background color of annotations
Background color of areas
For example, this image shows the Fault-Tolerant Fuel Control System with a black background and different block outline and interior colors.
To change a background color in a system, open the system. On the Format tab, select a color from the Background menu.
You can select a color from the menu or click Custom Color to define your own color.
To add background images to your model, use image annotations. For more information about image annotations, see Create Image Annotations.
To change the outline color of a block, text color in an annotation, or interior color for an area, select the element. Then, on the Format tab, select a color from the Foreground menu. Changing the foreground color of a block also changes the color of its output signals.
To change the color of the port labels on a Subsystem block, change the foreground color of the corresponding Inport and Outport blocks inside the subsystem.
To change the interior color of a block or background color in an annotation, select the element, and then, on the Format tab, select a color from the Background menu.
You can also use the Property Inspector to change color for an area or an annotation. To specify colors programmatically, see Specify Colors Programmatically.
Customize Model Fonts
Change the font family, style, and size for any model element to make your block diagrams easier to read or to comply with company standards. You can modify the font for selected blocks, signal labels, areas, and annotations. Some blocks display text according to the font style settings. Some blocks have fixed fonts and styles. To increase the font size of those blocks, zoom in.
You can also change the default font for the model. The default font affects any elements whose font you have not changed and any new elements you create. If you want to use the same default font in all new models, change the default model font in your default template. See Set Default Template for New Models.
To change the font of a block, signal label, area, or annotation, select the element. Specify font information on the Format tab in the Font & Paragraph section.
To change the default fonts for the model, on the Format tab, click the Configure font for selected object(s) arrow, then click Fonts for Model. Use the Font Styles dialog box to specify the font information.
You can also use the Property Inspector to change font for an area or an annotation.
Select Font Dialog Box on Linux Machines
On Linux® machines configured for English, the Font style list in
the Select Font dialog box can appear out of order or in another language in some fonts.
If the characters in your Font style list appear in another language,
LANG environment variable to
before you start MATLAB®. For example, at a Linux terminal, enter this command.
setenv LANG en_US.utf-8 matlab
Copy Formatting Between Model Elements
If you have applied formatting to a block, signal line, or area in a model, you can copy the formatting and apply it to another model element. Examples of formatting include font changes, foreground and background color selections, and drop shadow effects.
Select the block, line, or area whose formatting you want to copy.
From the action bar, select Copy Formatting. The cursor becomes a paintbrush.
Using the paintbrush, click each element that you want to copy the formatting to.
To cancel the paintbrush cursor, click a blank spot on the canvas or press Esc.
Increase Drop Shadow Depth
Select the blocks whose drop shadow depth you want to increase. Then, on the Format tab, click Shadow.
To remove the default drop shadow for all blocks, in the Simulink® Toolstrip, on the Modeling tab, select Environment > Simulink Preferences. In the Editor pane of the Simulink Preferences dialog box, select Use classic diagram theme.