Making of a 360 Surgical Training Experience. Ten things you should know!
When you are learning surgery through observation, it is not just about learning the steps. It is about learning the whole experience of what goes in and around the operative area.
Surgery is a symphony of so many acts in synchrony. The surgeon, the anesthesiologist, the scrub nurse, the imaging assistant, the different devices around and of course, in the centre of everything, the patient.
Such an experience is hardly captured when we witness a video of the closeup of the surgical area.
With this thought in mind, we got the opportunity to create a few 360 learning experiences. The first was about an advanced cardiac procedure by shooting it with a 360 camera Insta Pro. What came out was a great experience which was taken by cardiologists globally. This experience not only took the cardiologists to a cath lab but also gave them graphical information about the procedure steps one after the other.
Dr Pushkar
Creating such educational experience is a highly specialized procedure. It is not as straightforward as just placing the 360 camera and capturing the content. We had some good learning from such projects, which I would like to share here.
 1. A detailed recce of the operation theatre environment is needed before the actual shoot. The exact camera position needs to be finalized so that it does not interfere with the surgery in progress and at the same time does not compromise on the view of the surgical area.
 2. The lighting of the OT is important. The ambient light and the overhead lights on the surgical field can conflict with each other to produce a sharp contrast and may disturb your output. The same goes with any bright light from the widows if any.
 3. A good orientation of the surgeon in charge is very important. The surgeon needs to be mindful of the fact that unlike in a 2D camera shoot, everything in the environment is being captured. Hence, everyone in the operating room must be aware when a capture is in progress. The entire surgical team must be oriented about the shoot. Only the needed personnel should ideally be present in the OR. Else, the viewer may have a disturbed experience due to the crowd in the environment.
 4. The director of the shoot should be aware of the steps of the surgery and what is important. The director must know when to tell the camera person to start and stop capture. The 360 high resolution cameras like the Insta Pro get heated up and go on a standby after every 10 to 20 minutes of active capture. Hence, it becomes even more important to pace the capture with respect to the important elements of the surgery.
 5. The surgeon should be given a wireless microphone for live recording of the steps. The surgeon should be guided how to prompt the director about the exact step being performed.
 6. A separate scripted voice over must be recorded for the final output and it is not advisable to use the live conversation during the shoot as the voice over.
 7. While editing the stitched output, a low-resolution version of the outputs is to be used as proxy, which are later to be replaced by the expected resolution after the final edit is done.
 8. While overlaying any graphical elements over the 360 footage, the resolution and position of the graphic elements should be tested well. Else, the attention of the user may be diverted.
 9. The user experience should be meticulously designed so that the viewer does not miss out on important elements in the surgery due to distractions in the environment.
 10. The surgical learning experience should not exceed 15 minutes. Else. there is a risk of the VR device being heated up and a break in the experience flow.
Creation of such surgical 360 experiences is gaining momentum. There is a need to give an actual on-field experience to the surgeons, medical students and all the stakeholders who are involved in understanding the latest advances in the surgical solutions, which can be provided with this immersive and portable experience.
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Essential information during timeline analysis
During a forensic analysis, especially during timeline analysis, you deal with MAC timestamps, so it's important to know and understand the concept of time resolution.
The MAC(b) times are derived from file system metadata and they stand for:
- Changed ($MFT Modified)
- Birth (file creation time)
The (b) is in parentheses because not all file systems record a birth time.
Where are they stored?
Into two attributes, $STANDARD_INFO and $FILE_NAME:
$STANDARD_INFO ($SI) stores file metadata such as flags, the file SID, the file owner and a set of MAC(b) timestamps.
$STANDARD_INFO is the timestamp collected by Windows explorer, fls, mactime, timestomp, find and the other utilities related to the display of timestamps.
The $File_Name attribute contains forensically interesting bits, such as MACB times, file name, file length and more.
Timestamps are only updated with the attribute is changed.
Files can have either one or two $File_Name attributes depending on how long the file name is:
- Short file names ("file.txt") has only one $File_Name attribute.
- Long file names ("extremelylongfilename.txt") will have two $File_Name attributes.
- One for the long file name, and one for the DOS-compatible short name (EXTRE~1.TXT).
What are the differences?
- $STANDARD_INFO can be modified by user level processes like timestomp.
- $FILE_NAME can only be modified by the system kernel. (There are no known anti-forensics utilities that can accomplish this.)
There are general rules when it comes to files being moved, copied, accessed or created.
Each operation alters different metadata, here a table of time rules related to $STANDARD_INFORMATION:
While examining the $FILE_NAME timestamps the rules are pretty different:
How to detect Anti-Forensics Timestamp Anomalies?
Tool such as timestomp allow attackers to backdate a file to an arbitrary time in order to trying to hide it in system32 or other similar directories.
So, during analysis you can use analyzeMFT.py in order to check if the $FILE_NAME time occurs after the $STANDARD_INFORMATION Creation Time.
If this anomaly occurs, it is likely that an attacker has been alterated timestamps in $STANDARD_INFO using timestomp.
MAC times are pieces of file system metadata which record when certain events pertaining to a computer file occurred…en.wikipedia.org
Timestomp cannot be used directly to modify all (on average) 8 timestamp values in the MFT entry; 4 in…_URL_
The term MAC times refers to the timestamps of the latest modification (mtime) or last written time, access (atime) or…_URL_

source: openbmb/Ultra-FineWeb


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The Honey Foundation's vision is to live in a world dedicated to kindness. The youth are our future and if we educate them about Life skills through kindness, we can teach the youth that being kind leads to happiness and success in life. The Kindness Education Program was developed to teach students the importance of performing acts of kindness along with basic life skills, such as positive self-esteem, confidence, effective communication, positive thinking, leadership, philanthropy and community. Results this far indicate that the program has increased the sense of safety and security at the schools, as well as improved student participation, confidence, leadership and positive relationships. Our dream is to be able to share our Kindness Education Program with every school around the world! By providing schools around the world with this program, our dream will come true---a world dedicated to kindness!
It's our mission to make the world a better place, one kind act a time, spreading compassion and generosity across the globe. Kindness is contagious, and it can bee fun, too. That's why The Honey Foundation features interactive ways to track good deeds and watch as one kind action multiplies into a global movement of love and brotherhood.


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| Rattle on the Stovepipe
Download PDF (D6 tuning: a, d, f#, b)
Download PDF (C6 tuning: g, c, e, a)
This lively traditional Canadian melody is fun to play and full of teaching opportunities. Below is a point-form guide to teaching this arrangment to your class.
- The major scale (click here for ideas)
- Dotted rhythms
- Use Uke II as a sight-reading exercise. It's very repetitive and, for the most part, uses open strings.
- Assign Uke II to beginner-level students. (Note: this part can only be played as written using ukuleles with a low 4th string. For more information on tuning options, click here.)
- Prepare Uke I by reviewing the D major scale (C major scale for ukuleles tuned g, c, e, a). Play the scale in using a variety of different rhythms.
- Vocalize the rhythm in m. 1: sing "rat-tle on the stove-pipe" in rhythm. Have students clap as they sing.
- Don't prepare students for the accidental in m. 9. Sight-read it and let them make a mistake, if necessary. Then fix the problem.
- Define "D. C. al Fine": Play again from the beginning and stop where you see the word "Fine" (which means "end" in Italian).
- This is, essentially, a three-chord song. The chord in m. 15 can be played either as a 7 chord (as written) or as a regular major chord. Try it both ways: which do your students prefer? Why?
- Strumming: have students try an on-beat strum (strum on beats 1 and 3) and an off-beat strum (strum on beats 2 and 4). Which do they prefer? Why?
Additional Suggestions and Comments:
- Rattle on the Stovepipe essentially modulates to a new key in measures 9-16. This departure makes the main theme sound fresh on the repeat.
- Challenge your advanced students to create a harmony part above the melody.
- Challenge advanced students to create their own variation on the melody of Rattle on the Stovepipe.
If you like the material in this free lesson you might also like Ukulele in the Classroom, a series of ukulele method books by James Hill and J. Chalmers Doane. Click here for free samples and additional information.


How To Scatter Ashes
While you can choose to scatter cremated remains however you like, there are a few traditional ways that might appeal to you or inspire you.
Casting Ashes Or Scattering Ashes
Casting or scattering ashes is what most people think of when they think of scattering: throwing the ashes into the wind. Casting ashes can be done in nearly any location.
If you're considering casting or scattering ashes, be aware that cremated remains are much heavier than what most people think of as "ashes." This means that, while some of the remains may float away in the air, some of the remains may simply fall to the ground. Because some of the remains will become airborne, it's a good idea to have any guests stand upwind, so they don't accidentally get in the ashes' path.
At a casting or scattering, one person can be responsible for scattering the ashes, or everyone present can have a portion of ashes that they scatter.
Trenching Ashes
When ashes are "trenched," a small trench (a long, narrow hole) is dug in the ground, and the ashes are placed in the hole. The trench can then be covered with soil. You can also place the cremated remains in a biodegradable urn and place the urn in the trench. If you'd like, you can mark the place with natural elements (such as plantings or special stones), a small statue, or other objects.
Trenching can also take place on a beach. You can dig a shallow trench in the sand near the water's edge and fill the trench with the cremated remains. You can leave the ashes uncovered in the trench, or you can cover them with sand. As the tide comes in, the ashes will be swept out to sea. If you're thinking about trenching ashes on the beach, you might want to check the tidal schedule to make sure that you're at the beach when the tide is coming in. (If the tide is going out, the water will not come up to reach the trench.)
Raking Ashes
Raking ashes is the process of scattering ashes in a garden or in the soil and then using a rake (such as a garden rake) to incorporate the cremated remains into the earth. Raking can be done in a garden at your home, at a meaningful spot or on a meaningful piece of land, or in another location.
At a raking, one person can be responsible for raking the ashes, or everyone present can take turns raking the ashes into the soil.
If you're thinking about raking ashes in a public place, such as in a park, make sure that you have the legal right to do so in that place.
Scattering Over Water
Ashes can be scattered over water in a number of ways. You can scatter ashes over a river, a lake, a pond, or the ocean. If you'll be scattering the ashes over a large body of water, you might want to take a boat out onto the water and scatter the ashes from the boat. If you don't own a boat or have access to a boat, there are many companies that can either rent you a boat or can scatter the ashes over water on your behalf.
You can scatter the ashes over water as you would when casting or scattering ashes over land, by simply tossing the ashes over the water. If you're thinking about doing this, be aware of the direction of the wind; make sure that the wind is blowing away from the boat and anyone on the boat.
You can also scatter ashes over water using a water-soluble "scattering urn." With a water-soluble scattering urn, the cremated remains are placed in the urn and then the urn is dropped in the water, where it will dissolve, leaving the ashes in the water.
Funeral Planning


