text:
Problem structuring in decision-making processes
This contribution presents insights on problem structuring based on a literature review and experiences from a case study. Another deliberation tool aimed to involve stakeholders in a decision-making process is described in the Stakeholder analysis section.
Complex, unstructured problems
Water management issues are typical examples of complex problems. They are part of a natural and human system (Kolkman 2005) which consist of many diverse, interdependent elements e.g. upstream events influence the water system downstream, different interdependent government layers manage the water system, and multiple stakeholders use the water system (see e.g. Geldof 2001, Natural variability in Coastal Ecosystems and The state of the art of public participation in Europe). If problems are part of a complex natural and social system, they are often unstructured. Complex, unstructured problems are characterized by: uncertain knowledge, disagreement about normative elements (e.g. values, norms or objectives) and disagreement about cognitive elements (e.g. research or information) (Van de Graaf and Hoppe 1996; Hisschemöller and Hoppe 2001). A problem results from an observed gap between a normative yardstick and an existing or expected situation. Problems are thus not objective givens, but social constructs (Dery 1984; Van de Graaf and Hoppe 1996). Actors may disagree about a problem because they behold divergent perceptions. A perception comprises the images actors have of their environment and the problems and opportunities within it. Objectives are concrete translations of perceptions and used to determine an actors' strategy. Strategies are used to influence other parties or the content or process of problem formulation (Koppenjan and Klĳn 2004). See also stakeholder analysis.
Policy processes and decision-making processes
A decision-making process is often embedded in a policy process and aims to solve a concrete problem. Currently, a shift is visible from a purely analytical approach to solve problems towards a process management approach. Characteristics of an analytical approach are a central steering actor who determines the objectives. This approach assumes that problems occur within a single-actor setting and that it is possible to solve a problem analytically. A process management approach recognizes the multi-actor setting of policy problems, the divergence of perceptions and the need for interaction and communication to solve these problems (Edelenbos et al. 2003). Because for complex, unstructured problems a purely content-directed approach is not possible, a process-directed approach should be adopted (De Bruijn et al. 2002). Criticism to the process management approach is that it neglects substantive aspects. Recent literature on process or network management pays explicit attention to the importance of interweaving process and content. Although a process management approach assumes that an objective problem formulation and knowledge does not exist, this does not imply that substance does not matter in this approach (De Bruijn et al. 2002; Edelenbos et al. 2003 ; Koppenjan and Klĳn 2004).
The shift towards a more process-directed approach resulted in the development of empirical, descriptive models. These models aim to provide an alternative for the widely used phase-model. The phase-model describes policy processes as subsequent, interrelated phases with a clear beginning and end. Common phases of policy formation are problem formulation, generating alternative solutions, and policy design. Teisman (1992) developed an alternative model, the rounds model. Actors are the focal point of analysis in the rounds model. Problems and solutions are only relevant to the policy process if they are presented by an actor. Policy formation does not stem from an intended course of action formulated by one actor, but results from a series of decisions taken by different actors in different rounds of interaction. Rounds of decision-making can only be determined in retrospective by determining the most crucial decisions. Decision-making rounds are characterized by dynamic combinations of sets of problems and solutions, represented by different actor. Thus, problem formulation always refers to a problem-solution combination (Teisman 2000). The basic principles of the rounds model provide useful insights to understand problem structuring. The rounds model is also used as a basis to explain problem solving as a policy game in a network context (Koppenjan and Klĳn 2004) and to explain the function of knowledge in decision-making processes (Van Buuren 2006).
Hisschemöller (1993) uses the term problem structuring in the context of policy processes to refer to an approach which focuses on the integration of the most divergent views with respect to the problem situation. Problem structuring prevents from addressing the wrong problem, because it is not solution oriented but oriented to problem finding. Instead of using the term problem structuring to develop a normative framework, we developed a conceptual model to describe problem formulation in the context of participatory policy processes. This conceptual model bases on insights about problem typologies, policy processes, process management and problem structuring.
If problems are unstructured, no clear problem formulation exists. Because different stakeholders behold different perceptions about the problem and knowledge is uncertain, interaction between stakeholders is necessary to formulate a joint problem and its solutions. Complex, unstructured problems are characterized by uncertainty and diverging perceptions. Uncertainty might result from a lack of knowledge, but also because different people interpret and value information differently (ambiguity) (Koppenjan and Klĳn 2004). Formulating a problem and its solutions implies that uncertainty, ambiguity and disagreement need to be reduced. The development of stakeholders' perceptions and knowledge are central elements to create a joint problem formulation. Ideally, the outcome of problem structuring is 'negotiated knowledge', this is knowledge which is agreed upon and valid (De Bruijn et al. 2002; Van de Riet 2003). The content developed during a participatory process should not be seen as final or permanent. Adoption is the consolidation of a problem formulation over a longer period of several decision rounds (Teisman 2000). How problem structuring develops is also summarized in Figure 1.
Experiences from case study research indicate that the presented framework is very useful to analyze the development of substantive outcomes for participatory processes. Important lessons are that problem structuring is not a clear-cut process which takes place in a vacuum. Furthermore, it appears to be mainly useful to interactive policy-making processes which are open to all problem formulations and in which stakeholders (i.e. not the general public) are involved.
An example of problem structuring is described in the section with experiences of evaluation and case studies.
More information on the design of problem structuring processes and evaluation can be found in literature from M. Hisschemöller. A variety of problem structuring methods (PSM) have been analyzed and developed by J. Rosenhead.
The presented theory is used to analyze two case studies. For these case studies, see also: De Kruijf, J. (2007). Problem structuring in interactive decision-making processes: How interaction, problem perceptions and knowledge contribute to a joint formulation of a problem and its solutions, Master's thesis, University of Twente, Enschede. This report is also available as TNO-report, ref. nr 2007-I&R-065-KFJ-PEM.
For more information on interactive water management, see e.g. work from J.A. Van Ast.
- ↑ Kolkman, M.J. (2005), Controversies in water management: frames and mental models. Febodruk BV, Enschede, The Netherlands
- ↑ Geldof, G. D. (2001). Omgaan met complexiteit bij integraal waterbeheer, PhD thesis, University of Twente, The Netherlands, Tauw bv, Deventer
- ↑ 3.0 3.1 Van de Graaf, H., and Hoppe, R. (1996). Beleid en politiek : een inleiding tot de beleidswetenschap en de beleidskunde Coutinho, Bussum
- ↑ Hisschemöller, M., and Hoppe, R. (2001). Coping with Intractable Controversies: The Case for Problem Structuring in Policy Design and Analysis. In: Knowledge, Power, and Participation in Environmental Policy Analysis, M. Hisschemöller, R. Hoppe, W. N. Dunn, and J. R. Ravetz, eds., Transaction Publishers, New Brunswick and London, 47-72
- ↑ Dery, D. (1984). Problem definition in policy analysis, Lawrence, Kansas : University Press of Kansas.
- ↑ 6.0 6.1 6.2 6.3 Koppenjan, J. F. M., and Klĳn, E. (2004). Managing uncertainties in networks : a network approach to problem solving and decision making Routledge, London [etc.]
- ↑ 7.0 7.1 Edelenbos, J., Monnikhof, R., and Van de Riet, O. (2003). A Double Helix approach: a proposal to forge a better integration of analysis and policy development. International Journal of Technology Policy and Management, 3(1), 1-21
- ↑ 8.0 8.1 8.2 De Bruijn, H., Ten Heuvelhof, E. F., and In 't Veld, R. J. (2002). Process management: why project management fails in complex decision making processes, Kluwer Academic Publishers, Dordrecht
- ↑ Teisman, G. R. (1992). Complexe besluitvorming: een


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I am looking for a general response as to the mindset of how to do this... I have a table that has a column full of possible parameters and a column full of possible values. I want to join all parameters of a certain kind to another table to give further description of those specific rows, but not have that table joined to all other rows that don't contain the specific value. It would look like this:
Parameters Values Mammal
 a 1
 b 3
 d cat Yes
 c 4
 d dog Yes
 e 3
 d fish No
 f 2
I've tried a number of ways using Case, however the table just gets very weird and there was repetition of the table being joined depending on its length. Any suggestions?
The second table has two columns, it is being joined on its own animal column to the values column where parameter = "d". It does not show up at all when parameter equals anything else. Any suggestions would be greatly appreciated! (I'm using Cache SQL if you need to know. I'd much rather have a general explanation of technique though, it helps more.)
EDIT: Sorry, here would be the two separate tables:
 Table 1: Table 2:
Parameters Values Animal Mammal
 a 1 cat yes
 b 3 dog yes
 d cat snake no
 c 4 fish no
 d dog rat yes
 e 3 hamster yes
 d fish
 f 2
share|improve this question
Is that above table the first or second table or the expected output. I've reread your question several times and I can't figure it out. Can you please clarify what your table structure is and what you expected output is. – Conrad Frix Sep 27 '12 at 22:20
please post some example of data of your two separated tables, and the result expected – Gonzalo.- Sep 27 '12 at 22:29
2 Answers 2
up vote 4 down vote accepted
It sounds like your current query is using an INNER JOIN which will only include the records that match in both tables. You need to use a LEFT JOIN which will produce all records from table1 and the matching records in table2. If there is not a match from table1 then the missing side will equal null:
select t1.parameters,
 case when t2.mammal is null then '' else t2.mammal end Mammal
from table1 t1
left join table2 t2
 on t1.value = t2.animal
See SQL Fiddle with Demo
If you need help learning JOIN syntax there is a great article:
A Visual Explanation of SQL Joins
share|improve this answer
Two options.
First uses a subquery:
select [parameters], [values],
 (select mammal from t2 where t2.animal = t1.[values]) as mammal
from t1
Second uses a left join.
select [parameters], [values], t2.mammal
from t1
left join t2 on t1.[values] = t2.animal
The other answer uses a left join but skips the null replacement provided by the other answer.
Note this was tested on MS SQL Server (T-SQL) only.
share|improve this answer
Your Answer


