text:
Challenge: Axpo is the largest hydropower provider in Switzerland. In hydropower plants, work-related accidents tend to have more serious consequences than accidents that occur in the office. Accidents are not only extremely unfortunate because of the resulting damage to the employee's health, they also result in downtime and treatment costs, which are both expensive and bad for the company's reputation. For this reason, it is important to avoid human error and negligence wherever possible. Despite many years of raising awareness and employee training, the accident rate remained relatively high. Axpo needed to find a new way to change their employees' behavior.
Solution: Heads developed a new concept for internal communication that created a positive emotional connection to the topic of workplace safety. The hydropower plants launched a contest with the slogan "Safety first". A digital display in every hydropower plant showed which plant had gone the longest without an accident. At the end of the year, the plant that had the longest period with no accidents was rewarded with a challenge cup and the employees were given winners jackets. The displays also showed the earlier information (accident prevention tips, the latest findings, accident statistics).
Result: The team contest brought out the competitive side of the hydropower plants and motivated the employees to attach much greater importance to the topic of safety. The results are clear when you look at the accident statistics: the total number of accidents across all hydropower plants dropped by 30 percent in the first year and by another 30 percent in the following year.


text: The openwork malu boards of the Sawos people of New Guinea are perhaps the ultimate expression of the curvilinear style that characterizes the carving of the Middle Sepik River. Although created by the Sawos, malu are traded to the neighboring Iatmul people who use them in the context of the initiation ceremonies that mark the transition of boys to manhood. If a boy dies during the initiation process, the malu are displayed to the village women to indicate that a death has occurred. The complex imagery of these objects incorporates bird, mammal, and insect forms, many of which represent totemic species. The central face of this object depicts the heart of the sago beetle, a large insect. Four hornbills, important totemic birds, are incorporated into the openwork carving. The pig, an animal of great social and ritual significance throughout New Guinea, appears at the base.

source: HuggingFaceFW/fineweb-edu


At one point I wanted to add this feature to my slides but I later remove it as some of the pages needed to have horizontal scrolling and this code did not work well together with that. Maybe the only thing I need is to adjust some of the parameters. So check it out maybe by the time you read this, the swiping on my slides might work.
Anyway, if you have some HTML pages you might want to allow your users to move between pages, using JavaScript, but you don't want to rely any of the JavaScript libraries.
(function() {
 var min_horizontal_move = 30;
 var max_vertical_move = 30;
 var within_ms = 1000;
 var start_xPos;
 var start_yPos;
 var start_time;
 function touch_start(event) {
 start_xPos = event.touches[0].pageX;
 start_yPos = event.touches[0].pageY;
 start_time = new Date();
 function touch_end(event) {
 var end_xPos = event.changedTouches[0].pageX;
 var end_yPos = event.changedTouches[0].pageY;
 var end_time = new Date();
 let move_x = end_xPos - start_xPos;
 let move_y = end_yPos - start_yPos;
 let elapsed_time = end_time - start_time;
 if (Math.abs(move_x) > min_horizontal_move && Math.abs(move_y) < max_vertical_move && elapsed_time < within_ms) {
 if (move_x < 0) {
 } else {
 var content = document.getElementById("content");
 content.addEventListener('touchstart', touch_start);
 content.addEventListener('touchend', touch_end);
 1. Wrap the whole area where you'd like the swipe to work in a div with an ID=content.
 2. Replace the two commented-out alert calls by function calls implementing the left-swipe and the right swipe actions.
 3. Adjust the 3 numbers to your liking.
 4. Done.
 var min_horizontal_move = 30;
 var max_vertical_move = 30;
 var within_ms = 1000;


LEVEL 4: Flocculation
LEVEL 4: Flocculation
Use a flocculant to remove haze and make unclear water clear again
Sand filters can only remove particles down to a certain size. The smallest particles that are not caught by the sand filter can form a mist in the pool water, giving it an unattractive, opaque haze. To catch the smallest particles, the flocculant Active Pool Flocking Liquid can be added. It binds the smallest particles into larger units that can be caught by the pool's sand filter.
Often, pool water can be unclear because the water's pH count is or has been too high for a period, or this may be due to organic pollution. Test whether the pH count is 7.2 and, if necessary, clean the water with a chlorine shock using, for example, Active Pool Chlorine Quick.
Sort By:
5032 Flocking Liquid 1 L
Makes unclear pool water clear again by gathering very small floating particles in larger units, whi..
Activ Pool ApS
Ledreborg Allé 128K
DK-4000 Roskilde
Tel. +45 70 22 68 56
CVR-nr. DK30530136
You can also read the following articles:


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Sometimes you end up with more cutlery than you know what to do with. It's not a bad problem to have, seeing as you'll never run out of forks, but more forks means more dishes to wash, which is a problem no one wants to have. Instead of throwing away those helpful tools that assisted you in the enjoyment of delicious meals past, appreciate them by finding a creative use for them. Believe it or not, old eating utensils can be transformed into great hooks for hanging purses, reusable grocery bags, or even keys! Follow these six steps to upcycle your old forks into neat hooks.
You will need:
- Soft hammer (rubber or rawhide)
- Old fork or one you are just willing to sacrifice
- Assortment of pliers
- Drill with standard screw-sized bit (not pictured)
- Protective eyewear (not pictured)
- Strong hands (not pictured)
1. First, hammer out the fork until it is completely flat. Make sure you are using a soft hammer so you do not damage the fork in the process. It is best to place the fork upside-down and begin hammering it flat, then flip it to finish it up. This is a lot harder than it would seem and can take a decent amount of time. To make the time pass quicker, think of something that makes you really angry, such as energy waste, to zone out while you're pounding away.
2. Next, use your pliers to decoratively shape the fork's prongs to your liking. Be sure to keep a firm grip on the fork while fashioning the prongs, as to not let it slip and cause an accident. There are many ways to shape prongs, just be sure to keep them moderately flat so your finished product won't poke you when you hang things.
3. Now, put on your protective eyewear and use caution while you drill a screw hole in the center of what will be the mounting piece. Be patient and let the drill bit gradually reach the other side, otherwise you will break the bit or even worse, hurt yourself. Once the hole is complete, wait a minute before touching the fork, as it will be hot from the metal-on-metal friction.
4. Once your fork has cooled, test to ensure it is still flat by holding it against a wall. If it has bent during the prong bending or drilling process, take a moment to hammer it out until it once again lays flat against the wall.
5. Use your strong hands to shape the handle into a hook. It helps to go against the natural curve of the handle but be gentle; this spot can easily become vulnerable and snap. If you're having trouble, lay the fork on your work surface edge with the handle free and use the edge's resistance to your benefit.

source: openbmb/Ultra-FineWeb


What is a turtle dove?
Turtle doves are the UK's fastest declining bird species and they are threatened with global extinction (IUCN Red List of Endangered Species).
Turtle doves are a vibrant, dainty species of dove (weighing in at around 140 grams) with a charismatic turrrturrr-ing call from which its name derives (click here to listen). In the UK it feeds in open habitats most commonly on arable and mixed farmland, where its staple food of wildflower seeds and farmed crop grains are found on the ground. Near to its feeding grounds, the species nests and roosts in open woodland edges, hedgerows and scrub areas.
Turtle doves are the only long distance migratory dove species in Europe, with their more common relatives such as the collared dove and wood pigeon staying in the UK year-round. They complete annual migrations from their breeding grounds, leaving in mid-late summer, through western Europe to their wintering grounds in West Africa; they typically return to their breeding grounds during April. The UK has around 14,000 breeding pairs of turtle dove according to their last national population estimation in 2009. The best chance you have to see the species is in East Anglia and South-east England, where the species has maintained its highest densities.
The full name for the species of turtle dove we get in the UK is the European turtle dove (Streptopelia turtur). There are 5 other species of turtle dove living around the world, out of a total of some 350 species in the dove and pigeon family alive today; 17 species of this family have already faced extinction because of humans, notably including the dodo and passenger pigeon.
photo credit: Jonny Rankin