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Long Jump Technique
The Long Jump Landing
Long Jump Landing - Preparation
Preparation for a good landing position starts at take-off with the body moving forward and up, this is called displacement. The displacement occurs on the take off, when the long jumper moves the body past the take off leg.
During the long jump, the jumper will try to overcome the forward rotation of the body with the technical style in the air: the most common styles are the stride technique, hang technique and hitch-kick technique for the long jump.
Peak Height of The Long Jump
During the peak height of the jump, the upper body should be tall with a flat back.
The long jumper must focus on staying tall during the jump the peak height of the jump.
At the peak of flight the jumper will start the landing preparation. The long jumper should bring both arms up, the upper body will be tall with the arms fully extended over the head at the peak of the jump. The knees are brought up as the jumper descends. Then, after the knee are brought up, the legs extend out, this moves the center of mass away from the body.
Next, the long jumper extends the arms out as the feet are extend forward. The action of the hands moving forward and feet coming up will help slow down forward rotation, resulting in more time in the air and longer jumps.
The jumper will try and maintain a tall posture with minimal forward lean before impacting the sand.
Long Jump Landing – Impact and Finish
When the long jumper hits the sand, the legs are flexed allowing the hips to move forward, the hips will slide into the impact area created by the feet. The hips moving forward optimize the jumping distance because the hips do not add to the marks from the feet in the sand. Some advanced jumpers turn to the side (opposite the take off leg) on impact to lessen the stress on the lower body.
LSU Coach Todd Lane explains the long jump landing in this video-

source: HuggingFaceFW/fineweb-edu


XCMSDB(1) XCMSDB(1)
 xcmsdb - Device Color Characterization utility for X Color Management
 xcmsdb [ -query ] [ -remove ] [ -format 32|16|8 ] [ filename ]
 xcmsdb is used to load, query, or remove Device Color Characterization
 data stored in properties on the root window of the screen as specified
 in section 7, Device Color Characterization, of the ICCCM. Device
 Color Characterization data (also called the Device Profile) is an
 integral part of Xlib's X Color Management System (Xcms), necessary for
 proper conversion of color specification between device-independent and
 device-dependent forms. Xcms uses 3x3 matrices stored in the
 XDCCC_LINEAR_RGB_MATRICES property to convert color specifications
 between CIEXYZ and RGB Intensity (XcmsRGBi, also referred to as linear
 RGB). Xcms then uses display gamma information stored in the
 XDCCC_LINEAR_RGB_CORRECTION property to convert color specifications
 between RGBi and RGB device (XcmsRGB, also referred to as device RGB).
 Note that Xcms allows clients to register function sets in addition to
 its built-in function set for CRT color monitors. Additional function
 sets may store their device profile information in other properties in
 function set specific format. This utility is unaware of these nonstandard properties.
 The ASCII readable contents of filename (or the standard input if no
 input file is given) are appropriately transformed for storage in properties, provided the -query or -remove options are not specified.
 xcmsdb program accepts the following options:
 -query This option attempts to read the XDCCC properties off the
 screen's root window. If successful, it transforms the data
 into a more readable format, then sends the data to standard
 -remove This option attempts to remove the XDCCC properties on the
 screen's root window.
 -format 32|16|8
 Specifies the property format (32, 16, or 8 bits per entry) for
 the XDCCC_LINEAR_RGB_CORRECTION property. Precision of encoded
 floating point values increases with the increase in bits per
 entry. The default is 32 bits per entry.
 xprop(1), Xlib documentation
 DISPLAY to figure out which display and screen to use.
 Chuck Adams, Tektronix Inc. Al Tabayoyon, SynChromatics Inc. (added
 multi-visual support)
Man(1) output converted with man2html


text:
Skip to Main Content
Within this project, the mode of operation of the circuit breaker and its new innovative method of arc guiding were analyzed and verified. The solution refers to a switching device that is able to deal with both ac switching loads and bidirectional dc switching loads. It is primarily intended for use in UIC-capable switching units for voltages up to 3 kV and currents up to 800 A. The concept uses a combination of permanent and electromagnetic blowout fields. This completely new and innovative approach is intended to permit activation of the blast coils by the arcs themselves to generate the electromagnetic blowout fields without need for additional electrical switching contacts. The combining of a newly developed optical data acquisition system together with the conventional recording of electrical parameters made the verification of the working hypothesis of the switching process possible. A numerical model is used for the simulation of the later stage of the extinguishing process, where the arc is driven toward the arcing chamber by the superposed magnetic fields of permanent magnets and blast coils, until it is extinguished due to elongation and cooling by the arc splitter stack. The results of the measurement data analysis and theoretical modeling and simulation of the extinguishing process led to the identification of critical operational areas and resulted in a successful optimization of the contactor.


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On this page:
Definition of the noun Aesopus xenicus
What does Aesopus xenicus mean as a name of something?
Aesopus xenicus is a species of Aesopus, described by Pilsbry & Lowe in 1932.
- synonym: species Aesopus xenicus
- kingdom: Animalia
- phylum: Mollusca
- class: Gastropoda
- order: Neogastropoda
- family: Columbellidae
- genus: Aesopus
Online dictionaries and encyclopedias with entries for Aesopus xenicus
Click on a label to prioritize search results according to that topic:
Share this page
Go to the thesaurus of Aesopus xenicus to find many related words and phrases!


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Practice in Huggingface Transformers
This post is just a note summarizing my practice on Pre-trained Language Models (PLMs) using Huggingface Transformers Package. I believe that these points I am summarizing is also confusing to other rookies of coding for transformer-based NLP models.
- input format: input dictionary with keys consisting of
- text modeling:
List[str](pre-tokenized sequence, aka whitespace-tokenized sequence),
tokenizer.encodeand requiring padding or truncation).
- batched text modeling: add a batch dimension for the above format, and the ambiguity of
List[str]will be addressed by the argument
is_split_into_words = False/True.
- build input: from version
tokenizer.__call__can handle all the situations, including a single text, a single pair of texts, a batch of texts and a batch of pairs of texts.
tokenizer.encodecan also handle a single text input, but it cannot preprocess the batched input. This is a function with very limited usage scenarios.
- from version
tokenizer.batch_encode_plusboth are deprecated and we should not assume that they are invoked in the implementation of
tokenizer.__call__in the future.
- what is
- It is a mask to reflect that the current token belongs to which input sequence.
- only when
return_token_type_ids = Truecan we make our tokenization clear and useful.
tokenizer.encodecan be fed
text_pair, it does not have a parameter dubbed as
return_token_type_ids. It can be only considered as a in-method-concatenation plus tokenization.
- this field is model-dependent and this dependency is consistent with the corresponding pre-training strategy of original papers.
BERTis pretrained on MLM and NSP/SOP and can handle the
GPT2is pretrained on autoregressive generation and can be fine-tuned on conditional generation, which demand it to handle the
BARTis pretrained on MLM using the Seq2Seq modeling and targets conditional generation only, which means it cannot handle the
BartTokenizerdoes not return valid
token_type_idswhen fed into a text pair.
Special Tokens in PLMs
tokenizer.__call__is set to
- there two groups of special tokens, comprising U-styled for NLU and G-styled for NLG.
pad_tokenfor marking the start, end and padding of a sequence. when
text_pairis fed into the tokenizer,
sep_tokenwill be appended into the end of each sequence.
pad_tokenfor the same purpose as above. when
text_pairis fed into the tokenizer, it is usually be accompanied by a
prefixto perform fine-tuning of conditional generation. At that time,
eos_tokenis used to mark the final stop of the whole sequence rather than the end of either.
- For encoder-decoder architecture, G-styled is the major style.
eos_tokencan also act as
BERT: U-styled -
GPT2: G-styled -
<|endoftext|>without primitive padding token
BART: G-styled -