text:
Macrophages mediate atheroma expansion and disruption, and denote high-risk arterial plaques. Therefore, they are substantially gaining importance as a diagnostic imaging target for the detection of rupture-prone plaques. Here, we developed an injectable near-infrared fluorescence (NIRF) probe by chemically conjugating thiolated glycol chitosan with cholesteryl chloroformate, NIRF dye (cyanine 5.5 or 7), and maleimide-polyethylene glycol-mannose as mannose receptor binding ligands to specifically target a subset of macrophages abundant in high-risk plaques. This probe showed high affinity to mannose receptors, low toxicity, and allowed the direct visualization of plaque macrophages in murine carotid atheroma. After the scale-up of the MMR-NIRF probe, the administration of the probe facilitated in vivo intravascular imaging of plaque inflammation in coronary-sized vessels of atheromatous rabbits using a custom-built dual-modal optical coherence tomography (OCT)-NIRF catheter-based imaging system. This novel imaging approach represents a potential imaging strategy enabling the identification of high-risk plaques in vivo and holds promise for future clinical implications.
ASJC Scopus subject areas

source: openbmb/Ultra-FineWeb


text:
Units of Amount of Substance
Amount of substance is a base dimension in the International System of Units. The SI unit of amount of substance is the mole, which is defined as an amount of a substance that contains as many elementary entities as there are atoms in 12 grams of carbon-12 (14th CGPM, 1971).
When the mole is used, the elementary entities must be specified: atoms, molecules, ions, electrons, other particles, or any specified group of particles. In the Units package, use modifiers and/or attachments in parentheses to indicate the entities.
Maple knows the units of amount of substance listed in the following table.
An asterisk ( * ) indicates the default context, an at sign (@) indicates an abbreviation, and under the prefixes column, SI indicates that the unit takes all SI prefixes, IEC indicates that the unit takes IEC prefixes, and SI+ and SIindicate that the unit takes only positive and negative SI prefixes, respectively. Refer to a unit in the Units package by indexing the name or symbol with the context, for example, mole[SI] or mol[SI]; or, if the context is indicated as the default, by using only the unit name or symbol, for example, mole or mol.
The unit of amount of substance is defined as follows.
A mole is defined as approximately 6._PHONE_×1023 elementary entities.
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Professor Dr. Michael Ristow's team along with Japanese colleagues from universities in Oita and Hiroshima demonstrated the physiological function of lithium.
To test their theory, the scientists examined the impact of lithium in a concentration that is regularly found in ordinary tap water.
"We found that the mortality rate was considerably lower in those municipalities with more lithium in the drinking water," said Ristow.
In a second experiment, the Jena scientists examined exactly this range of concentration in the model organism C. elegans.
"The average longevity of the worms is higher after they have been treated with lithium at this dosage", Ristow added.
The team also suggested using low-dose lithium as a potential dietary supplement in the future.
"From previous studies we know already that a higher uptake of lithium through drinking water is associated with an improvement of psychological well-being and with decreased suicide rates," Ristow said.
While low-dose lithium uptake on the basis of the new data is clearly thought to be beneficial, more studies will be necessary to thoroughly recommend such a supplementation, the scientists concluded.
The results appear in the online edition of the scientific publication European Journal of Nutrition. (ANI)

source: HuggingFaceFW/fineweb-edu


text:
Step 5: Tip for sturdier cookies
This is a bit of a design call, but thin features can trap dough and tear off when you move the dough to the baking sheet. Look at the version one K-9 cookie cutter and see how thin the ear is. I reshaped and widened it a bit in version 2. After making cookies, it turns out that the tail and ear needed to made even thicker, so I went to V3. The trick is to make the cookie sturdy enough that you can get it onto the baking sheet without it falling apart, but also have it resemble the intended shape/object - it is a blancing act.
Note: the blue images are from the Axon2 software that I use to generate the toolpath (gcode) that actually controls the 3d printer. I can use it to preview what the result with be without having to print the physical object. I tweaked the distance between points until I got white space in the ear and tail sections. Depending on print settings and printer tuning, the physical printed object might not look exactly like the displayed toolpath (gcode).
You can also make sturdy cookies by rolling the dough out thicker.


There is seemingly an endless amount of forestland through the state of Maine. Most of that forestland is harmless, filled with walkable trails and exciting little finds that make exploring it an actual pastime for many. But there is one specific part of forestland that has gained worldwide attention over the years because of a series of strange happenings that are difficult to explain. It's the forest that surrounds the small town of Randolph, Maine, which is home to an incredible bike path and some very goosebump-inducing tales.
Jean-Luc Thériault (Maine Trail Finder)
According to MaineTrailFinder, the path is the Old Narrow Gauge Volunteer Trail, a bike path created over the route of a former railroad that often transported injured or sick veterans to Togus Hospital during the late 1800's and early 1900's. With the railroad out of use and the land being unused, a bike path seemed to be a great use of the space. Apparently, checking for ghosts beforehand never crossed anyone's mind.
Since it's construction, the path has yielded tales of ghostly encounters. According to the Bangor Daily News, some locals believe one of the many ghosts that haunt the trail is the spirit of someone known as "Bicycle Larry", who disappeared in 2004. Other stories shared include seeing unexplained flashes or orbs within the most heavily wooded area that surrounds the trails. Then there's the screams. Several witnesses claim they've heard screams but never spotted a soul.
Jean-Luc Thériault (Maine Trail Finder)
Perhaps the most eerie story is about a small patch of wooded area near a brook slightly off the bike path. Several people believe the area used to be home to ritualistic practices and now is constantly shrouded in darkness no matter how much light exists around it. If that doesn't sound like the premise of a Stephen King novel, you haven't been reading enough.
But don't let these urban legends keep you from a great day in the Maine outdoors. Even in the winter, the trail can be a peaceful day trip escape from hustle and bustle if you're brave enough.
The Settlement Quarry Preserve In Stonington Looks Like a Post-Apocalyptic Wasteland


text:
About the Michigan Traditional Arts Program (MTAP)
What is folklife?
A Brief History of MTAP
What is folklife?
"Folklife" or "folklore" are often used as synonyms for "traditional culture"
or simply "tradition." As practiced by ethnic, regional, occupational, familial,
and religious groups, folklife refers to the traditional expressions through which
these communities maintain and pass on their shared sense of beauty, identity,
Generally, folklife is learned by example, through imitation and repetition, rather
than through formal instruction such as classes or workshops. Ordinarily, valued
and authentic folk practitioners are brought up within a traditional community,
learning a repertoire and style from their seniors.
Folklore tends to express the values, tastes, and standards of the cultural community
which sustains it. Through a lifetime of practice, tradition bearers refine and
reshape their skills, while maintaining the cultural and aesthetic values of their
Folklore is one of the more conservative aspects of culture, based on patterns,
styles, and beliefs shared within specific cultural communities. Tradition bearers
are motivated, through the act of creating, to preserve a traditional form that
carries group identity and not necessarily to express an innovative personal vision.
Folklore, however, is also a dynamic aspect of culture. "Folklore" describes living
traditions that often change over time in response to a changing society.
A Brief History of MTAP
The Michigan State University Museum's Michigan Traditional Arts Program (MTAP),
develops and implements programs "to advance cross-cultural understanding in a
diverse society through the identification, documentation, preservation, and presentation
of the traditional arts and cultural heritage of the state of Michigan."
The Michigan State University Museum first initiated ongoing research and presentation
of Michigan traditional arts in 1975 with a statewide survey and 1976 exhibition
of historical folk art. In 1977, the Folk Arts Division of Michigan State University
Museum joined with the Michigan Cooperative Extension Service to provide statewide
educational programming and general public services in the area of Michigan's
traditional cultural resources. In 1986, the Michigan Council for Arts and Cultural
Affairs created a partnership with the Michigan State University Museum to strengthen
the support of folk arts and artists in the state.
The activities of the Folk Arts Division to promote awareness, appreciation, and
support for Michigan's traditional cultural resources through research, education,
and public service are now coordinated under a program known as the Michigan Traditional
Arts Program (MTAP). Among the major ongoing or long-term MTAP programs are: the
annual Festival of Michigan Folklife (_PHONE_), the Michigan Heritage Awards
(since 1985), the Michigan Traditional Arts Apprenticeship Program (since 1987),
the Michigan Quilt Project (since 1984), the FOLKPATTERNS program (since 1979),
and the Michigan Stained Glass Census (since 1990).
MTAP's longstanding role in coordinating a statewide folklife festival began with
the 1985 "Michigan: Whose Story?" festival. In 1987, MTAP collaborated with the
Smithsonian Institution to present Michigan's folk artists at the Festival of
American Folklife. That same year, MTAP brought the Smithsonian's Michigan program
to Michigan with the launching of the Festival of Michigan Folklife. For the twelve
years producing that festival, MTAP conducted field research to identify over
1200 folk artists for presentation at the festivals. In 1999, MTAP forged a new
partnership with the National Council for the Traditional Arts in Washington D.C.,
and the City of East Lansing, to co-produce the National Folk Festival _PHONE_.
Beginning in 2002, MTAP continues the festival tradition with the launching of
the Great Lakes Folk Festival.
Since the mid-1980s MTAP staff have met regularly with state folk arts program
staff around the U.S. and have played key roles in state and national arts policy
development, evaluation studies, and professional development and training opportunities
for both traditional artists and program administrators.
Staff with day-to-day fullor part-time responsibilities for MTAP collections
C. Kurt Dewhurst, Ph.D., Curator of Folk Arts
Beth Donaldson, Collections Assistant, Great Lakes Quilt Center and MTAP Research
Collections; Manager, Traveling Exhibits Service, and Co-Coordinator, Michigan
Stained Glass Census
Lora Helou, Public Relations Coordinator
Julie Levy-Weston, Special Projects Coordinator; Traveling Exhibits Program and
Marsha MacDowell, Ph.D., Professor, Department of Art and Art History and Curator
of Folk Arts; Coordinator of MTAP
Gary Morgan, Ph.D., Museum Director
Mike Secord, Director, Great Lakes Folk Festival, Facilities Manager, Special
Pat Power, Special Projects Coordinator/Great Lakes Folk Festival
Lynne Swanson, Collections Manager, Cultural Collections
Sunny Wang, Computing Technology Coordinator
Pearl Yee Wong, Collections Coordinator, MTAP Research Collections
Mary Worrall, Assistant Curator, Great Lakes Quilt Center
Affiliates who regularly assist in carrying out responsibilities for MTAP
collections or activities:
Noel Allende-Goitia, Ph.D., Research Associate, MSUM
John Beck, Ph.D., Adjunct Curator and Co-coordinator, "Our Daily Work, Our Daily
Lives" Program, Labor Education, MSUM
Eve Boicourt, Research Associate, MSUM
Frank Ettawegeshik, Coordinator, Native American Arts Initiative Project, MSUM
Isaac Kalumbu, Ph.D., Adjunct Curator, MSUM; Assistant Professor, Ethnomusicology,
Peter Knupfer, Ph.D., Associate Director, MATRIX
Mark Kornbluh, Ph.D., Professor of History, Director, MATRIX
Barbara Kreuger, Research Associate, MSUM; Michigan Stained Glass Census
Diana N'Diaye, Ph.D., Folklife Specialist, Smithsonian Institution Center for
Folklife and Cultural Heritage
Deborah Smith Pollard, Ph.D., Associate Professor, UM, and Adjunct Curator, MSUM;
Coordinator, "Lest We Forget: Detroit Gospel Legends" Project, MSUM and GPAC
Justine Richardson, MATRIX, Associate Researcher
Ray Silverman, Ph.D.; Adjunct Curator, MSUM: Professor, Art History
Laurie K. Sommers, Ph.D. Research Associate, MSUM; Assistant Professor, Ethnomusicology
at Valdosta State University
Steve Stier, Research Associate, MSUM; Michigan Barn Preservation Network
Yvonne Lockwood, Ph.D., Curator of Folklife Emeritus
And these MSU Museum faculty and staff member who provide regular support:
Juan Alvarez, Curator of Exhibitions
Jilda Anthony, Assistant to Director
In addition, MTAP is supported by interns, volunteers, students, and contracted
© 2003 Michigan State University