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Mouse cursors let you simulate mouse movements in your Articulate Storyline courses. They're great for software training and simulations.
Choose from a gallery of cursor styles. Add sounds and visual effects. Control the path, timing, and speed of mouse movements. You're in command.
- Adding Mouse Cursors
- Changing Cursor Styles
- Adding Mouse-Clicking Sounds
- Adding Visual Click Effects
- Changing the Path of Mouse Movements
- Changing the Timing and Speed of Mouse Movements
There are two ways to add mouse cursors to a project.
- Storyline automatically adds mouse cursors to screen recordings when you insert them as step-by-step slides. You can adjust mouse cursor styles, effects, paths, timings, and speeds. (See the following sections for details.)
- You can also add mouse cursors manually, just where you need them.
To add a mouse cursor manually, go to the Insert tab on the ribbon, click Mouse, and choose a cursor style. It'll automatically appear on your slide.
Tip: Only one mouse cursor can be added to each slide, and it must be added to the base layer of the slide. Mouse cursors aren't supported on layers or slide masters.
To change the style of a cursor, select the mouse object on the slide, go to the Format tab on the ribbon, and choose a different style from the Cursors gallery.
Want to use your own cursor image? Just click Browse for Cursors at the bottom of the Cursors gallery, then select a file on your computer with a *.cur or *.ani extension.
When the mouse reaches the end of its path, it can play a single-click or double-click sound, or you can omit the clicking sound altogether.
Select the mouse object on the slide, go to the Format tab on the ribbon, and click None, Single, or Double.
To show an animated click effect at the end of a mouse movement, go to the Format tab on the ribbon and mark the box to Show Click Effects. Uncheck it if you don't want to simulate a mouse click.
Choose the direction of the mouse movement and whether its path is curved or straight.
- Select the mouse object on the slide. When a mouse object is selected, you'll see its path represented by a black line.
- Go to the Format tab on the ribbon and mark the Straight Pointer Path box to make the mouse move in a straight line. Uncheck it to move the mouse in a curved line.
- To set the direction of a mouse cursor's motion, use the Enter From selector to choose an entrance point.
Tip: If the Enter From selector is grayed-out, it's because the direction of the mouse movement is already determined by the previous slide. When you have consecutive slides with mouse cursors, the end point of the first will be the beginning point of the next.
A mouse cursor is visible for the entire duration of a slide. However, you can change when its movement starts and ends. You can also make it slow down before the end of its path.
- Select the mouse object in the timeline.
- Drag its left edge along the timeline to adjust when its movement begins. Drag its right edge along the timeline to adjust when its movement ends.
- Unlike other Storyline objects, the beginning and ending of a cursor's movement is controlled by the timeline, not the appearance and disappearance of the cursor itself.
- By adjusting the timing of a cursor's movement, you're also controlling its speed. A shorter duration results in a faster motion, and a longer duration results in a slower motion.
- If you want the mouse movement to slow down just before the end of its path, go to the Format tab on the ribbon and mark the box to Reduce Speed Before Click.


Decision : 30 COM 8B.32
Nominations of Cultural Properties to the World Heritage List (Stone Circles of Senegambia)
The World Heritage Committee,
1. Having examined Documents WHC-06/30.COM/8B and WHC-06/30.COM/INF.8B.1,
2. Inscribes the Stone Circles of Senegambia, Gambia and Senegal, on the World Heritage List on the basis of criteria (i) and (iii):
Criterion (i): The finely worked individual stones display precise and skilful stone working practices and contribute to the imposing order and grandeur of the overall stone circle complexes.
Criterion (iii): The nominated stone circles, represent the wider megalithic zone, in which the survival of so many circles is a unique manifestation of construction and funerary practices which persisted for over a millennia and a half across a large sweep of landscape, and reflects a sophisticated and productive society.
3. Recommends that the States Parties give consideration to extending the nominated sites to include quarry sites;
4. Also recommends that the States Parties consider nominating further sites as part of a wider cultural landscape serial nomination in order to sustain more of the megalithic landscape of Senegambia;
5. Further recommends that a research strategy be put in place to address the wider associations of the stone circles and to record in more detail the megalithic zone.
Themes: Inscriptions on the World Heritage List
States Parties: Gambia Senegal
Year: 2006
Decision Code: 30 COM 8B.32


text:
At what age do hens start laying eggs?
On average, pullets, or juvenile hens, start laying eggs at about 6 months of age, depending on the breed. Larger, heavier birds like Wyandottes, Plymouth Rocks and Orpingtons will lay on the later side whereas lighter, smaller breeds like Leghorns, Stars, and Australorps will start laying sooner. However, if your birds come into maturity at the coldest, darkest part of the year, they will sometimes not begin laying until spring: six months is just the average! We guarantee you that every day past five months that they haven't begun to lay will seem like an eternity!