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Burkina Faso - It is not often that a study completely upends a prevailing view, and, in doing so, offers hope of improving the lives of hundreds of millions of people.
In arid places where water is scarce, the planting of trees is often discouraged out of the belief that trees always reduce the availability of much-needed water.
Yet scientists working in Burkina Faso found that when a certain number of trees are present, the amount of groundwater recharge is actually maximized.
The study is a "game changer", according to one of the study's authors, Douglas Sheil, professor at the Norwegian University of Life Sciences and a senior research associate with the Center for International Forestry Research (CIFOR).
"We don't get so many scientific studies in our lives where we see such a potential shift in how we do something," Sheil said.
"It is very dramatic in the sense that it totally overturns the way we had looked at trees and water availability."
WET WET WET
Previously, few studies had examined tree cover in the tropics or what effect scattered, or intermediate, tree cover might have on water yields.
Drawing on the idea that trees can improve the movement of water in soil, the scientists worked with an 'optimum tree cover theory' that would provide for the maximum amount of groundwater recharge.
The research bridges two contrasting views on forests and water: the 'trade-off theory' and the 'sponge theory', explained Aida Bargués Tobella of the Swedish University of Agricultural Sciences, one of the study's lead authors.
The 'sponge theory' holds that forests soak up water during the rainy season and slowly release it during the dry season, thereby sustaining stream flow during dry periods, whereas the 'trade-off theory'—which has become the dominant paradigm—holds that more trees equals less water.
"Both perceptions are true to some extent, but what we show is that the net effect of trees on groundwater recharge depends on the degree of tree cover," Bargués Tobella said.
"So trees can improve groundwater recharge to a point."
By testing groundwater levels both near and far from trees in a typical semi-arid landscape over several years, the researchers found that an intermediate amount of tree cover created conditions in which more water was available than if there were no trees or a large number of them.
"Without trees, these sensitive tropical soils lose their large pores, which are responsible for leading water down into the ground quickly," said Ulrik Ilstedt of the Swedish University of Agricultural Sciences (SLU), the study's other lead author.
"Without these pores, the water flows away on the soil surface or is trapped in the compact soil surface and evaporates."
"With that said, if there are too many trees, they will still consume more water than what is gained by their soil improvement."
The most important point of our study is to show that a trade-off between water and tree cover doesn't always exist, and that more trees can actually improve groundwater recharge.
Other factors that also affect water availability include tree species, soil quality and type, and climate.
This study was done on a type of soil that is widespread in the tropics, but there are other types of less sensitive soils that would not have produced the same positive effects, according to Ilstedt.
However, some 70 percent of the semi-arid tropics have soils similar to those used for this research, he added.
"The most important point of our study is to show that a trade-off between water and tree cover doesn't always exist, and that more trees can actually improve groundwater recharge," Bargués Tobella said.
"This means that people could benefit from the many goods and services that trees provide while also seeing improved water availability."
And with 340 million people in Africa lacking access to adequate and hygienic sources of water, that's a lot of benefits.
The benefits of trees in the seasonally dry tropics for people in their daily lives are myriad and varied.
In particular, in the study area of Saponé in Burkina Faso, Shea trees dominate: the more Shea trees there are, the more nuts local people can sell.
Trees also support erosion control and climate change mitigation.
"With greater tree cover, there are also benefits like biodiversity, carbon and wood fuel that were being denied before," Sheil said.
"Large areas of the arid tropics actually have no tree cover, and having more trees would be advantageous, as it would give people more access to fuelwood, fruit and many other benefits."
The findings from the study enable people to control and manage such conditions by planting more trees, Sheil added, noting that it presented an opportunity for donor organizations to start working to support land management that facilitated the planting of trees in water-deprived areas.
For instance, this research is extremely relevant for ongoing tree-based restoration efforts in the Sahel region, such as the Great Green Wall Initiative or the African Forest Landscape Restoration Initiative (AFR100).
SUSTAINABLE DEVELOPMENT GOALS
Goal Number Six of the recently agreed upon Sustainable Development Goals (SDGs) is to increase access to clean water, with the recognition that water is a basic human requirement.
Landscapes such as those studied in Burkina Faso house some of the world's poorest people, where, as the study notes, limited water not only constrains food production, nutrition and health, but also reduces opportunities for education, work and improved livelihoods.
The finding that increased tree cover in tropical dry regions could increase people's access to water could therefore have a major impact on their lives, the researchers believe.
"The study needs to repeated in other sites as the optimal tree cover will vary with conditions, and with the species involved, but there is no good reason not to expect similar results in other parts of the tropics," Sheil said. "I think this will have global significance."
We want you to share Forests News content, which is licensed under Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International (CC BY-NC-SA 4.0). This means you are free to redistribute our material for non-commercial purposes. All we ask is that you give Forests News appropriate credit and link to the original Forests News content, indicate if changes were made, and distribute your contributions under the same Creative Commons license. You must notify Forests News if you repost, reprint or reuse our materials by contacting _EMAIL_.


text:
Click Reply™ Labour Management is the suite solution that fulfils the now imperative logistics requirements of continuous improvement, process optimisation and cost reduction.
The cost of labour in a warehouse that is not highly automated accounts for a major part of the overall cost, typically ranging between 50 and 75%. Optimising process performance is therefore an important and essential lever for gaining competitiveness and reducing costs, particularly in a low margin environment.
In order to seize this opportunity and exceed the improvements that can be achieved by adopting a warehouse management system, you need a labour management product combined with a labour management program.
ANALYSIS AND OPTIMISATION OF WAREHOUSE PROCESSESIn order to improve, you first have to know: you can't manage what you don't know. The cornerstone of a labour management product is therefore a careful analysis of processes and of each individual activity, applying best practices and eliminating non-added value activities and actions while preserving safety and respecting deadlines. Thanks to Click Reply Labour Management, you can
model the result of this detailed analysis which, closely integrated with warehouse management, automatically produces an accurate statement, in real time,
of the actual time spent performing warehouse processes. The solution also allows the automatic capture from external systems, rather than direct entering into the system, of the
indirect time taken by the labour force to perform all those activities which are considered to be "non-productive".
In addition to analysing the times taken by the labour force to perform activities, Click Reply™ Labour Management allows you to determine delays, advances on schedules and absences, as well as downtimes in the work shift, with instant and user-friendly functions for
scheduling shifts and workers and integration with Time & Attendance systems.
With its ability to determine actual staffing requirements, the solution can alert you to any shortage or surplus of resources as the warehouse management work plan becomes known.
The Team & Shift module is intended to manage operational staff and their availability based on the work timetable established for the warehouse or production plant.
The Manpower Planning module is used to determine the need for resources to implement the established work plan. This module is integrated with the Click Reply WM system to receive a forecast of activities for the following days.
The Task & Work module is the Brain of the Labour Management system. It describes in detail the individual steps required to form a work activity as a whole.
The Operation module is the heart of the Labour Management system; its primary purpose is to monitor precisely the association of the models described with the activity progress reports received from the operational systems (Click Reply WM, Time & Attendance).
The Monitor module consists of a series of analytical tools that allow you to monitor the progress of work.
The Reporting module providesa set of statistical analysis concerning: • Incidence per work type • Incidence of indirect tasks • Direct work times • Delays distribution • Historical trend: T&S, Capacity Planning, LMS • Statistics related to the worker


sandstone:74959 Min. : 1066
 limestone:61355 1st Qu.: 1200
 shale :46423 Median : 1316
 sand :36561 Mean : 1354
 igneous :36534 3rd Qu.: 1488
 (Other) :37636 Max. : 1840
 NA's : 8950 NA's :10101
Summarizing data
We can create a table of cell counts:
> table(spear$geology)
metamorphic transition igneous sandstone limestone shale sandy shale claysand sand
11693 142 36534 74959 61355 46423 11266 14535 36561
And compare with the equivalent GRASS module:
> execGRASS("r.stats", flags=c("c", "l"), parameters=list(input="geology"), ignore.stderr=TRUE)
1 metamorphic 11693
2 transition 142
3 igneous 36534
4 sandstone 74959
5 limestone 61355
6 shale 46423
7 sandy shale 11266
8 claysand 14535
9 sand 36561
* no data 8950
Create a box plot of geologic types at different elevations:
> boxplot(spear$elevation.dem ~ spear$geology, medlwd = 1)
R stats boxplot geo.png
Exporting data back to GRASS
Finally, a SpatialGridDataFrame object is written back to a GRASS raster map:
First prepare some data: (square root of elevation)
> spear$sqdem <- sqrt(spear$elevation.dem)
Export data from R back into a GRASS raster map:
> writeRAST6(spear, "sqdemSP", zcol="sqdem", ignore.stderr=TRUE)
Check that it imported into GRASS ok:
> execGRASS("r.info", parameters=list(map="sqdemSP"))
 | Layer: sqdemSP Date: Sun May 14 21:59:26 2006 |
 | Mapset: rsb Login of Creator: rsb |
 | Location: spearfish57 |
 | DataBase: /home/rsb/topics/grassdata |
 | Title: ( sqdemSP ) |
 | |
 | Type of Map: raster Number of Categories: 255 |
 | Data Type: FCELL |
 | Rows: 477 |
 | Columns: 634 |
 | Total Cells: 302418 |
 | Projection: UTM (zone 13) |
 | N: _PHONE_ S: _PHONE_ Res: 30 |
 | E: 609000 W: 589980 Res: 30 |
 | Range of data: min = 32.649654 max = 42.895222 |
 | |
 | Data Source: |
 | |
 | |
 | |
 | Data Description: |
 | generated by r.in.gdal |
 | |
 | |
Getting Support
 - Primary support for R + GRASS and the spgrass6 package is through the grass-stats mailing list.
GRASS Modules
 - v.krige: Perform kriging operations in the GRASS environment, using R software functions in background.
Special requirements: python-rpy2 (not python-rpy!)
(merge info from man page here)
See also
 - Using R and GRASS with cygwin: It is possible to use Rterm inside the GRASS shell in cygwin, just as in Unix/Linux or OSX. You should not, however, start Rterm from a cygwin xterm, because Rterm is not expecting to be run in an xterm under Windows, and loses its input. If you use the regular cygwin bash shell, but need to start display windows, start X from within GRASS with startx &, and then start Rterm in the same cygwin shell, not in the xterm.
 - Spatial data in R (sp) is a R library that provides classes and methods for spatial data (points, lines, polygons, grids), and to new or existing spatial statistics R packages that use sp, depend on sp, or will become dependent on sp, such as maptools, rgdal, splancs, spgrass6, gstat, spgwr and many others.
 - RPy - Python interface to the R Programming Language
 - GRASS News vol.3, June 2005 (R. Bivand. Interfacing GRASS 6 and R. GRASS Newsletter, 3:11-16, June 2005. ISSN _PHONE_).
 - OSGeo Journal vol. 1 May 2007 (R. Bivand. Using the R— GRASS interface. OSGeo Journal, 1:31-33, May 2007. ISSN _PHONE_).
 - GRASS Book, last chapter


Why do I feel small crystals or hard lumps inside my new Boveda?
A brand-new Boveda is pliable, jelly-like and "squishy." Sometimes you might also feel some small crystals or lumps inside the pack, which is totally normal. Your Boveda is still safe to use.
Here's why crystals can form inside a new Boveda: The signature formula inside Boveda is a saturated saltwater solution. We add all-natural salts and a food-safe thickener to purified water then seal it all in a leakproof membrane. When we combine the ingredients and fill the membrane, sometimes an excess of those blended salts will mix with the water. As a result, small salt crystals that feel like hard lumps can occasionally form. Additionally, changes in temperature or other conditions can create recrystallization of the salts. This can feel like regular table salt or occasionally like coarse sea salt.
Any crystals in Boveda won't impact the performance, effectiveness or shelf life of the 2-way humidity control. In the rare event that the crystals become sharp and puncture the pouch, please reach out to us. We'll make it right at no cost. We're good like that.