Water Mirror
Produced by FAPA (Fine-Art Photography Association)
Published by Case Publishing
260×360 mm
46 illustrations in color
Text: Yuri Mitsuda
Art Direction: Yoshihisa Tanaka
Price: ¥7,800 (tax excl.)
Inquiry: shashasha/Case Publishing
FAPA website
A camera is a device for acquiring part of an object, and I see photography as pure perception, courtesy of the camera.
For example, a baby seeing a mirror for the first time may start to cry, mistaking their own reflection for someone they don't know, or extend a hand in an attempt to touch the world in the mirror. Every one of us must have looked at a mirror in that way once, but as experience permeates us, the act of looking becomes more efficient.
This being the case, what do photos of mirror reflections in water look like? Both trees surrounding a lake and virtual trees suspended in the water's surface appear equal in photography.I see the water's surface as a fascinating motif for contemplating the impossibility of seeing without relying on experience.
Risaku Suzuki


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Introducing XNA Game Studio Express : Page 5
Counting Hazards Passed
The XNA Framework provides a nice way to display text in a game. To begin the process, you need to add a new item to your project. So right-click on your project and choose Add New Item from the context menu. In the Add New Item dialog box (see Figure 8), select the SpriteFont object. Name it myFont and click Add.
Figure 8: Adding the sprite font to the game project.
Figure 9: Modifying the sprite font XML file.
That adds a new SpriteFont object to your project, which is basically an XML file that provides some information about a system font that you want to use in your game. You'll need to edit that information to indicate which font to use as well as the size and style of the font. Edit the SpriteFont XML file as shown in Figure 9.
To show the count (score) onscreen, add two new objects to the top of the Game1.cs class:
 private int mHazardsPassed;
 private SpriteFont mFont;
The mHazardsPassed integer keeps track of how many hazards a player has passed successfully. The SpriteFont object lets you to load a font into the game, which you can use to write text to the screen.
The code snippet below initializes the number of hazards passed in the StartGame method. That way, every time the user starts or restarts the game, the number of hazards passed resets to 0. Add the following line of code to the StartGame method:
 mHazardsPassed = 0;
Next, load the font into the SpriteFont object in the LoadGraphicsContent method using this code:
 mFont = content.Load("myFont");
Every time a hazard scrolls off-screen (meaning the player successfully passed it), you need to increment the mHazardsPassed counter. To do that you'll enhance the UpdateHazard method. You'll also increase the velocity every time the player successfully passes a hazard just to add an extra level of complexity to the game.
Add the following code to the UpdateHazard method within the if block that checks to see if the hazard has exited the viewing area:
 mHazardsPassed += 1;
 mVelocityY += 0.1F;
Finally, this snippet displays the number of hazards the player has passed. Add the following code to the Draw method:
 "Hazards: " + mHazardsPassed.ToString(),
 new Vector2(5, 25), Color.White, 0, new
 Vector2(0, 0),
 1.0f, SpriteEffects.None, 0);
Figure 10: Drawing the text to the screen.
Build the game and check your handiwork. As the hazards scroll off the screen, you should see the number in the upper left of the window display the number of hazards (and increase) as shown in Figure 10.
You're almost ready to start making it a little harder to run right over the hazards, but first there's one more concept to add to the game. When working on a game, you reach a point where you realize that—depending on what's going on—you need to display certain things at certain times, but not at others. This brings me to the topic of game state.
Game State
Game state, in its simplest form, is just a way of keeping track of what state your game is in. Complex games may have many states, but this game has only two states: Running and Crash. You'll create an enum to define the various states the game can be in, and an object to indicate which state the game currently is in at the top of the Game1.cs class.
 private enum State
 private State mCurrentState;
When the game starts you initialize the current state to Running in the StartGame method.
 mCurrentState = State.Running;
Next, enhance the Update method to respond to the various states. Using the state information, you'll update certain things only when the game is running:
 KeyboardState aCurrentKeyboardState =
 GamePadState aCurrentGamePadState =
 if (aCurrentKeyboardState.IsKeyDown(Keys.Escape)
 == true ||
 aCurrentGamePadState.Buttons.Back ==
 switch (mCurrentState)
 case State.Running:
 If ((aCurrentKeyboardState.IsKeyDown(Keys.Space) == true &&
 mPreviousKeyboardState.IsKeyDown(Keys.Space) == false) ||
 (aCurrentGamePadState.Buttons.X == ButtonState.Pressed &&
 mPreviousGamePadState.Buttons.X == ButtonState.Released))
 mCarPosition.X += mMoveCarX;
 mMoveCarX *= -1;
 case State.Crash:
 mPreviousKeyboardState = aCurrentKeyboardState;
 mPreviousGamePadState = aCurrentGamePadState;
Basically, the preceding code wraps the existing code in the Update method in a switch block when the current state is Running. The Keyboard state remains outside of the block, but was shown for context.
Currently, the game doesn't do anything when a crash occurs; in fact, there is no way to detect a crash. You'll change that in the next section, but first, quickly build the game just to make sure everything still runs as it should with the newly added game state code.
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HMS Defiant
Revision as of 21:39, September 9, 2013 by Archduk3 (Talk | contribs)
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HMS Defiant
HMS Defiant
The HMS Defiant was a British warship from the 18th century.
The USS Defiant (NCC-1764) was named after this ship, and had a painting of it in its briefing room. (ENT: "In a Mirror, Darkly, Part II")
Both the USS Defiant (NX-74205) and its successor, the USS Defiant, were namesakes in the 24th century. (DS9: "Defiant")
Background information Edit
While there has been a long line of British naval vessels to bear the name Defiance, including a torpedo school ship and three United States naval vessels, there never was an HMS Defiant serving in the Royal Navy in real life. A fictional Defiant was seen in the 1962 movie Damn The Defiant! (based on the Frank Tilsey novel Mutiny), which may have been the namesake for the Constitution-class starship.
The painting depicted a ship-of-the-line warship. Dependent on the number of guns, a ship-of-the-line was ranked from first-rate (greatest number of guns) to fourth-rate (lowest number of guns). Based on the number of gun decks visible, three in total, in the painting, the Defiant was either a first-rate or a second-rate ship. The difference between a first-rate and a second-rate could be as few as two guns (though firing lighter shot) and, without knowing more about the Defiant, it's not possible to conclusively decide the ship's rating. The six real ships named HMS Defiance that served during the 18th century were all third-rate or smaller.
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Sharing experiences of empathy and resilience
Help children and young people build understanding, resilience and empathy by exploring other young peoples' stories.
Young people talking about experiences to camera
Citizenship, PSHE
Kindness, Refugees and migration, Home learning resources
COVID-19 may have had an impact on children and young people's mental health and wellbeing as they have experienced such change to their daily routines. These activities explore how children and young people have coped with their own challenges and how this has helped them develop their own resilience.
Learning objectives
Learners will:
 - explore different stories to build understanding and empathy
 - hear stories from other young people across the UK about their experiences and resilience
 - learn what is resilience, why it is important and reflect on their own resilience
 - reflect on the importance on listening to others' experiences
 - understand how people cope with challenges and change
Resource overview
There are activities for both primary and secondary learners.
Coping with lockdown (for 11-18 year-olds)
Young people talk about their experience of lockdown in a series of videos filmed by young people. 11-18-year-olds will:
 - think about coping and resilience
 - consider how others have coped
 - think about why empathy is important
 - reflect on what skills they've developed
 - explore ways to further build resilience.
Activities include role-plays, videos, reflection and ways to cope and plan for the future.
Drawing stories
Help primary and secondary learners build empathy and understanding through comics created by young refugees in the UK. Through listening, discussion and creative activities learners will reflect on how people cope with challenges and change and how stories can show us a person's journey. Learners will also have the opportunity to draw their own people and story using videos from the graphic artist Dan Archer
This resource was developed in June 2020 by the British Red Cross.


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This study presents the results from a survey issued to speech-language pathologists in the state of Kentucky regarding their perspectives on referral and assessment of bilingual speakers whose primary language is not English. The study was conducted to determine methods for decreasing the over-identification of bilingual students served for speech and language disorders. Literature review indicates an over-identification of non-English speakers in special education and related services programs nationwide. There are many possible reasons for this over-identification some of which include: lack of English instruction prior to testing in English, Speech-Language Pathologists' preparation level, and shortage of appropriately normed assessment tools. This study specifically addresses Kentucky Speech-Language Pathologists' preparation and comfort level with referral and assessment of non-English speaking students.
Advisor(s) or Committee Chair
Professor Leisa Hutchison
Bilingual, Multilingual, and Multicultural Education | Speech and Rhetorical Studies
Schulte, Kathleen M., "A Speech-Language Pathologiest Perspective on the Referral and Assessment of Bilingual Children whose Primary Language is not English" (2010). Honors College Capstone Experience/Thesis Projects. Paper 253.


leanify_r6 moves the content of an R6::R6Class's functions to an environment, usually the package's namespace, to save space during serialization of R6 objects. leanify_package move all methods of all R6 Classes to an environment.
The function in the class (i.e. the object generator) is replaced by a stump function that does nothing except calling the original function that now resides somewhere else.
It is possible to call this function after the definition of an R6::R6 class inside a package, but it is preferred to use leanify_package() to just leanify all R6::R6 classes inside a package.
leanify_r6(cls, env = cls$parent_env)
leanify_package(pkg_env = parent.frame(), skip_if = function(x) FALSE)
Class generator to modify.
The target environment where the function should be stored. This should be either cls$parent_env (default) or one of its parent environments, otherwise the stump function will not find the moved (original code) function.
:: environment
The namespace from which to leanify all R6 classes. Does not have to be a package namespace, but this is the intended usecase.
:: function
Function with one argument: Is called for each individual R6::R6Class. If it returns TRUE, the class is skipped. Default function evaluating to FALSE always (i.e. skipping no classes).


Regulatory governance
Is regulatory stewardship sufficient to bolster our social license to regulate in the 21st century?
I am an architect by training and became interested in regulatory governance when I worked for a consultancy firm in the early 2000s. It struck me that, whenever a building-related incident occurred, it was not the contractor, the engineer or the architect who was blamed by the media and the general public, but the (often municipal) building inspector.
Seeking an answer to why that is the case, and considering how regulatory practice and regulatory governance could be improved, I embarked on a PhD project to study the privatization of regulatory enforcement. This was the start of a further academic career in public governance, with a focus on regulation, enforcement and compliance. This ultimately led me to my current quest to understand how governments and others can uphold and strengthen their 'social license to regulate' and whether regulatory stewardship is a promising means for doing this.
I have a broad interest in regulatory philosophy, regulatory theory and regulatory practice. My current research in this area can best be described as a generaly genealogy of regulatory governance. To better understand how we can improve regulatory governance, it is relevant to understand where we come from considering regulation, enforcement and compliance motivations.
Within the Victoria University of Wellington, I work closely with the Government Regulatory Practice Initiative (G-REG) to improve regulatory practice and regulatory stewardship in Aotearoa/New Zealand and elsewhere.


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Combining essential hematology content with the diagnostic features of an atlas, Veterinary Hematology: A Diagnostic Guide and Color Atlas delivers all the information you need to accurately assess and diagnose the blood diseases of common domestic animals — including dogs, cats, horses, cattle, sheep, goats, pigs, and llamas. This all-in-one resource utilizes a clinically-oriented and user-friendly approach to guide you through the processes of selecting relevant diagnostic tests, collecting and preparing samples, interpreting sample results, and determining their clinical significance. High-resolution photomicrographs, full-color illustrations, and excellent schematic drawings, tables, and quick-reference algorithms help you clearly visualize these concepts and procedures.
- Two books in one gives you the information of a user-friendly, clinical textbook and the diagnostic features of a color atlas in a single reference.
- Practical, clinically-relevant text is comprehensive and yet concise in its delivery of vital information such as:
- Principles and procedures that are employed in recognizing normal, abnormal, and artifactual features of blood and bone marrow samples and developing accurate diagnoses
- Common cytochemical stains and summary charts for interpretation
- Sample collection, staining procedures, and diagnostic techniques
- Differentiating features of malignant and benign hematologic disorders
- Miscellaneous cells and blood parasites and their significance in the evaluation of blood smears
- Hematopoietic and non-hematopoietic neoplasms
- Highresolution photomicrographs and excellent schematic drawings, tables, boxes and quick-reference algorithms aid your understanding of basic clinical concepts and differential diagnostic considerations.
- Over 800 full-color illustrations help you clearly visualize the concepts and clinical features of the blood and bone marrow — from normal cell maturation to the development of various pathologies.
1. Introduction to Veterinary Hematology
2. Hematology Procedures
4. Evaluation of Erythrocytes
5. Evaluation of Leukocytic Disorders
7. Evaluation of Hemostasis: Coagulation and Platelet Disorders
8. Bone Marrow Examination
9. Disorders of Bone Marrow
Appendix I. Tables
Appendix II. Algorithms
Appendix III. Case Studies
John W. Harvey, DVM, PhD, DACVP, Executive Associate Dean, College of Veterinary Medicine, University of Florida, Gainesville, FL


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|Claim this listing|
The Live Earth Farm Discovery Program (LEFDP) provides hands-on educational programs focused on local, organic, and sustainable food systems. The program's intent is to reach out to all segments of the community with an emphasis on low-income, diverse and underserved population.
The LEFDP "classroom," Live Earth Farm, is a well established community-based, small, organic farm which exemplifies farm to fork environmental stewardship. LEFDP offers year round farm-based educational programs on topics including but not limited to:
· Organic and nature based sustainable farming;
· Local food networks;
· Humane livestock management;
· Environmental Education;
· Permaculture design.


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The Displacement Tracking Matrix (DTM) gathers and analyzes data to disseminate critical multi layered information on the mobility, vulnerabilities, and needs of displaced and mobile populations that enables decision makers and responders to provide these populations with better context specific assistance.
Conceptualized in 2004 in Iraq, for the IDP assessments and monitoring exercises, the DTM has been continuously refined and enhanced through years of operational experience in countries of implementation affected by natural disaster, conflict, or in complex situations.
- Asia and the Pacific
- Central America, North America and the Caribbean
- East Africa and the Horn of Africa
- European Economic Area, the European Union and NATO
- Middle East and North Africa
- South America
- South Eastern Europe, Eastern Europe and Central Asia
- Southern Africa
- West and Central Africa


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The history of the Obertauern skiing region
Skiing on historic grounds in the Salzburg region of Austria
The history of Obertauern starts long before the first skiers discovered the dreamy slopes in the region. About 2400 years ago Celtics settled at the border between the Pongau and the Lungau district. With the arrival of the Romans, the Roman State roadwas created, which lead via the Tauern pass and connected Italy with Juvavum, today's Salzburg region. From approximately 100 B.C the Romans used the road via the pass for frequent merchant's traffic.
After the breakdown of the Roman Empire at around 500 AD, mainly Bavarian tribes settled in the region of Obertauern. Until the early middle ages Bavarian Lords reigned over the Tauern Mountains, the region of Salzburg only became independent in the 13th century. The first documented mention of the Radstadt Tauern mountains is dated in the year 1207. A document from the year 1224 confirms the existence of the little church by the Tauernscharte. In the year 1517 two taverns are first mentioned at the Tauern. The first written proof of tourism in Obertauern mentions the "twee hosts at the Tauern Mountain". Those are still known to this day as the taverns Gasthof Schaidberg and Gasthof Wisenegg.
During the high time of baroque in Salzburg, the region Obertauern also experienced a boom: 1764 was the year the very first post office in Untertauern was opened, which was responsible for the letter exchange across the Alps for years to come.
The first tourists in Obertauern were – how could it be different – skiing folk. Although it was mentioned for the first time in 1902, tourism only came to flourish after the end of World War 1. In the 1920s the skiing tourists still embarked on the strenuous ascent on foot to Obertauern, and enjoyed the following descent on skies even more. Interestingly the first tourism in Obertauern was not connected to the winter season, as most tourists poured into Obertauern during the summer months. Between 1925 and 1927 the first Tauern races for cars and motor cycles took place.
The birthday of winter tourism for Obertauern is on the 8th December 1929. On this day the first regular winter schedule started via the Tauern pass. World War 2 marked a cornerstone for the development of winter sports in Obertauern. From 1948 until into the 1960s ski and piste fun still meant hard work: the pistes were trampled hard by skiers, who received 3 free rides per hour for their efforts. By 1950 the first tow lifts were installed, as well as the first avalanche protection buildings. Between 1952 and 1961 the first set of modern cable cars and tow lift facilities were erected.
In 1962 the transformation was complete: Obertauern was the official name of the township and was entered into the history books. In the following year the first motorized snow cat in Austria started running in Austria's Obertauern.
The skiing primary school of Obertauern was getting famous, after including next to 7 main subjects the subject of skiing into the school's regular schedule.
Fame of a different kind honoured Obertauern in the year 1965: The Beatles produced parts of their legendary movie "HELP" in front of the dreamlike backdrop of Obertauern. Two years after this, the modern snow cats change the way pistes are groomed and built and to make wider ski runs possible with extensive territory changes. From then on more tourists were able to enjoy the winter fun in Obertauern. Through the connection of all lift facilities in 1969 the first form of the nowadays Tauern Loop Trail was created. Not much later than that Obertauern came to fame as a modern and popular winter sports destination, with its reputation reaching far beyond the borders of Austria.
In 1985 the first snowmaking machines in Obertauern were introduced. From now on skiing tourists had guaranteed snow during the whole of the winter season. Between 1991 and 1998 the building of a floodlight station made an international furor and resulted in well filled pistes – until late in the night.
Obertauern became a stronghold of alpine ski sports: with 100 kilometres of extremely well cared for pistes, 26 modern lift facilities, artificial snowmaking facilities and a touch and go ski pass system. On top of that bridges over the Katschberg A road make sure that you experience uninterrupted skiing fun in Austria. Equipped with the latest infrastructure, the region of Obertauern in Austria presents itself as a world famous skiing region and one of the best ski areas in Austria, not to mention one of the most popular.