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Installing and Registering a Password Filter DLL
You can use the Windows password filter to filter domain or local account passwords. To use the password filter for domain accounts, install and register the DLL on each domain controller in the domain.
Perform the following steps to install your password filter. You can perform these steps manually, or you can write an installer to perform these steps. You need to be an Administrator or belong to the Administrator Group to perform these steps.
ms721766.wedge(en-us,VS.85).gifTo install and register a Windows password filter DLL
 1. Copy the DLL to the Windows installation directory on the domain controller or local computer. On standard installations, the default folder is \Windows\System32. Make sure that you create a 32-bit password filter DLL for 32-bit computers and a 64-bit password filter DLL for 64-bit computers, and then copy them to the appropriate location.
 2. To register the password filter, update the following system registry key:
 If the Notification Packages subkey exists, add the name of your DLL to the existing value data. Do not overwrite the existing values, and do not include the.dll extension.
 If the Notification Packages subkey does not exist, add it, and then specify the name of the DLL for the value data. Do not include the.dll extension.
 The Notification Packages subkey can add multiple packages.
 3. Find the password complexity setting.
 In Control Panel, click Performance and Maintenance, click Administrative Tools, double-click Local Security Policy, double-click Account Policies, and then double-click Password Policy.
 4. To enforce both the default Windows password filter and the custom password filter, ensure that the Passwords must meet complexity requirements policy setting is enabled. Otherwise, disable the Passwords must meet complexity requirements policy setting.
Related topics
Password Filter Programming Considerations
Strong Password Enforcement and Passfilt.dll
Password Filter Functions
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text:
** Archived Article - please check for current information. **
February 23, 2012
Archaeological excavations open at Great Pee Dee March 5
The 16th Annual Johannes Kolb Archaeology and Education Project will be March 5-10 and March 12-16 at Great Pee Dee Heritage Preserve, a 2,725-acre preserve in Darlington County owned and managed by the S.C. Department of Natural Resources.
On Saturday, March 10, from 9 a. m. to 4 p.m., the public is invited to tour the excavations at the Johannes Kolb Site. There will be a host of demonstrators at the site for the March 10 public day. Numerous time periods when people lived at the Kolb site will be represented including: 18th century Native Americans and European colonists; late 19th century African-American sharecroppers; and demonstrations of primitive skills (stone tools, friction fire and aboriginal cookery).
Excavations will take place at the site on March 5-10, 12-16. Someone will be on site every day from 9 a.m. until 4 p.m. to talk with students and visitors. School groups wishing to visit may contact Sean Taylor, S.C. Department of Natural Resources (DNR) Heritage Trust archaeologist, at _PHONE_ in Columbia or by e-mail at _EMAIL_.
More than 90 percent of the Native American artifacts excavated from the Kolb Site are the discarded by-products, i.e. flakes, of the stone tool-making process. Many of the historic artifacts represent the mundane day-to-day activities of making a living from the river swamp. Both are equally important to our understanding of what life was like for people who lived along the Great Pee Dee River for the last 12,000 years. However, these artifacts are not as exciting as those occasional pieces that represent the people who called the Kolb site home.
"Throughout the two week season we are planning to continue sampling the site with two meter square excavations," said Taylor. "Visitors are welcome to come out, jump in and assist with excavation, screening and note taking. Our goal is to demonstrate what archaeology is all about and most importantly what it can tell us about our ancestors."
A multi-component prehistoric site is present on the preserve with Native American remains from Paleoindian (11,000 years ago), Early Archaic (10,000 to 8,000 years ago), Early Woodland (4,000 to 2,000 years ago) and later Woodland times (2,500 to 1,500 years ago). Thoms Creek pottery, from the Early Woodland period, has been found on the site, and a sizable fragment was recovered in 2004. Thoms Creek is some of the earliest Indian-made clay pottery in the continental United States. In 1998, a Hardaway Point dating back 11,000 years was discovered at the Great Pee Dee Heritage Preserve, and in 2000 a portion of a 12,000-year-old Clovis Point was found.
Artifacts from the 19th century, such as broken glass, bricks and nails, have also been found on the preserve. In total, more than 200,000 artifacts have been recorded at the site in the past years of fieldwork. Chip Helms of Darlington, a past member of the S.C. Institute of Archaeology and Anthropology's Archaeological Research Trust Board, first recorded this site and others on the preserve in 1975. Helms, who has explored the preserve since he was a young boy, has been the driving force behind the current excavations.
- Spring turkey season forecast fair; youth day March 31
- Renowned herpetologist featured at Palmetto Sportsmen's Classic March 23-25
- Archaeological excavations open at Great Pee Dee March 5
- Three states add bass fishing as high school varsity sport: Will S.C. follow suit?
- Dixie Hornet Anglers conduct another successful tournament on Lake Secession
- S.C. Drought Committee to meet in Columbia on March 8
- Harry Hampton Wildlife Fund donates $104,050 to DNR
- Record size blue catfish caught from Santee Cooper system
- Oyster shell recycling drop-off opens at Kalmia Gardens in Hartsville
- Oyster shell recycling drop-off opens in Florence County
- S.C. Wildlife's 28th annual outdoor photo contest accepting entries
- Aiken County wildlife area will open to the public four Saturdays in March
- Prescribed burns planned at Forty Acre Rock Preserve in Lancaster County
- Camp Wildwood of South Carolina open for 2012 registration
- Freshwater fishing trends
- Saltwater fishing trends
- S.C. weekly tidetable
- DNR video


Our range of PCYC programs aim to give young people practical, real life skills that they can apply to work, family and their community.
Our sports and youth programs aim to build on young people skills and character through training and mentoring, creating young leaders of the future.
Driving education programs promote safer driving, and OOSH supports families, parents and communities by providing affordable after school care.
PCYC is unique among youth organisations because it is the only one which is a partnership between the community and the NSW Police Force.
We work with the NSW Police Force youth command work to counter the impact of juvenile offending.
Our Police youth case managers' approach has proven results and contributes towards reducing reoffending rates by 60 to 70 per cent.
Programs have to incorporate education relevant to the crime category on which the officers are focusing. An example of that would be a break and enter program: the education component could include a presentation from insurance companies on the impact of break and enters, a presentation from a victim, and discussion on crime statistics and dealing with the volume of what's occurring in that area to help educate young people on the impact of their actions.
Fit for Work
Fit For Work is a program designed to holistically address a young person's disengagement from their family, education and employment opportunities, to help reduce and prevent their involvement in anti-social behaviour and/or crime. This will ultimately lead to increased employment opportunities for a cohort that traditionally is reflected in high unemployment statistics. Aimed at youth aged 15-17 years.
Fit for Work
Fit for Change
Fit For Change is a program tailored to address the core principals of risk, need and responsivity. This intervention program will address the seven major risk/need factors in order to reduce and prevent re-offending. Aimed at youth aged 12-17 years.
Fit for Change


Why Do Chameleons Hiss? 6 Reasons Why
Having a pet chameleon comes with many surprises. From time to time, you may notice they puff up and hiss. This will come as a surprise if it's your first time seeing it. You may be wondering why your chameleon is hissing.
So, why do chameleons hiss? Chameleons may hiss if they are angry, scared, or stressed. The hissing is usually accompanied by changing color and puffing up. Hissing is a sign to tell other chameleons, people, or other pets in the house to stay away.
Why Do Chameleons Hiss?
Most of the time, chameleons are relaxed and will stay in one place. They tend to not be active until they need to eat or something is causing them fear.
Your chameleon may hiss for no reason, just like a dog that bark on occasion. The problem is when the hissing is excessive and something is near them.
What Causes a Chameleon To Hiss?
When they are scared of something and causing them fear, they will start to hiss. This is an early sign to tell others to not come any closer.
Chameleons are at the bottom of the food chain, and so they have a lot of predators. In the wild, they are always in hiding to prevent being eaten.
When chameleons are kept in captivity, their instinct is still the same. Anything that's larger than them will be a threat. This means your other pets in the house such as cats, dogs, and even other reptiles.
Besides pets, if their cage is close to the window, they may be scared of the birds flying around or perching on a nearby tree branch.
6 Reasons Why Chameleons Hiss
Below are the 6 main reasons why your chameleon may hiss:
1. Stress
Chameleons tend to get stressed fairly easily. Also, this is the main cause of hissing as well. Your chameleon can be stressed by something in their environment or something that needs adjusting like the humidity and temperature in the cage.
2. Fear
Chameleons will start hissing when they sense danger. A pet or yourself could cause them to be frightened and hiss. This is just a way to tell you that they see you as a threat and not to come near.
3. Pain
If your chameleon is suffering from an injury or has an illness, they will start to hiss. It's usually just hissing and changing to a darker color, without puffing up.
4. Mating
During mating, the chameleon may start to hiss. This is usually the female that hisses during this time. The female may hiss at the male chameleon to tell him to back off if she doesn't want to mate with him. The male also hisses during mating, but it's less common.
5. Pregnancy
During pregnancy, the female chameleon may hiss often. This is to ward off male chameleons that want to mate. Also, hissing is a warning sign to other animals to stay away from.
6. Seeing Other Chameleon
Chameleons are creatures that are very territorial, both female and male. If they see another chameleon getting close to their territory, they will hiss constantly, along with puffing up and changing to bright colors. If the other chameleon still comes closer, both will start to fight each other.
What Species Of Chameleon Hiss?
Hissing occurs in all species of chameleon. This is their way of expressing their feeling that they are scared, anger, and stress.
However, some chameleons do hiss more than others. Veiled chameleons tend to hiss the most because they are very territorial.
Panther chameleons, on the other hand, tend to hiss the less since they are not very high tempered.
If you're planning to get a veiled chameleon, expect to hear them hiss a lot. This is especially true when you first bring them home.
What To Do When Your Chameleon Hisses?
When you hear your chameleon hissing, the best thing to do is to remain calm. As long as there are no predators or in any danger, you shouldn't worry. In fact, hissing from time to time is a good indication that they are healthy.
However, you should recognize when hissing is a problem. If they are hissing due to stress, you should try to minimize it as much as possible. Stress is bad for chameleons and could be fatal if they are exposed to it for a prolonged period of time.
Below are some things you can do to stop your chameleon from hissing:
 - Move away – If you approach the chameleon, and they start to hiss, this means they are scared of you. They either don't recognize you or you pose a threat to them. Move back slowly from the cage to see if they calm down.
 - Check your glasses – Chameleons have a good memory, and they are able to recognize you. If you wear glasses and your chameleon never seen you wearing them, this may cause them to hiss. If they do, take off your glasses and see if they stop hissing.
 - Check the color of your clothing – Chameleons respond to colors. They see bright colors as a threat. If you wear bright color clothing and your chameleon is hissing, that may be the problem. Take off the clothing or wear dull color clothes and see if your chameleon stop hissing.
 - Don't pick them up – Most species of chameleons don't like to be handled. These creatures are solitary and prefer to live alone. When they are picked up, they make get scared and start to hiss. Gently place your chameleon back onto the tree.
 - Ignore them – After doing all the above and nothing seems to stop them from hissing, the last thing you can do is to simply ignore them. Chameleons tend to refrain from hissing once the threat is gone.
How To Prevent Chameleon From Hissing
Stopping your chameleon from hissing altogether isn't possible. Hissing is part of their behavior, and it's something they do to avoid danger.
While you can't stop the hissing, you can minimize it though. Below are some things you can do:
 - Minimize handling – Chameleons don't like to be held. When they are held they will feel scared. If you need to handle them, try to keep this to a minimum.
 - Stay below your chameleon – These creatures are arboreal which means they spend their entire lives up in the trees. When they are higher up, they have a wider range of view. This will make them feel safer.
 - Approach them slowly – Predators that hunt them are fast-moving. When you move around them too quickly, they may feel threaten and start to hiss. As you approach them, walk slowly.
 - Take photos far away – Most people enjoy taking pictures of their chameleon. Who doesn't? These creatures are exotic and beautiful and most people will take pictures of them up close. This close encounter will cause them to be scared because they are not familiar with it. When taking pictures of your chameleon, stay far away from them and zoom in to take their pictures.
As you can see, hissing is a natural behavior of the chameleons. They hiss to warn off other chameleons and protect themselves from danger. Chameleons hissing from time to time is normal, but there are times when attention is needed. You need to find the reason. If not, hissing too frequently could lead to them becomes stressed.