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Use the video and step-by-step drawing instructions below to learn how to draw Starfire from Teen Titans Go! Stay tooned for more tutorials!
Stay tooned for more free drawing lessons by:
- Liking us on Facebook>>
- Subscribing on YouTube.com>>
- Visit How2DrawAnimals.com for free animal drawing tutorials>>
All of the free art lessons on EasyDrawingTutorials.com are good drawing tutorials for beginners and experienced artists alike. The online tutorials are easy to follow; they teach you the how to draw basics while showing you how to draw fun cartoon characters step by step. Each cartoon character has a video drawing tutorial option, as well as step-by-step photos and written text to follow.
To draw Starfire step by step, follow along with the video tutorial below and pause the video after each step to go at your own pace. You may find it easier to follow the step-by-step drawings below. The new lines in each step are shown in red, and each step is explained in the text below the photo, so you'll know exactly what to draw in each step. You may want to open the video in a new tab and use both drawing methods! Take your time and draw at your own pace.
The written step-by-step video tutorial:
Intro: Start off with a pencil sketch. In the beginning stages, don't press down too hard. Use light, smooth strokes for sketching.
Step 1: Draw a big circle near the top of the paper as a guide for Starfire's head. First make four marks to determine the circle's height and width. Then connect the marks using curved lines. If you're struggling to draw the circle, just trace the outer rim of a circular object like a coin or a lid.
Step 2: Inside the head, draw a curved, horizontal line as a guide to help you place Starfire's facial features later. Add a curved, vertical line across the circle for another construction guide line.
Step 3: Under Starfire's head, draw two short lines as guides for the neck and a small triangle as a guide for the torso. Make the triangle thin. Pay attention to the size of it in relation to this Teen Titans Go character's head.
Step 4: Under that, draw another small, triangle-like shape as a guide for the lower part of the torso. This triangle will dictate the shape of Starfire's skirt. The top of this triangle will be hidden behind the first triangle.
Step 5: Starting on the top, left side of Starfire's body, draw a long, sloping line as a guide for the first arm. At the end of the line, draw a small circle as a guide for the fist. On the right side, draw another long, sloping line with a circle at the end as a guide for the other arm and fist.


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This iconic breakfast is dear to the heart of Sam I Am and millions of others. Use this recipe to prepare Dr. Seuss's famous meal.
Step 1: Make pesto Make pesto by blending the basil, parsley, garlic, pine nuts, cheese, and olive oil into a smooth paste, adding additional oil if it's too thick. Then add salt and pepper to taste.
Step 2: Make toast Warm the bread in the oven or toast it.
Step 3: Cook the ham Add a tablespoon of oil to a skillet and fry the ham for one to two minutes -- until it gets crispy around the edges. Then put it in the oven with the toast.
Step 4: Scramble the eggs Melt a pat of butter in the skillet and scramble the eggs.
TIP: If you prefer, you can cook the eggs sunny side up or poach them. There are as many recipes available for fixing green eggs and ham as Sam I Am suggests in the book.
Step 5: Arrange the plates Take the toast out of the oven or toaster and divide it onto four plates, put two eggs on each piece, and drizzle pesto over the eggs. Add a slice of ham, and sprinkle Parmesan cheese over everything. Garnish the plates with basil leaves.
Step 6: Eat Enjoy your green eggs and ham in a box, with a fox, in a house, or with a mouse. You can eat them here or there -- you can eat them anywhere!
FACT: The Dr. Seuss classic, Green Eggs and Ham, is the result of a challenge issued to the author by his publisher -- to write a book using fewer than 50 words.


Improving lives. Improving the environment. Improving communities.
At Frahm Farmland, we believe that our goals as farmers should be about more than just the bottom line. They should be about contributing to the world around us and leaving our communities and the lives we touch better than how we found them.
It is with that in mind that we consistently make it a priority to positively impact local organizations, families and businesses while implementing the most competitive, profitable and sustainable farming practices that we can. As a 6th generation family farm, we understand and value the importance of community and will always keep that at the forefront of our operations.


Logic Games Practice Test 4
Paragraph for questions 1 to 6
A committee, chosen from two groups, one group of the sales executives D, E, F, G and the other of the sales managers U, V, W is formed whenever required.
Each committee has three, four, or five members.
Both sales executives and sales managers must be represented in any committee, but never by equal numbers of members
Each committee is chaired by a member representing the group whose representatives are in the minority in that committee.
D and U cannot be in any committee unless they are together.
Either E or V or both are in any committee that is formed.
Question 1
Which of the following is a properly constituted committee, with the chairperson listed first?
 1. V; E, F
 2. D; E, U, W
 3. E; F, G, V
 4. W; D, U, V
 5. D; F, G, U,V
Correct Answer: A
Question 2
If, in a given committee, G must serve as a chairperson, the other members of that committee must be which of the following?
 1. F and V
 2. V and W
 3. E, U, and V
 4. E, V, and W
 5. U, V, and W
Correct Answer: B
Question 3
If a new committee, chaired by V, has been formed from an old committee, chaired by F, merely by replacing a single member of the old committee, which of the following must be the person who was thus replaced?
 1. D
 2. E
 3. G
 4. U
 5. W
Correct Answer: E
Question 4
If a committee consists of D, E, U, V and W, then what can be the composition of a new committee which is formed by replacing the maximum possible members of the old committee?
 1. D, E, V
 2. F, G, U
 3. F, D, U
 4. F, G, V
 5. E, F, G
Correct Answer: D
Question 5
Which of the following can be a committee of four chaired be V?
 1. D, E, U, V
 2. E, F, G, U
 3. G, E, V, W
 4. G, E, F, V
 5. D, E, F, W
Correct Answer: D
Question 6
For some unavoidable reasons the committee was made consisting of six members. Which of the following need not be a member of the committee?
 1. D
 2. G
 3. H
 4. V
 5. U
Correct Answer: D
Paragraph for questions 7 to 12
A teacher is making five children stand in a row. Each child is assigned a number tag before being made to stand in the row. The tags are not necessarily according to their positions.
Amy, Tara, Xenia, Yana, Pam are the children and they are given numbers 1, 2, 3, 4, 5.
The following conditions apply:
Exactly one number is given to a child.
Pam must be made to stand fourth and assigned number 1.
4 must be assigned to Yana.
Tara and Xenia must each be made to stand in one of the extreme positions.
Xenia cannot be given either number 2 or 3.
Question 7
Each of the following is a possible assignment of children to positions one and two, respectively, except
 1. Tara, Amy
 2. Tara, Yana
 3. Xenia, Amy
 4. Xenia, Yana
 5. Yana, Amy
Correct Answer: E
Question 8
Which of the following could be made to stand in third position?
 1. The child numbered 1
 2. The child numbered 3
 3. Tara
 4. Xenia
 5. Pam
Correct Answer: B
Question 9
If Amy is made to stand second, which of the following must be true?
 1. 2 is assigned to the child standing fifth.
 2. 3 is assigned to the child standing first.
 3. 5 is assigned to the child standing second.
 4. Tara is standing first.
 5. Yana is standing third.
Correct Answer: E
Question 10
If 4 and 3 are assigned to children standing second and third respectively, which of the following must be true?
 1. 2 is assigned to the child standing first
 2. Amy is standing third
 3. Tara is standing fifth.
 4. There is exactly one child standing between the one who is given number 4 and the one who is given number 5.
 5. There are exactly two children standing between Tara and Yana.
Correct Answer: B
Question 11
If 2 is assigned to Amy are she is standing second then, which of the following must be true?
 1. 1 is assigned to Yana.
 2. 3 is assigned to Tara.
 3. 4 is assigned to Yana who is standing fifth.
 4. 4 is assigned to Pam.
 5. 5 is assigned to Tara who is standing third.
Correct Answer: B
Question 12
All of the following is either true or can be true except
 1. Pam is standing fourth.
 2. Xenia can neither be given number 2 nor stand second.
 3. Tara is assigned number 2.
 4. Amy is not standing in an extreme position.
 5. Yana can not stand in any even position.
Correct Answer: E
Paragraph for questions 13 to 15
A construction company is planning the types of buildings to be constructed on a plot. Types of buildings are A, B, C, D, E and F. Buildings of type A and C are the only buildings classified as tall buildings. The company plans to construct two rows of exactly four buildings each, one on the east edge of the property and one on the west edge.
The selection of the buildings is subject to the following constraints:
Each type of building must be built at least once.
Each row of buildings must contain at least one tall building.
A row that includes one or more A type buildings must include at least one D type building.
A C type building cannot be constructed in the same row as an F type building.
Question 13
If three C type buildings are selected for one row, which of the following can be the buildings selected for the other row?
 1. A, B, D, E
 2. A, B, E, F
 3. A, C, D, F
 4. A, D, E, F
 5. B, D, E, F
Correct Answer: D
Question 14
Which of the following can be the selection of buildings for one of the rows?
 1. A, B, D, E
 2. A, B, D, F
 3. A, C, E, E
 4. A, D, D, D
 5. C, C, E, F
Correct Answer: B
Question 15
If a total of two A buildings are selected, which of the following must be true?
 1. Only one B type building is selected.
 2. Only one E type building is selected.
 3. Only one F type building is selected.
 4. Two D type buildings are selected.
 5. The two A type buildings are in the same row.
Correct Answer: C
PRAXIS2 test information
PRAXIS2 Test Format
PRAXIS2 Test Format and structure
PRAXIS2 Test Preparation
PRAXIS2 Test Preparation
PRAXIS2 Scores
PRAXIS2 Scores and scoring


What Is Direct and Indirect Employment?
Direct employment refers to employment directly related to the production of products or services or when a person is permanently employed in a firm. Indirect employment refers to when the business generates employment in other businesses to supply or produce goods and services or when a firm contracts some work to a person.
1 Additional Answer
Direct employment refers to the total number of persons employed in an organisation and belongs to a certain sector. Indirect employment is employment throughout the chain of production and it refers to people contracted by a firm to provide intermediate components or products or services to an organisation.
Q&A Related to "What Is Direct and Indirect Employment"
An object is a noun, pronoun, or noun phrase that receives the actions of a verb or a preposition. A direct object receives the action of a verb. An indirect object indicates to or
Indirect employment is when you contract with a search firm to get you work. When you get a job on your own efforts, that is direct employment. Source(s) Former recruiter.
Discrimination occurs when an employer or other institution makes decisions about people based on sex, national origin, race, color, ethnicity, age, disability or religion. This is
So many different possibilities here. In many cases, it's very much cultural - some cultures value directness as politeness in not wasting a person's valuable time. (New Yorkers in
Explore this Topic
A compensation package is a sum of the benefits, direct and indirect, that an employee receives from an employer. Examples of benefits include: salary, allowance...