Draw backwards text in C#
This example draws backwards text in a PictureBox. You could use similar techniques to draw backward text on a form, printout, bitmap file, or other drawing surface.
When the program starts, the following code executes. It draws the text into a Bitmap and then displays the Bitmap in the PictureBox.
private void Form1_Load(object sender, EventArgs e)
 Bitmap bm = new Bitmap(280, 100);
 using (Graphics gr = Graphics.FromImage(bm))
 gr.TextRenderingHint =
 gr.ScaleTransform(-1, 1);
 using (Font the_font = new Font("Comic Sans MS", 40))
 gr.DrawString("Backward", the_font, Brushes.Black, -280, 0);
 picBackward.Image = bm;
The code first makes a Bitmap big enough to hold the text. It then creates a Graphics object associated with the Bitmap.
Next the program sets the Graphic object's TextRenderingHint property. The value AntiAliasGridFit makes drawn text come out smoothly anti-aliased so it doesn't have jagged edges.
The program then applies a scale transform to the Graphics object that scales all graphics by a factor of -1 horizontally, making the result appear backward.
The program then creates a Font and calls the Graphics object's DrawString method to draw the text. The code starts the text at position (-280, 0). The scale transform reverses the X coordinates of the text so the word "Backward" actually starts at position (280, 0) and draws to the left instead of to the right.
The program finishes by displaying the Bitmap in the PictureBox.
Tip: To make the PictureBox display the Bitmap at its full size, I set the its SizeMode property to AutoSize at design time.
This entry was posted in fonts, graphics, strings and tagged,,,,,,,,,,. Bookmark the permalink.
1 Response to Draw backwards text in C#
 1. Jason says:
 i googled for such code and yours was the first i got, Thanx very much!
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text:
Seven new models of air purifiers were launched onto the market in India last November. Many of these models contain technologies familiar in Japan. These include the ECONAVI, which conserves energy by automatically recognizing the pattern of air impurities occurring according to the user's lifestyle; Nanoe, which breaks down and minimizes harmful substances contained in fine particulate matter; and HEPA filters that powerfully collect fine particulate matter and other microscopic particles.
They also contain an auto restart feature, which switches them on again automatically after power is restored following a power cut, a feature that takes into account the frequent nature of power cuts in India.
Testing laboratory: Product Analysis Center, Panasonic Corporation
Testing method: Measurement of organic matter attached inside a testing room measuring approximately 11m2
Minimization method: Releasing Nanoe
Test results: Aromatic carboxylic acid: benzoic acid) 98% or more broken down after approximately 8 hours (alkane: hexadecane) 99% or more broken down after approximately 24 hours


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ELR Illustrative Example: My Name, My IdentityEnglish Learner Roadmap Illustrative Example: Santa Clara County Office of Education's My Name, My Identity.
CA EL Roadmap Home | Policy and Printed Document | Learning Foundations | Principles Overview | Principle One | Principle Two | Principle Three | Principle Four | Characteristics of Examples | Illustrative Case Examples | Crosswalk to LCAP | Resources | Communications and Updates | Archives
Illustrative Example Overview
The Santa Clara County Office of Education (SCCOE) is located in the Silicon Valley, a diverse community where more than 60 languages are spoken in Santa Clara County's public schools. The SCCOE, in partnership with the National Association of Bilingual Education (NABE), demonstrated its commitment to embracing the diversity of the Silicon Valley with the "My Name, My Identity: A Declaration of Self" initiative. This initiative recognizes the importance of correctly pronouncing students' names in order to make students feel valued, included, and respected at school. The "My Name, My Identity" initiative asks teachers to sign a pledge committing to pronouncing students' names correctly in order to affirm their identities at school and welcome them to the learning community. The SCCOE provides resources to interested schools and districts and encourages districts to engage families and communities with the initiative. As of 2018, 17 districts and charter schools in Santa Clara County have adopted a board resolution in support of the "My Name, My Identity" initiative.
The SCCOE leadership believes that correct pronunciation of names can have a deep impact on school culture and student achievement. Jon R. Gundry, the former County Superintendent of Schools for Santa Clara County, stated that "Honoring our students' personal history and cultural identity is at the very heart of our efforts to close the achievement gap in Santa Clara County. To raise student achievement for all students, we must build relationships that start with the proper pronunciation of ours students' names." The SCCOE believes that the "My Name, My Identity" initiative can address a variety of district goals, including "eliminating the achievement gap, building positive school climate, cultivating global competence, or advocating parent engagement" (Wan, Yee, "My Name, My Identity: Building a Culture of Respect").
Principles, Elements, and Priorities Addressed
- Element 1.A: Language and Culture as Assets
- Element 1.C: School Climate
- Element 1.D: Family and School Partnerships
Local Control and Accountability (LCAP) Priority One: Basic (Conditions of Learning)
Rate of teacher misassignment as relates to equity, professional learning, resource alignment, and teachers. Student access to standards-aligned instructional materials as relates to curriculum, instruction, and resource alignment. Facilities in good repair as relates to culture and climate and resource alignment.
LCAP Priority Two: State Standards (Conditions of Learning)
Implementation of academic content and performance standards adopted by the state board for all pupils, including English learners as relates to assessment, curriculum, equity, instruction, and professional learning.
LCAP Priority Three: Parental Involvement (Engagement)
Efforts to seek parent input in decision making and promotion of parent participation in programs for unduplicated pupils and special need subgroups as relates to culture and climate, equity, and family and community.
LCAP Priority Four: Pupil Achievement (Pupil Outcomes)
Performance on standardized tests, score on Academic Performance Index, share of pupils that are college and career ready, share of English learners that become English proficient, English learner reclassification rate, share of pupils that pass Advanced Placement exams with three or higher and share of pupils determined prepared for college by the Early Assessment Program as relates to assessment, curriculum, equity, and instruction.
LCAP Priority Five: Pupil Engagement (Engagement)
School attendance rates, chronic absenteeism rates, middle school dropout rates, high school dropout rates, and high school graduations rates as relates to culture and climate, equity, and family and community.
LCAP Priority Six: School Climate (Engagement)
Pupil suspension rates, pupil expulsion rates, and other local measures including surveys of pupils, parents, and teachers on the sense of safety and school connectedness as relates to culture and climate, equity, and family and community.
LCAP Priority Seven: Course Access (Conditions of Learning)
Pupil enrollment in a broad course of study that includes all of the subject areas described in Education Code (EC) section 51210 and subdivisions (a) to (i), inclusive, of EC section 51220, as applicable, as relates to curriculum, equity, and professional learning.
Evidence of Effectiveness
The Characteristics of Examples web page includes information on the criteria used to evaluate illustrative example submissions.
Standard 1 (supported by an existing research basis)
The "My Name, My Identity" initiative is rooted in research by William Powell and Ochan Kusuma-Powell (2011). This research indicates that when teachers learn the correct pronunciation of students' names it creates trust and acceptance. In her article "My Name, My Identity: Building a Culture of Respect," Yee Wan, the Director of Multilingual Education Services for the SCCOE, writes, "This trust and acceptance creates a psychologically safe atmosphere in the classroom, which provides the security students need to experience the intellectual discomfort of learning new ideas. Students will also feel a sense of belonging and being valued, which will enable them to take risks during the learning process."
Standard 2 (local metrics of system implementation and adult learning outcomes)
The SCCOE leadership encouraged schools and districts to adopt a resolution supporting the "My Name, My Identity" initiative. The SCCOE provides resources to interested schools and districts to support the implementation of the initiative
Standard 2a (local metrics of student learning supports and processes)
The Santa Clara County Office of Education interviewed stakeholders regarding the impact of the initiative. Some of the responses to the initiative are available in the resource "My Name, My Identity: Building a Culture of Respect," article linked below. Districts and schools have set up online communities for parents and students to share their name stories; incorporated "Names, Languages, and Cultures" into their parent engagement and literacy activities; provided leadership opportunities for parents by challenging them to secure pledges from the community; integrated the "My Name, My Identity" initiative; and hosted celebrations for the pledges made.
Standard 3 (student learning outcomes)
Data is anecdotal and has not gone through the formal research process at this time.
"My Name, My Identity" website
This website, created by the Santa Clara County Office of Education, provides more information about the "My Name, My Identity" initiative including a link to take the pledge and other resources.
"My Name, My Identity: Building a Culture of Respect" Article
This article provides an overview of the "My Name, My Identity" initiative, the implementation in Santa Clara County, ideas for schools and districts, and stakeholders' responses to the initiative.
Milpitas Unified School District Strategies Menu
This resource provides a menu of "My Name, My Identity" strategies to build positive school climate, advocate parent engagement, and cultivate global competence.
"My Name, My Identity" Media Coverage
This resource provides links to articles about the "My Name, My Identity" initiative.


text:
The Truth Behind 'Go Ask Alice'
Aug. 3, 2022 – If you grew up in the 1970s and 1980s, chances are high you're familiar with Go Ask Alice.
What was then said to be the real diary of a 15-year-old promising teen turned drug addict was released in 1971 as a cautionary tale and has since sold over 5 million copies. The diary was harrowing against the backdrop of the war on drugs and soon became both acclaimed and banned from classrooms across the country.
Schools citied "inappropriate" language that "borders on pornography" as grounds to prohibit teenagers from reading Alice's story. But as much as the book's vivid writing offended readers, it drew millions in with its profanity and graphic descriptions of sex, drugs, and mental health struggles.
At the time, TheNew York Times reviewed the book as "a strong, painfully honest, nakedly candid and true story … a document of horrifying reality," but the popular diary was later found to be a ploy – a fake story written by a 54-year-old Mormon youth counselor named Beatrice Sparks.
Now, Sparks, who died in 2012, has been further exposed in radio personality Rick Emerson's new book, Unmask Alice: LSD, Satanic Panic, and the Imposter Behind the World's Most Notorious Diaries. Emerson published the exposé in July, years after he had the idea to investigate Sparks's work in 2015. The book details Sparks's background, her journey in creating Alice, and her quest to be recognized for the teen diary she had published as "Anonymous."
"After 30 years of trying, Beatrice Sparks had changed the world. And nobody knew it," Emerson told the New York Post.
In his work, Emerson also dives into the profound impact of the diary at a time when not as much research existed on teen mental health.
When the teenager whose diary inspired Sparks's writing "died in March 1971, the very first true study of adolescent psychology had just barely come out," Emerson said to Rolling Stone. "Mental health, especially for young people, was still very much on training wheels."
According to Emerson, a lack of insight into mental health issues allowed Sparks's description to go relatively unchallenged and for the book's influence to spread despite its misinformation.
"It's indisputable that large sections of 'Go Ask Alice' are just embellished and/or false," he told the Post.
Then vs. Now
When Go Ask Alice was published, child psychiatry and psychology literature contained relatively few references to depression, confirming a 2021 analysis of academic literature on childhood and adolescent depression from 1970 to 2019.
This landscape is in stark contrast to today, where thousands of studies on the topic have been done, compared to the mere dozens in the 1970s.
Anxiety and depression in minors have increased over time, a trend worsened by the COVID-19 pandemic, according to the CDC. Studies have shown that reported drug use in teens has decreased over time, proving significant during the pandemic, according to the National Institutes of Health.
While Alice from Go Ask Alice has not existed in either, comparing the two periods can offer insight into teens' struggles in the 1970s vs. today and sheds light on how literature – fiction or faked fiction – can transform a nation.


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I've been working on this for a while. This code:
Log.i(TAG, "stroke style: " + paint.getStyle());
Log.i(TAG, "stroke cap: " + paint.getStrokeCap());
canvas.drawPoint(p.x, p.y, paint);
prints 'STROKE' and 'ROUND' to the logs, but draws a black SQUARE to the map! Anyone know what I need to be doing differently to produce a dot instead of a square!?
EDIT I'm going to give the below suggestion(s) of using drawCircle a shot, but I was just confused I guess because everything I've read indicates you should be able to indicate you want a circle that way. One example being this google book entry
share|improve this question
I think cap options are for Paths and not for Shapes. – S.D. Feb 25 '13 at 18:46
3 Answers 3
up vote 0 down vote accepted
you can try drawCircle() with p.x and p.y as center (first and second argument) and use 1 or 2 as radius depend on how big you want the dot to be and use the paint with stroke style FILL..
share|improve this answer
Try to use drawCircle instead
circlePaint.setColor(0xFFFF0000); //opaque red
float radius = 10f; //10 pixels
canvas.drawCircle(p.x, p,y, radius, circlePaint);
share|improve this answer
It draws correctly if you draw to a canvas backed by a bitmap. It doesn't seem to draw correctly if you draw directly to the screen (i.e. a canvas passed to a View's onDraw() method). Another way of getting around the problem is, therefore, to first render to a bitmap and then draw that to the screen.
share|improve this answer
Your Answer


text:
- spelunker •
Pronunciation: spee-lêng-kêr • Hear it!
Part of Speech: Noun
Meaning: An amateur cave explorer, a cave enthusiast, a person whose hobby it is to explore caves, (British) a potholer.
Notes: "Well, if spelunkers are amateurs," I hear you ask, "what are professionals who explore caves scientifically called?" They are called speleologists and their discipline is called speleology. The formations found in caves—stalagmites, stalactites, and such—are known as speleothems by speleologists.
In Play: Unlike troglodyte "cave-dweller", today's word refers to those who only explore caves: "The Spelunker's Club gathers for their monthly meetings in a nearby cave." We can, however, bring this word out into the light, even if we have trouble bringing spelunkers out: "The weather was so dark and cold that not even spelunkers would have enjoyed the picnic."
Word History: This word started out as a lexical plaything in the US in the 1940s, but has since acquired an air of legitimacy. It apparently is based on Latin spelunca "cave, cavern", which Latin took from Greek spelunx (spelunk-s) "cave, cavern". It appears in several other Western European languages, including Dutch spelonk and German spelunke, both meaning "cave". The English suffix -er is an uncomfortable fit for nouns (although less so in Britain (footballer, for example). It is doubly uncomfortable when added to a Latin root. Still, it seems to have found a comfortable place for itself within the English vocabulary. How this word came to be in ancient Greek is one of many great mysteries of etymology. (We thank Kathi Kitao of Kyoto, Japan, for bringing today's Good Word to the surface and shairing it with us.)


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You are hereCastle Hill, Thetford
Castle Hill, Thetford
Castle Hill (Castle Mound or Military Parade) is the remains of Thetford's second castle, a 12th century motte and bailey castle which replaced the towns earlier 11th century Red Castle. Possibly built by Roger Bigod (Died 9 September 1107), Castle Hill is thought to be the second largest man made earth work in England and the motte was the centre piece of the fortification, positioned here to stand guard over Thetford and the crossing of the Little Ouse River and and River Thet by the Icknield Way (Nun's Bridges).
Possibly due to the large size of the of the mound there are several legends associated with it. One story is linked the creation of the nearby Devil's Ditch at Garboldisham. When the Devil had finished creating this ditch he made Castle Hill by scraping the excess dirt from his boot or spade. It is said that you can summon the Devil by walking around the hill seven times at midnight. There is also a few buried treasure legends associated with Castle Hill. It is suggested that the mound covers a huge mansion filled with treasure. Another story has five golden bells buried in the earthwork.


WEDNESDAY, Nov. 27, 2013 (HealthDay News) -- Breathing treatments that provide low levels of oxygen may help people with certain types of spinal cord injuries walk longer distances at faster speeds, new Canadian research indicates.
After the low-oxygen treatment, people with less severe spinal cord injuries were able to walk approximately 33 feet about four seconds faster than those on a placebo treatment. They also were able to increase the distance they could walk in six minutes by about 328 feet.
"The rehabilitation world after a spinal cord injury can be frustrating and limited," said study author Randy Trumbower, an assistant professor in the division of physical therapy at the Emory University School of Medicine in Atlanta. "After the first year, it's a lifelong journey to overcome their diagnosis. Someone may be able to cross the street right now, but can they do it in enough time? Or someone might be able to get to the grocery store, but do they have the endurance to shop?"
"We wanted to find a treatment that could provide incremental changes for those with incomplete spinal cord injuries to allow them to do these things," Trumbower said.
Results of the study were published online Nov. 27 in the journal Neurology.
Almost two-thirds of spinal cord injuries are what is known as incomplete, according to background information in the study. This means some nerve connections are still intact. They may not function as they used to, but they are not completely severed.
Because some connections remain, someone with an incomplete spinal injury may still be able to walk, but not in the same way they could before the injury. People with incomplete injuries often have to rely on canes, braces and wheelchairs to get around.
Previous research in animals has shown that brief exposure to low levels of oxygen can help the animals walk better, Trumbower said. The oxygen treatment causes a number of changes, such as a release of serotonin, a brain chemical that helps transmit messages from one nerve cell to another.
Low oxygen levels also cause the release of a growth factor that's known to help repair nerves and improve their plasticity, said Dr. Michael Fehlings, the co-author of an editorial accompanying the study.
The current study was designed to see if brief periods of low oxygen could induce these types of reactions in humans.
Nineteen people with incomplete spinal cord injuries participated in the study. Everyone could walk at least one step without assistance from another person.
The volunteers were placed into one of two groups. One group would receive the intermittent low-oxygen treatment and the other would receive a sham treatment. Two weeks later, the groups switched treatments.
People who got the oxygen treatment improved their walking speed by 3.8 seconds over 33 feet compared to those given the placebo treatment. They also were able to walk about 328 feet farther in a period of six minutes than those who were treated with the sham treatment.
"[Low-oxygen treatment] may be strengthening the connections or improving how the connections behave," Trumbower said. "The effect of coupling hypoxia with traditional healing techniques was greater than each of its individual parts. Combining the therapies seems to amplify the effects of a single intervention."
"[This was] a small but well-designed [study] that showed people with a relatively mild form of spinal cord injury can have some recovery with [low-oxygen treatment]," said Fehlings, a professor of neurosurgery at the University of Toronto. "But there's still a lot of work to be done. How long will these effects last? Will the treatment need to be constantly administered? Would that cause toxicity?"
Fehlings said this study also doesn't address whether people with more severe injuries could benefit from this type of therapy.
More information
Learn more about spinal cord injuries from the U.S. National Library of Medicine.