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Join Our Team
Human Resources Philosophy
In order for Hellenic Home for the Aged Inc. to fulfill its mission, we believe in creating an environment which supports and retains qualified employees, recognizes individual and collective contributions and supports employee development. Our fundamental belief is that if employees are treated with respect and are well informed; our goals of service will be achievable. We therefore believe that:
- Everyone is responsible for promoting employee health, safety and well-being.
- The efforts and achievements of individuals and groups will be recognized and valued.
- The ongoing provision of caring service depends on effective staff development.
- The organizational values set the standards for acceptable behaviours of individuals within our organization.
- Employees will be encouraged and supported in problem-solving and decision-making, within the framework of clearly defined organizational policies, practices, guidelines, etc.
- Our organization is strengthened and its purpose enhanced by a broad range of skills and qualifications.
- The fostering of positive employee relations is the key.


Validate Field = Field1 from outbound message
How to build a Segment/Field rule validating that a message received field has the same value as a field from the previous sent message
In this example, we'll validate values for PID.3.1 in the received message is equal to PID.3.1 in the previous sent message.
 1. In the inbound HL7 task, select the Validation tab
 2. Select the Segment/Field Validation tab
 3. Add the rule: PID.3.1 is = _USER_("Scenario\Action\Send HL7 Message","PID.3.1″) where refers to the PID.3.1 value of the message defined in the previous task (Send HL7 Message)
You can download the rule file for use in Caristix Workgroup or Test software.
Download the rule file (Field = Field1 from outbound msg.cxf)
Learn more about how to import validation rules into an inbound HL7 task.


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, with, together with, along with, rather than, no less than, except, nothing but, the verb is used according to the first subject.
3) Neither Salman nor his friends is going to the party. ❌
Neither Salman nor his friends are going to the party. ✔
⚫RULE 25 – When two or more subjects are connected by " not only.. But also, neither… Nor, either.. Or, none.. But", the verb is used according to the nearest subject.
💯CLICK HERE FOR THE HINDU PHRASAL VERBS COMPILATION
Neither of the two girls(a) / have been invited(b) / to the party(c) /No error
Solution : The error is in (b)
Replace 'have' with 'has'
⚫ RULE 26- When the Subjects joined by 'or/nor are of different numbers, the Verb must be Plural, and the Plural Subject must be placed next to the Verb.
Neither the Assistant Masters nor the Headmaster was present.❌
Neither the Headmaster nor the Assistant Masters were present.✔
⚫RULE 27- " Many a/an, More than one" should be followed by singular noun and singular verb.
Many a men have come to the party. ❌
Many a man have come to the party. ❌
Many a man has come to the party. ✔
More than one girls were present. ❌
More than one girl were present. ❌
More than one girl was present. ✔
Many an accident have recently taken place. ❌
Many an accidents have recently taken place.❌
Many an accident has taken place.✔
⚫RULE 28 – The inverted form of Verb is used in the following cases
1) When the sentence is introduced by an adverb.
2) When the verb is meant to express a wish or prayer.
Lets see another example:
Hardly had I reached the station when the train arrived. ✔
May you get great success in life. ✔
⚫RULE 29 – When the sentence begins with 'it', the verb is used according to the subject.
Let's take another example
It is I who is to attend the party. ❌
It is I who am to attend the party.✔
It is the apple that are full of antioxidants. ❌
It is the apples that are full of antioxidants. ✔
It is the apple that is full of antioxidants.✔
⚫RULE 30 – Generally, 'A large number of' is followed by a singular verb while 'The large number of is followed by a plural verb.
A large number of students was absent. ❌
A large number of students were absent. ✔
The number of tourists have gradually fallen off. ❌
The number of tourists has gradually fallen off. ✔
⚫RULE 31- If 'it's high time / it's about time / it's time is used in a sentence, v2 comes in the sentence.
It's high time you start working hard. ❌
It's high time you started working hard. ✔
⚫RULE 32 -when a subject becomes receiver of an action, following verbs take reflexive pronoun : Acquit, Absent, Avail, Reconcile, Amuse, Resign, Adapt, Adjust, Pride etc
I pride on being able to work smoothly under pressure too. ❌
I pride myself on being able to work smoothly under pressure too. ✔
We adapt to the environment.❌
We adapt ourselves to the environment. ✔
⚫ RULE 33- A Collective Noun takes a Singular Verb when the collection is thought of as a whole, a Plural Verb when the individuals of which it is composed are thought of.
The Council has chosen the President.✔
The audience have taken their seats.✔
⚫ RULE 34- When the Subject of the Verb is a Relative Pronoun care should be taken to see that the Verb agrees in Number and Person with the Antecedent of the relative.
I, who is your friend will guard your interests.❌
I, who am your friend will guard your interests.✔
Grammar Rules based on PARTICIPLE AND INFINITIVE
⚫ RULE 35- Ask, advise, allow, command, force, forbid, invite, encourage, compel, beg, order, imagine, instruct, permit, persuade, tell, require, remind, teach, etc. are followed by direct Object and no preposition is used before the object.
He advised to me to do it.❌
He advised me to do it.✔
⚫ RULE 36-Know is followed by how/ where/when/why and Infinitive.
I know to write a letter.❌
I know how to write a letter.✔
⚫RULE 37 – With the following verbs/adjective/phrases, (V1 +ing) is used after 'to'.
(Verb +used to), accustomed to, averse to, with a view to, addicted to, devoted to, in addition to, look forward to, object to, owing to, given to, taken to, prone to etc
I am looking forward to meet my friend Sara. ❌
I am looking forward to meeting my friend Sara. ✔
Sheetal is used to wake up early morning. ❌
Sheetal is used to waking up early morning. ✔
⚫ RULE 38- After let, bid, behold, watch, see, feel, make etc. we use Bare-Infinitive and not To-infinitive.
I heard him to speak on several subjects.❌
I heard him speak on several subjects.✔
⚫ RULE 39- Bare Infinitive is used after Modal Auxiliaries (can, could, may, might, shall, should, will, would, must, dare not, need not).
You need not to work hard.❌
You need not work hard.✔
⚫RULE 40 -Dangling Participle.
In the second sentence, if 'it' is not used before being, 'I' becomes the subject of 'rainy day' and gives a wrong meaning to the sentence.
Being a rainy day, I could not attend the class. ❌
It being a rainy day, I could not attend the class. ✔
⚫RULE 41- If an infinitive(to + V1) comes after a noun, an appropriate preposition should be used after the infinitive.
Sheetal has(a) / no achievement (b) to boast(c) /No error
Solution : Error is in (c)
Use 'of ' after boast
⚫ RULE 42- Had better, had rather,had as soon … as …, had sooner etc. are fol-lowed by Bare Infinitive.
She had better to go now.❌
She had better go now.✔
⚫ RULE 43- Conjunction than is also followed by Bare Infinitive.
She had better read than to write.❌
She had better read than write.✔
⚫ RULE 44- When but is used as a Preposition and preceded by any form of the Verb do, then but is followed with Bare Infinitive.
Sohan did nothing but to wonder.❌
Sohan did nothing but wonder.✔
⚫ RULE 45- Every Participle must have a suitable Subject of Reference.
Being a rainy day Vijay decided to stay at home.❌
It being a rainy day Vijay decided to stay at home.✔
⚫ RULE 46- Perfect Participle
(Having + v3) Vs (Having been +v3)
(Having + v3) is used when it qualifies doer of the sentence while (Having been + v3) is used when it qualifies non-doer of the sentence.
Handy Tip – If the clause following the perfect participle is in passive voice,we use having been+v3, otherwise having +v3.
Having typed the letter, it was posted. ❌
Having typed the letter, I posted it. ✔
Having been typed the letter, it was posted. ✔
('It was posted' is in passive form so we will use having been +v3. 'I posted it' is in active form so we will use having +v3.)
⚫ RULE 47- Participles like considering, judging, referring, concerning, regarding, viewing, broadly speaking etc. do not take any Subject of Reference.
Considering the case, I took the decision.✔
(Here I is not a Subject of Reference of considering. So, there is no Subject of Reference for 'considering, still the sentence is correct.)
Grammar Rules based on VERB
⚫ RULE 48- When there are two Subjects in a sentence and they are not in the same Number, then we must have to use separate Auxiliaries (is, are, am, was, were, have, has) for both of them.
Threekilled and one were injured in the mob violence. ❌
Three were killed and one was injured in the mob violence. ✔
⚫ RULE 49- A single Verb should be made to serve two Subjects, only when the form of Verb is same for both the subjects.
I


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What proportion of men who go through their whole lives and never find a mate at all, and what proportion of women do? And is the proportion of men greater than the proportion of women?
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marked as duplicate by terdon, rg255, Jack Aidley, kmm, Rory M Feb 23 '13 at 0:34
Related – Rory M Feb 21 '13 at 8:43
1 Answer 1
I think the answer runs along the same logic as this question: Which sex has higher variance of reproductive rate in modern societies - male or females?
Because its easier for a male to have offspring with multiple partners, more women would typically produce offspring than men. In polygamous cultures, it can lead to significant differences of reproductive success between the genders.
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Coordination and integration
Early childhood care and education is often the concern of several government sectors and usually these are education, social affairs and health. The multi-faceted nature of early childhood care and education gives rise to the challenge of effectively coordinating provision of policy development and implementation across the different sectors.
Coordination issues include coherent regulation, funding and staffing schemes and a common vision of care and education. Effective coordination must exist among sectors at both national and local level, and also between public and private establishments.
Cross-sectoral coordination is difficult, especially at the national level. It is one of the main challenges facing governments of both developed and developing countries trying to promote a holistic approach to early childhood. Responses vary and some countries have sought to remove the problem by integrating sectoral responsibilities into a single ministry.
Other countries divide sectoral responsibilities according to age range and services. For countries where the responsibility for early childhood is divided, policy and administration coherence are sought through coordination mechanisms (COMs). Generally, COMs are effective when they focus on a particular early childhood programme, target population or specific task but their role is limited in promoting a coherent overall policy and administrative framework across different sectors.