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K7.5 THE RETURN OF HEPHAISTOS
Museum Collection: Antikensammlungen, Munich, Germany
Catalogue Number: Munich 2361
Beazley Archive Number: 215176
Ware: Attic Red Figure
Painter: Attributed to the Kleophon Painter
Date: ca 430 BC
Hephaistos is led back to heaven by the god Dionysos. The drunken Hephaistos, holding a pair of tongs, is supported a Satyros. Beside him walks Dionysos, holding a thyrsos (pine-cone tipped staff) and drinking cup. A tambourine playing Mainas Nymphe and dancing Satyros lead the procession.
NOTEThis is a drawing of the vase rather than a photographic representation.
ARTICLESHephaistos, Dionysos, Satyroi
OTHER IMAGES OF VASE


FAQ: Why Lalitha Devi Sits On Lord Shiva?
Who is Devi Lalita?
Tripura Sundari (Sanskrit: त्रिपुर सुन्दरी, IAST: Tripura Sundarī), also known as Sodashi and Lalita, is a Hindu goddess and is mainly venerated in Shaktism, the goddess-oriented sect of Hinduism. She is also a prominent Mahavidya.
What is the significance of Lalitha Sahasranamam?
Who wrote Lalitha Sahasranamam?
Who killed Bhandasura?
The Mother put out every firebrand sent by the demon her way, and destroyed his army with the Maha-Pashupatastra. She finally killed Bhandasura and destroyed Shonitapura with the Kameshwarastra.
When should we read Lalitha Sahasranamam?
It can be recited at any time during the day, but it is considered best to do it between 4 am and 7 am and in the evening. If you also want to achieve something big in your life, then definitely know about the benefits given under Lalita Sahasranama.
You might be interested: Quick Answer: Deepika Kumari Related To Which Sport?
Is Lalitha Devi Parvati?
Can ladies chant Lalitha Sahasranamam?
Lalita sahasranaam can be taken as Naama-japa (without nyasas). For that matter, any sahasranamam can be chanted by ladies including Sri Lalitha Sahasranama. One can get the maximum results by reciting Sri Lalitha Sahasranamam after knowing meaning of each nama.
Which Sahasranamam is best?
What is the meaning of Lalitha?
Advertisement. Name Lalitha or ( Lalitha ) means Elegant; beautiful. Person with name Lalitha are with loads of positive aspects in their lives. This name is considered to be the source of immense happiness. Thus, these people know how to have the taste of happiness.
Can we do Lalitha Sahasranamam during periods?
How many stanzas are there in Lalitha Sahasranamam?
There are 84 Shlokas ( verses ) in the Brahmanda Purana which speaks about the benefits of reciting Lalita Sahasranamam, as expounded by Lord Hayagriva.
Who is Shodashi?
As Shodashi, Tripurasundari is represented as a sixteen-year-old girl, and is believed to embody sixteen types of desire. The Tripura Sundari, along with other Goddesses, namely, Tara, Kali, Bhuvaneshvari, Chhinnamasta, Bhairavi, Bagalamukhi, Dhumavati, Kamalatmika and Matangi.
You might be interested: Often asked: Why Is Vishnu Sahasranamam Powerful?
How did Lord Shiva died?
Who is the supreme goddess in Hinduism?
Adi Parashakti (Sanskrit: आदि पराशक्ति, IAST: Ādi Parāśakti) is term which means primordial energy or primordial force, denoting the Supreme Goddess or Divine Mother in Hinduism.
Adi Parashakti
Adi Parashakti as the supreme goddess
Devanagari आदि पराशक्ति
Sanskrit transliteration Ādi Parāṣakti
Why is Ashok Sundari not Worshipped?
She is worshipped as Bāla Tripura Sundari, the daughter of the Mother Goddess Tripura Sundari and Lord Kameshwara(Lord Shiva). Actually all the children of Lord Shiva are his energies only. So maybe Goddess Ashoka Sundari takes different forms or names in different Kalpas. But it is not that she is not worshipped.
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Duwamish Hill Preserve Nursery, 3800 S. 115th St., Tukwila, WA 98168
Owned by Seattle City Light
The Duwamish Hill Preserve Nursery is adjacent to the Duwamish Hill Preserve, a 10.5 acre parcel of historical, cultural and ecological significant land in Tukwila; serving as an outdoor classroom for students, a gathering place for restoration volunteers, a culturally significant location for Native Americans. The Preserve is managed as a public open space preserve dedicated to the conservation and enhancement of its rich Native American cultural history, ecological importance and community impact.
The Preserve's unique ecosystem within the Duwamish Watershed hosts many rare species of flora and fauna. To aid in the restoration of the Preserve's natural habitat, in a joint effort with Seattle City Light and Forterra, volunteers are now beginning to propagate these rare plant species in the newly created Duwamish native plant nursery adjacent to the Duwamish Hill Preserve. These plants will support the habitat needs of the many creatures living in this unique area while reflecting the historical fauna. Plants are grown from seed gathered from native plants which were common to this area but have been crowded out from invasive plants and development.
Due to its elevated position above the Duwamish River, the Hill offered a vantage point from which Native Americans could watch for incoming groups and communicate with fellow tribe members along the Duwamish River Valley. Additionally, the Hill is associated with the southern Puget Sound Salish oral tradition as the key location in the stories collectively known as the "Epic of the Winds" as the location of Chinook Wind's mother's home:
The hill from which the preserve gets its name is a glacial remnant and within the preserve many species of flora and fauna that are rarely seen along the banks of the Duwamish River can be found.


Welcome to Aboriginal Access to Engineering, Queen's University
Pine Forest and Logging Protection
Temagami: Deep Water by the Shore (Ontario)
Temagami is a region in Northeastern Ontario, north of Sudbury and North Bay, which covers 680,000 hectares of forest, lakes and rivers. It is named for the Teme-Augama Anishnabai (the Deep Water People) who have lived in the area for many generations. Their population numbers around 1700. The Temagami First Nation (TFN) and the Teme-Augama Anishnabai (TAA) are currently in negotiations with the Government of Ontario, to extend their claim to lands beyond their current holdings on Bear Island in Lake Temagami.
Their land claim goes back to 1877 when Chief Tonene protested to the federal government that lumber companies were felling trees in n'Daki Menan, his people's traditional homeland. The protest was based on the fact that the Teme-Augama Anishnabai had been excluded from the 1850 Robinson-Huron Treaty, and had not given up title or rights to their traditional lands. Chief Tonene asked the government to create a reserve which would protect his people and their land from the lumber companies. More than 100 years later, the situation is still not resolved. Lumber companies have been interested in the Temagami region for so long because it is home to the densest area of old growth Red and White Pine forest in the world. These trees are quite large, and because of their size can be used for many products, like furniture and giant plywood sheets. The trees also hold a spiritual significance for First Nations peoples of the region. The forest stands have been in place for over 7,000 years. Some of the trees are over 350 years old. Old growth forests are living entities: because of their age, they house highly developed, stable and self-sustained ecosystems. Within these systems are complex and delicate food webs which are sensitive to changes in the local environment, and very sensitive to the effects of forest harvesting. A good proportion of the old growth forest is now protected from logging in order to protect the ecosystems they contain.
graphic via earthroots
Queen's University
Kingston, Ontario, K7L 3N6, Canada


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History of USDA Pecan Breeding Program
Tommy E. Thompson
The pecan research activities of the Agricultural Research Service of the USDA, formerly the Bureau of Plant Industry, in Texas date back to July 1, 1930, when an appropriation for this work was obtained through the efforts of Congressman J. P. Buchanan of Brenham.
The original headquarters for this new U.S. Pecan Research Laboratory was located on the "Little Campus" of the University of Texas in Austin. An orchard developed from native trees and owned by Dr. J. E. Pearce of the University was leased for experimentation. This orchard was poorly suited for research projects, and Dr. Traub, who was in charge of this research, soon began looking for something better. He found a desirable site along the Pecan Bayou which could be irrigated from Lake Brownwood, and was owned by the City of Brownwood. A contract was arranged with the Chamber of Commerce and the City of Brownwood by which this property became available for long-term use as a pecan experiment station. This contract was revised several times in later years.
The first buildings on the Station were a small office and laboratory, a machine shed, and a residence for the technician. They were erected in the summer of 193l. About 35 acres were planted to pecan trees in the spring of 1932 and 30 acres more in 1933. At several times, in later years, additional trees were planted.
After the orchard at Brownwood had become well established, plans were made to move the headquarters from Austin to Brownwood. At this time, another branch of the Bureau of Plant Industry wished to do work at Brownwood. To accommodate both Pecan Research and Deciduous Fruit Investigations, the acreage to be used was increased and the present office and laboratory building was put in, as well as another machine shed. Transfer of equipment and personnel from Austin to the new headquarters was in August 1938.
Although the Brownwood Station was established primarily for pecan research, there was a period of years following 1938 during which considerable work was done in Deciduous Fruit Investigation under the direction of Dr. Lee Hutchins, and following him Dr. L. C. Cochran. However, because of the Second World War, the death of the man in local charge of the work, and other reasons, that work was tapered off and finally discontinued.
It should be mentioned also that the Division of Entomology of the U.S. Department of Agriculture established a Pecan Insect Laboratory in Brownwood around 1920. Presence of this Laboratory was probably a factor in getting the Field Station to Brownwood. In 1950 this Insect Laboratory, the personnel and several buildings were moved to the Field Station. Because of the disability retirement of the man in charge, this work was discontinued in 1952.
The City of Brownwood donated 4.79 acres of land and all buildings to the USDA pecan program in 1973. This was accepted by the USDA in 1976.
The Brownwood site was designated as the permanent site for the National Clonal Germplasm Repository for Pecan, Hickories, and Chestnuts in 1978. Also at this time, 79.1 acres adjacent to the station was purchased by USDA for this permanent repository site. This repository originally consisted of pecan cultivars collected from throughout the U.S. that had been used as parents in the breeding program. Currently, this collection is the largest and most complete in the world, containing over 250 cultivars, from 25 states as well as Mexico. The repository also maintains the most complete collection of pecan nut samples in the world for use in cultivar identification. Collections from native pecan populations representing the native range of North America are also maintained and characterized.
In 1987, at the invitation of the Texas Agricultural Experiment Station and Texas A&M University, an additional work-site was established at College Station on land owned by the Experiment Station. This site was needed to more adequately screen material for disease resistance and more effectively breed for the eastern U.S. pecan industry. Currently, five of the USDA breeding personnel are at this location, with six located at the Brownwood field station.
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Africa 19th Century Teacher Resources
Find teacher approved Africa 19th Century educational resource ideas and activities
Students study the effects of colonialism on Africa. In this world history lesson plan, students identify and locate the colonial powers within Africa as well as the make-up of Africa today as they read and analyze writings/readings from multiple perspectives. Students analyze the reasons for the colonial break-up in Africa and identify stereotypes of Africa and work to dispel these myths/stereotypes.