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Nissan's Steer-by-Wire System Brings Us Closer to Autonomous Cars
- 4:00 PM
Nissan's unveiled the world's first fly-by-wire steering system, completely eliminating the mechanical connection between the wheel in your hands and the wheels on the road. Although the automaker insists the system will enhance the driving experience, it's also a big step toward a fully autonomous vehicle.
Lots of automakers offer electrically assisted power-steering systems, but Nissan's "independent control steering technology" — which could appear as early as next year in Infiniti G-series models — takes the concept to its logical extreme. It replaces the steering column with software and motors to create a fully electric system. Beyond providing a better driving experience, Nissan sees the technology improving safety by allowing the car to take evasive action if, say, a pedestrian steps in front of you.
From there, it's not hard to imagine the technology being instrumental in developing truly autonomous vehicles.
The system is fairly straightforward. When the driver turns the wheel, several computer modules (some of them are redundant to ensure safety) control electric motors that actuate the steering rack far faster than a traditional mechanical system. Before you start squawking about an electrical failure, Nissan says the steering wheel is connected to the rack through an emergency clutch, allowing the driver to retain control if something goes kablooey.
Many automakers have switched to electrically assisted steering and fly-by-wire'd for braking and acceleration to improve fuel economy. Electric steering, for example, doesn't require an engine-driven pump. Nissan, however, says it's tech is focused on helping the driver.
Steer-by-wire tech and a camera mounted ahead of the mirror scan the road ahead can enhance the driver experience. Road conditions and feedback can be analyzed on-the-fly, filtering unwanted "noise" often transmitted through a mechanical linkage from the wheels to the hands. Nissan claims the system also makes nearly instantaneous steering inputs. Want to feel the weight of the car shifting as you tackle a tight bend, but don't want to feel that rut in the road during your morning commute? This new system has you covered on both fronts.
The camera also will watch for lane markings, stopped vehicles and other hazards. Wander out of your lane and your car will center itself. This is similar to other "lane keep assist" systems, but uses steering instead of the rear brakes to keep you in line. Extending that functionality, Nissan also claims the driver won't need to apply corrective force to the wheel on banked corners, and the system will automatically adjust the attitude of the vehicle to account for lateral movement caused by crosswinds.
Nissan's focus on driver involvement is only part of the puzzle, though. In addition to demonstrating the new technology on a modified Infiniti G37S, the automaker also showed off the technology in its electric Nissan Leaf fitted with the new steering system and a brace of monitors and sensors. As the car encounters obstacles — another vehicle, a pedestrian — the car steers itself to safety and stops.
It's yet another indication that the future of autonomous vehicles isn't about creating an all-new vehicle, but combining existing technologies to develop a nearly crash-proof car. The driving benefits are nearly secondary.


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Homei Miyashita from the Miyashita Lab at Meiji University in Japan has created the Norimaki Synthesizer, a lickable "taste gadget" or electronic flavor saver. The device is a part of the broader study of human-centered computing or human-computer interaction (HCI).
The novel taste display uses ion electrophoresis. It has five gels that contain electrolytes that supply controlled amounts of five basic tastes: magnesium chloride is bitter, citric acid is acidic, glutamic sodium is umami gel, sodium chloride is salty, and glycine is sweet.
The device applies different tastes to the user's tongue that roughly correlate to colored lights, sort of in a way that Jolly Rancher colors represent "natural flavors."
When applied to the tongue without voltage, the user tastes all five flavors. When an electric potential is applied, the cations in the gel move to the cathode side and away from the tongue, so that the flavor is suppressed.
The taste display can reproduce arbitrary tastes by individually suppressing the sensation of each of the five tastes. The synthesizer uses electric current for electrophoresis rather than electrically stimulating the tongue. The user also doesn't have to swallow to deliver the flavor.
The project builds off of previous work trying to augment taste using devices. For example, chopsticks and straws that alter flavor by conducting electricity, changing soup with electric spoons, applying electrodes to the face, and even inserting a device into the mouth and generating power using chewing force.
Electronically altering your palette may sound weird, but how many of you still go heavy on the salt? You could make your food taste saltier without shocking the ticker, or consider margaritas with a virtually salted rim.
If anything, the device could open up an entirely new multimedia experience, such as in virtual reality environments or as a part of 4D theme-park attractions.


you need the HPD and TFM files for the printer. You can copy an HPD file from an existing one, after you ensure it is suitable for your printer. The fonts specified in the HPD file must be available on the printer.
Oracle Reports includes a common set of TFM files. If you need other font metrics files for your printer, you should obtain them from your font or printer vendor. To install the TFM file, just copy it to the TFM file location, which is listed in Section 10.2.2, "Verifying the Printer Setup for Oracle Reports".
10.4.5 uifont.ali
The uifont.ali file defines the font aliases used by Oracle Reports. It is an extremely useful tool for cross-platform development because it enables you to define which fonts to substitute when a particular font is unavailable. uifont.ali is located in:
To alias a font, use the following syntax:
source_font = destination_font
For each font, you may also specify the following attributes:
Styles may also be combined using a plus sign + to delimit the styles. For example:
Arial.Italic+Overstrike = Helvetica.12.Italic.Bold
This entry maps any Arial font that has both Italic and Overstrike styles to a 12-point, bold, and italic Helvetica font. Font faces can be case sensitive depending on the platform and the surface; that is, printer or system.
See Also:
Chapter 9, "Managing Fonts in Oracle Reports" for more font-related information.
10.4.6 uiprint.txt
uiprint.txt provides a convenient way for you to provide details about the printer queue, such as the type of printer driver and the printer description. You should edit uiprint.txt for each instance of Oracle Reports.
See Also:
Section 10.3.1, "Editing uiprint.txt File" for more information about uiprint.txt.
10.4.7 Editing the Printer-Related Files
This section describes how to edit the various print-related files: Editing PPD files
In some cases, you may need to change certain attributes in your PPD file. The sections that follow describe some of the attributes that you would commonly want to change: Changing the default paper size
Suppose that you need the page size to be A4 for some of your reports. On UNIX platforms, the printer driver is specified in uiprint.txt and the default page size is not necessarily set to A4. For example, hpljet41.ppd has LETTER as the default page size. Note that the default page size setting for each printer queue is taken from the corresponding PPD file.
To set A4 as the default page size, you would do the following:
 1. Edit uiprint.txt to include a PostScript Printer Description file (extension is.ppd) that supports the A4 page size. For example, you might include hpljet41.ppd.
 2. As a backup, make a copy of hpljet41.ppd.
 3. Add an entry to uiprint.txt:
 Printer_name: PostScript:1: the printer on floor1:hpljet41.ppd
 4. Edit hpljet41.ppd and change these settings as follows:
 DefaultPageSize: A4
 DefaultPageRegion: A4
 DefaultImageableArea: A4
 DefaultPaperDimension: A4 Changing the printer margin settings
To change the margins, you must modify the ImageableArea section in the PPD file. ImageableArea provides the bounding box of the area in which the printer may print for the page size named mediaOption. There will be one statement for each named page size supported by the device. *DefaultImageableArea provides the mediaOption name of the default imageable area. Since there can be only one default page size, this value should be the same as the value of *DefaultPageSize, *DefaultPageRegion, and *DefaultPaperDimension.
The syntax for defining imageable area is as follows:
*ImageableArea mediaOption: "llx lly urx ury "
*DefaultImageableArea: mediaOption | Unknown
ll stands for lower left corner and ur for upper right corner. The bounding box value of *ImageableArea is given as four real numbers, representing the x and y coordinates of the lower left and upper right corners of the region, respectively, in the PostScript language default user space coordinate system. The x and y axes of a given page size correspond to the x and y axes of that page size in the *PaperDimension entry.
The imageable area is defined as the part of the page where the printer may actually make marks. On some printers, the imageable area of a given page size varies as a result of the current resolution, amount of memory, the direction of paper feed, and other factors. In PPD files where the imageable area of a given page size can vary, the imageable area recorded for that page size will be the intersection of all possible imageable areas for that page size. This formula ensures that the available imageable area is never smaller than that shown in the PPD file and all marks made within the imageable area will be visible. It does, however, also mean that the imageable area in the current configuration might actually be larger than the imageable area shown in the PPD file.
The following table contains the option keywords currently registered for mediaOption, which designates a given page size on a device:
Table 10-4 mediaOption Keywords
mediaOption (Paper Size) Size (pts) Size (mm) Size (inches)
612 * 792
215.9 * 279.4
8.5 * 11
612 * 1008
215.9 * 355.6
8.5 * 14
1224 * 792
431.8 * 279.4
17 * 11
792 * 1224
279.4 * 431.8
11 * 17
842 * 1191
297 * 420
11.69 * 16.54
595 * 842
210 * 297
8.27 * 11.69
420 * 595
148 * 210
5.83 * 8.27
729 * 1032
257 * 364
10.12 * 14.33
516 * 729
182 * 257
7.17 * 10.12
To change the margins of an A4 page in the default.ppd, you would perform the following steps:
 1. Modify the default page from Letter to A4 in the following sections:
 *% Page definitions
 *DefaultPageSize: A4
 *PageSize A4: " "
 *% These entries set up the frame buffer. Usually used with manual feed.
 *DefaultPageRegion: A4
 *PageRegion A4: "A4"
 *% These provide the physical dimensions of the paper (by keyword)
 *DefaultPaperDimension: A4
 *PaperDimension A4: "595 842"
 2. Add the margin definition in the following sections:
 *% Imageable (writable) areas for each page size, in pixels
 *DefaultImageableArea: A4
 *ImageableArea A4: "2 2 593 840 "
 All PPD entries are case sensitive. Adding a new font entry to PPD files
On PostScript printers, Oracle Reports only enables you to use fonts known to be available on the printer. Since printers are rarely available for personal requests on multiprocess operating systems, Oracle Reports gets a complete list of fonts from the PPD file.
When a new font is installed on the printer, a corresponding font entry needs to be added to the printer's PPD file. The format for a font entry is:
*Font {fontname}: {encoding} "({version})" {charset}
{fontname} is the Adobe font face name as specified in PostScript.
{encoding} is the PostScript encoding name.
{version} is the FontInfo version number.
{charset} is the Adobe character set.
The encoding value has slightly different meanings depending on the font type. If the encoding cannot be determined, the value of encoding may be set to unknown. Fonts are usually re-encoded by applications to provide other encodings; the charset value for each font indicates which encodings are possible for that font. For more information, please refer to the PPD specification from Adobe.
When new fonts are added to the printer, the matching AFM files must also be added to the font metrics directory. Oracle Reports requires the AFM files to get the actual font attributes and properly place text on the printed page.
Suppose you add a new font, CodedreineunBold, and want to edit the PPD file to include the new font.
 1. In the PPD file, search for:
 *% Font Information
 2. For the new font, append the following at the end of the paragraph:
 *Font CodedreineunBold: Standard "(00.1001)" Standard ROM Overriding the printer tray setting
The PostScript output generated by Oracle Reports has the tray information embedded into it. The PPD file defines the default tray to be used and is followed by the definitions of valid trays for the printer. To print to a different tray, the DefaultInputSlot entry in the PPD file must be updated.
In the PPD file, you should find a section that lists the default tray and the valid input slots. The section typically starts


News & Resources
Revenue Recognition Contracts: Part 4
A continuation of our Revenue Recognition Contracts series, this final article addresses steps 4 and 5 of the new revenue recognition model: allocation of the transaction price to performance obligations and recognizing revenue when, or as, performance obligations are satisfied.
Step 4. Allocate the Transaction Price
The fourth step of FASB Codification Topic 606 newly created revenue recognition model addresses allocating the transaction price (determined in step 3) to the separate performance obligations (determined in step 2). The intent in allocating the transaction price to the individual performance obligations is to assign each performance obligation an amount of consideration that the entity would expect to be entitled for fulfilling that portion of the contract.
In the simplest scenario where the contract only contains one performance obligation, the transaction price is entirely allocated to the identified performance obligation.
Standalone selling price
When a contract contains multiple performance obligations, additional considerations are necessary to determine a proper allocation of the transaction price to those performance obligations. Topic 606 requires the allocation be completed using the relative standalone selling prices for the performance obligations. Standalone selling prices are defined in the Codification as the "price that an entity would sell a good or service to a customer if the good or service was being sold on its own."
In many instances, standalone selling prices are easily observable. However, when the standalone selling price is not directly observable, an entity will need to estimate it. Topic 606 permits any estimation method, as long as the method is reasonable and consistently applied, but also explicitly mentions three common methods that may be used:
 - Adjusted market assessment approach – this approach considers market conditions by estimating what a customer in that market would be willing to pay for the goods and services. This approach would be easiest when an entity has experience selling within a market, and of course more complex when selling an entirely new good or service due to difficulty in anticipating market demand. The Codification also notes this approach might include referring to competitor pricing for similar goods and services and adjusting the estimate as appropriate.
 - Expected cost plus a margin approach - in this estimation method, an entity would estimate the costs it expects to incur when completing a performance obligation and then add an appropriate margin.
 - Residual approach – this method involves using the relative standalone selling price when observable for certain of the performance obligations, and assigning the residual of the total transaction price to the other performance obligations. This method is only permitted in two instances: a.) when there is a broad range of standalone selling prices because they are highly variable, or b.) the entity hasn't established a price for a particular good or service. Therefore, it is expected the use of this method will not be as prevalent.
If the sum of the standalone selling prices of the performance obligations in the contract exceeds the total contract transaction price, a discount is implicit in the contract. Under Topic 606, the Codification requires the discount be allocated proportionately to all of the individual performance obligations, unless an entity can justify that the discount is not related to certain of the performance obligations. In that instance, the entity may allocate the discount to only those goods or services to which it relates.
Exhibit 1 – Allocating the transaction price to multiple performance obligations, with a discount:
XYZ Company enters into a contract with a customer to sell Widget A and B, along with providing Service C, for a total contract price of $350. The performance obligations associated with each widget and service will be satisfied at different points in time. XYZ Company regularly sells Widget A separately, for a standalone selling price of $150. Widget B and Service C do not have observable standalone selling prices. XYX Company estimates the standalone selling prices as the following:
selling price
Widget A $ 150 Directly observable
Widget B 75 Adjusted market assessment approach
Service C 225 Expected cost plus a margin approach
 $ 450
Because the total contract price ($350) is less than the sum of the standalone selling prices ($450), the customer received a discount for purchasing the bundled goods and services. Lacking evidence that the discount only relates to certain of the performance obligations, the discount is allocated proportionately amongst all of the performance obligations, as follows:
transaction price
Widget A $ 117 ($150 / $450 x $350)
Widget B 58 ($75 / $450 x $350)
Service C 175 ($225 / $450 x $350)
 $ 350
Other considerations
Because not all instances of allocating the transaction price to performance obligations are straight-forward, the Codification also provides guidance on how to address the following circumstances:
 - Variable consideration – once variable consideration has been estimated in Step 3 of the revenue recognition model, an entity will need to consider under Step 4 whether variable consideration should be allocated to all of the performance obligations, or to one or more specific performance obligations. This differs from prior revenue recognition requirements because variable consideration was neither estimated or allocated to the transaction price, and therefore the new model results in earlier revenue recognition in many situations. Additional information on how to estimate the transaction price of variable consideration under step 3 is further addressed in Part III of our Revenue Recognition Contracts series.
 - Changes in the transaction price – if the transaction price changes after the inception of the contract, an entity must allocate the difference in the old and new transaction price to the separate performance obligations. This must be done on the same basis that was used to initially allocate the transaction price. In some situations, certain of the performance obligations may have already been satisfied when the transaction price changes. If that is the case, the additional revenue from the change in transaction price should be recognized into revenue in the period that the transaction price changed.
Step 5. Recognize Revenue when (or as) Performance Obligations are Satisfied
Under the new revenue recognition model, an entity will recognize revenue under Step 5 only upon completion of a performance obligation as identified in the contract. The key to determining when a performance obligation has been satisfied is whether or not the customer has obtained control of the promised good or service. In addition, to allow for proper revenue recognition, consideration needs to be made on whether control was transferred as of a point in time, or over time.
Over time
As provided by Topic 606, the following criteria give rise to recognition over time, if any of the following are met:
 - The customer simultaneously receives and consumes the benefits provided by the entity's performance as the entity performs (for example, most routine or recurring service contracts)
 - The entity's performance creates/enhances an asset that the customer controls as the asset is created/enhanced (for example, building an asset on a customer's site)
 - The entity's performance does not create an asset with an alternative use to the entity, and the entity has an enforceable right to payment for performance completed to date (for example, building a specialized asset only the customer can use)
If it is determined revenue should be recognized over time, it is necessary to identify how to measure the progress towards fulfilling the performance obligation. Estimation methods utilizing either output or input criteria are acceptable, but the chosen method should appropriately depict the transfer of control of the good or service to the customer. Examples of some commonly used output methods include units produced or milestones reached, while examples of input methods may include costs incurred or labor hours.
Exhibit 2 – Recognition of revenue over time
ABC Company enters into a contract with a customer to build specialized equipment for $100,000. ABC Company has no alternative use for the specialized equipment. In addition, per the contract provisions, the customer may take immediate ownership of the work-in-process in the event the contract is cancelled.
ABC Company would recognize revenue associated with this contract over time (as the equipment is being constructed). This contract meets two criteria for recognition in this manner: a.) the customer controls the asset as it is created and b.) the equipment has no alternative use to ABC Company. Because recognition will occur over time, ABC Company must select a method to measure progress. In this instance, an input method based on actual costs incurred in relation to total estimated costs would be an appropriate manner to estimate progress. The resulting allocation ratio would be applied to the total contract price of $100,000 to calculate the amount of revenue to be recognized each period until the contract is completed.
At a point in time
If an entity cannot demonstrate one of the above criteria have been met for recognition over time, they need to determine the proper point in time to recognize revenue, when control has been transferred to the customer. As described in the Codification, the following are indicators that control has transferred:
 - The entity has a present right to payment for the asset
 - The customer has legal title to the asset
 - Physical possession of the asset has transferred to the customer
 - The customer has the significant risks and rewards of ownership of the asset
 - The customer has accepted the asset
Contracts that were recognized as of a point in time under prior guidance may now require recognition over time, resulting in earlier revenue recognition in many cases.
Other considerations
The standard includes guidance addressing revenue recognition matters associated with:
 - Repurchase agreements
 - Bill-and-hold arrangements
 - Consignment arrangements
 - Warranties
 - Licenses of intellectual property and royalties
 - Principal vs. agent reporting
While the effective date for the new revenue recognition standard becomes effective for non-public entities for years beginning after December 15, 2018 (i.e. 2019 calendar year), it is not too early to begin preparing for proper implementation.


text:
Playing AI Dungeon
What are tokens?
A token is a representation of a word, part of a word, common phrase, or symbol. Tokens are used by the AI as a way to conserve memory and computing power.
The way AI language models generate a response is they first analyze text (the input) and then predict the mostly likely sequence of words to return to the user (the output). You can picture this process working like a sophisticated autocomplete.
AI can only hold so much in its memory, so tokenizing words allows the AI to consider more content at once. It's sort of like how people shorten words to stay within Twitter's character limit when tweeting. "What" changes to "w/", "As far as I know" changes to "AFAIK", and "fabulous" might change to "fab".
In the same way, tokens convey the same meaning as the words you type, but in a format that takes up less storage and computing power. This means you can send more "meaning" to the AI with each input, because your words are "tokenized" or translated into tokens.
The AI generates its response (the output) in tokens, and those are translated back to human readable text.
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