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A wharf or quay (pron.: //, US also // or //) is a structure on the shore of a harbor or on the bank of a river or canal where ships may dock to load and unload cargo or passengers. Such a structure includes one or more berths (mooring locations), and may also include piers, warehouses, or other facilities necessary for handling the ships.
A wharf commonly comprises a fixed platform, often on pilings. Commercial ports may have warehouses that serve as interim storage areas, since the typical objective is to unload and reload vessels as quickly as possible. Where capacity is sufficient a single wharf with a single berth constructed along the land adjacent to the water is normally used; where there is a need for more capacity multiple wharves, or perhaps a single large wharf with multiple berths, will instead be constructed, sometimes projecting into the water. A pier, raised over the water rather than within it, is commonly used for cases where the weight or volume of cargos will be low.
Smaller and more modern wharves are sometimes built on flotation devices (pontoons) to keep them at the same level as the ship, even during changing tides.
In everyday parlance the term quay is common in the United Kingdom, Canada, Australia, and many other Commonwealth countries, and the Republic of Ireland, whereas the term wharf is more common in the United States. In some contexts wharf and quay may be used to mean pier, berth, or jetty.
King Henry's Wharves, typical London wharves converted to apartments
Wharf by Marriott/Pacquereau Bay on St. Thomas
The word wharf comes from the Old English hwearf, meaning "bank" or "shore", and its plural is either wharfs or wharves; collectively a group of these is referred to as a wharfing or wharfage. "Wharfage" also refers to a fee charged by ports for the cargo handled there.
In the northeast and east of England the term staithe or staith (from the Norse for landing stage) is also used. For example Dunston Staiths in Gateshead and Brancaster Staithe in Norfolk. However, the term staithe may also be used to refer only to loading chutes or ramps used for bulk commodities like coal in loading ships and barges. It has been suggested that wharf actually is an acronym for ware-house at river front,but it is actually a backronym created by Thames river boat guides.
Another explanation may be that the word wharf comes from the Dutch word "werf" which means "yard", an outdoor place where work is done, like a shipyard or a lumberyard.
See also
|Look up wharf in Wiktionary, the free dictionary.|
- "Quay - Definition and More from the Free Merriam-Webster Dictionary". Merriam-webster.com. 2012-08-31. Retrieved 2012-10-19.
- "Quay". American Heritage Dictionary/Dictionary.com. Retrieved 8 Feb 2010.
"Wharf". American Heritage Dictionary/Dictionary.com. Retrieved 8 Feb 2010.
- Craig, Charles; Diprose, Graham; Seaborne, Mike (2009). London's Changing Riverscape. London: Frances Lincoln Ltd. ISBN 978-0-7112-2941-9.
- "Chav... [page 4]". London-se1.co.uk. Retrieved 2012-10-19.
- "Word wharf meaning. Word wharf definition. Free crossword dictionary". Wordnavigator.com. Retrieved 2012-10-19.


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Soils make a vital contribution to Scotland's environmental, economic and social well-being. The report 'The State of Scotland's Soil' by Natural Scotland provides a picture of their current state and describes what can be done to protect them.It was led by SEPA and written and collated by scientists from a range of Scottish research institutes, universities and other public bodies.
The report aims to raise awareness of the importance of soils to inform people of the key environmental issues relating to soil, and to encourage debate on how to progress towards a sustainable Scotland. It builds on earlier reports by SEPA (2001) and the Scottish Government's Environmental research report Scotland's Soil Resource – current state and threats (Towers etal., 2006). The full report is available on the SEPA website at;


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Indian Spring Hotel/Museum
Open for tours on weekends from Memorial Day to Labor Day. The Indian Spring Hotel was built in 1823 as an Inn by Chief William McIntosh and his cousin, Joel Bailey, who also operated it. In 1825, a two-story addition was built. The addition included the Tavern known as the Treaty Room and a large ballroom above it.
The hotel is unique and extremely significant to the history of the State of Georgia. It is the only known ante-bellum mineral springs hotel in Georgia still standing. It's history yields much data on the culture, society, and architecture of Georgia throughout the 19th century. The Federal style architecture, hand-planed wide boards, wooden pegs, and handmade bricks clearly indicate an early 19th century construction date. The foundation was made of native stone. The alcove in the wall, where the treaty was signed remains intact.
Indians had been coming to the Spring for many decades prior to 1800. They believed in the medical qualities of the water. No permanent structures were built near the waters due to the fear that crying children and talking women would scare the "healing spirits" away from the waters. However, William McIntosh built a cabin here in 1800.


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A new study has shown that healthy boreal forests are important for a healthy and thriving fish population in lakes.
One of the study's authors was Michael Arts (PhD), an expert on using lipid-based biochemical tracers (e.g., fatty acids) to assess how organisms respond to stress and also to reveal how food webs function.
He is a professor in the Department of Chemistry and Biology at Ryerson University in Toronto, OntarioListen
The research was published this month in Nature Communications.
Using carbon tracing, the team was able to establish a clear link between the size and condition of fish and the degree of forestation around the lake and it's watershed.
They found that water runoff from forested areas cantained nutrients that were deposited around the point where streams entered a lake. Those nutrients fed bacteria, which fed zooplankton which continued up the food chain to fish.
They found the more heavily forested an area was, the healthier the fish and fish population. In fact, using the carbon tracing, they found in heavily forested areas that up to 66% of some fishes biomass could be traced back to origins on the land, and not from their aquatic environment.
Professor Arts says this study shows that in order to protect freshwater ecosystems, one must also take into account the activities on land around that water system.
He points out freshwater fishing is vital in many areas of the world, and that preservation of surrounding forest areas will enable that fish resource to be viable and sustainable.


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Methods | Statistics | Clinical | Educational | Industrial | Professional items | World psychology |
Training Analysis (sometimes called Training Needs Analysis (TNA)) is the formal process of identifying the training gap and its related training need.
Training can be described as "the acquisition of skills, concepts or attitudes that result in improved performance within the job environment". Training analysis looks at each aspect of an operational domain so that the initial skills, concepts and attitudes of the human elements of a system can be effectively identified and appropriate training can be specified.
Training analysis as a process often covers:
- Training Analysis is most often used as part of the system development process. Due to the close tie between the design of the system and the training required, in most cases it runs alongside the development to capture the training requirements.
Design Integrated Training AnalysisEdit
K. Tara Smith proposed and developed tools and methods for an integrated approach Design Integrated Training Analysis, where the trade-offs between design and training are both assessed in the light of the understanding of the operational tasks.
This approach also used information regarding recorded critical incidents to review proposed training and to provide traceability between hazards and training.
This single integrated approach to human factors and training analysis has been successfully used on a number of defence projects.
Training Analysis ProcessEdit
Over the last 20 years the critical nature of the man-in-the-loop has changed from simply manual dexterity and procedural operation to a state in which their decision making, cognitive abilities, data assimilation, communication skills, and attitude are all crucial. In addition the job structure of the personnel operationally involved with modern systems has diversified in direct proportion to the complexity of the technology. This has fuelled the need for a formal approach.
The task of training can be broken down into a number of discrete components, each addressing a different part of the overall learning process. This breakdown is as follows:-
- Psycho-motor Skills
- Procedural Skills
- Knowledge Transfer
- Communication Skills
- Colossal Thinking
- Attitude Learning
- Performance Training.
The role of training analysis is to build a formal bridge between the available design data and the training media and training objectives, in order to facilitate the transfer of training elements into the operational environment.
For complex multi-user system a user-to-task map is often constructed to present the relationship between the tasks and the identified team structure and also to identify new groups of users that would need to have an understanding of the system. The training gap is assessed by a comparison between the goals and tasks undertaken by the individuals and the existing training.
There is a wide variety of training media that can be used, ranging from traditional lecture-based teaching to sophisticated simulators. Different media will be more or less appropriate for different activities. It is necessary to determine the most suitable and cost-effective training media for the different areas.
There have been many different approaches defined, however, the system approach to training has been the most successful.
Training Needs Analysis (TNA) is defined as the "Identification of training requirements and the most cost effective means of meeting those requirements".
A TNA should always be performed where a major new development in policy, equipment acquisition or procedures is deemed to have potential impact upon the current training regime.
TST has considerable experience of successfully employing the accepted techniques applied to the development of training systems, including the Systems Approach to Training (SAT) in both the defence and civilian domains using customer specific standards such as JSP 822 where required.
Carrying out all TNA activates in accordance with SAT principles ensures rigorous visibility in each design stage with clear audit trails from the initial Scoping Study through to the recommended solution.
See also Edit
- ROI In Training: The good, the bad, and... the real A Focalworks article
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Skip to definition.
Noun: optic disc
 1. The point where the optic nerve enters the retina; not sensitive to light
 - blind spot, optic disk
Derived forms: optic discs
Type of: point
Part of: retina
Encyclopedia: Optic disc