text:
What are urban wildlife species?
An urban environment exerts novel selective pressures on wildlife species due to habitat modification, natural habitat loss, and a large human population.
Some species are able to thrive in this urban landscape. These animals are called "urban wildlife". Urban wildlife have many adaptive traits in common: a diverse diet, highly opportunistic, ability to exploit human modified habitats, reduced fear of humans, loss of natural predators or competition, and increased food sources.
What are the most common urban wildlife species in Fairfax
How do you determine what urban species to manage in Fairfax
A biological carrying capacity does exist and determines the maximum number of animals a habitat or geographic area can support without causing damage to that habitat.
It is the responsibility of wildlife managers, natural resource managers and environmental stewards, to preserve wildlife and to protect remnant natural habitats in all ways possible.
It is a chosen responsibility to address Public Health & Safety issues, mitigate wildlife conflicts, and protect property from actual and potential damage.
How do you develop a successful wildlife management program?
An effective wildlife management program resolves Wildlife conflicts with the most humane, comprehensive and integrated management techniques available:
- Humane exclusion & Repellency
- Population control
- Habitat modification
- Conservation & Research
Additional information on wildlife management and conservation is available from the United States Department of Agricultural Natural Resources Conservation Services.
For more information please contact the Fairfax County Wildlife Biologist at _PHONE_.


text:
The two faces of Tornado. The engine is shown here is from the J-Series Wagoneer or truck configuration with the standard paper air filter and a generator fitted.
Story by Jim Allen
Jeep's overhead-cam six, famously called the Tornado, was one of the first mass-produced overhead-cam engines built in the United States after World War II. As whiz-bang as that sounds, the engine actually has very humble roots.
Willys Motor engineer A.C. Sampietro worked out a simple plan: In 1960 he took the existing lower-end architecture from the Kaiser Supersonic/Continental Red Seal 226-cubic-inch L-head (or flathead) six and began designing a new overhead-cam engine around it.
The 226 engine had been incorporated into the Jeep lineup as the Super Hurricane in 1954, and it had an enviable reliability record. It made 105 horsepower, and when it was introduced it was a welcome addition to the horsepower-starved Jeep engine lineup. Like all flatheads, it had breathing and cooling difficulties, but the Continental-sourced engine became almost legendary for durability in Jeeps and the many other applications in which it served until 1973.
Sampietro's engine came to life in February 1961, when the prototypes were tested. By May, the engine had passed its 100-hour full-power certification tests, and the first production engines came off the line in April 1962. The 230-cubic-inch engine was dubbed Tornado, and in a strange twist of fate, the first Jeeps to have them were not the new Gladiator J-Series pickups or Wagoneer SUVs but the old Willys wagons and pickups they were designed to replace.
Although the basic architecture of the Tornado came from the 226, the blocks were considerably different, not the least of which was the lack of cast-in ports and valves used on a flathead engine and the lack of a camshaft. It was also given full-flow oil filtration, which the L226 did not have. The Tornado had the same stroke as the Super Hurricane and only a slightly larger bore. The crankshaft was more or less the same one used in the 226, but it was strengthened by Tufftriding. This was one of the first times the hardening process was used by an OEM engine builder.
Here is the power and torque graph for the engine as designed. Note the torque line. Jeep rated the engine at 210 pounds-feet at 1,750 rpm. This curve shows it achieving 210 pounds-feet before 1,000 rpm and holding above that to about 3,700. Now that's a torque curve!
The overhead-cam system was unique because one cam lobe opened the intake and exhaust valves on each cylinder. This made for a unique camshaft profile, but it allowed the intake and exhaust valves to be precisely aligned in the spherical (don't call it a Hemi) combustion chamber for optimal breathing in the crossflow head. The valves were large for the displacement -- 1.88-inch intakes and 1.62-inch exhausts. A good number of parts on the engine were aluminum, including the front cover, water pump, valve cover and intake manifold. The engine weighed 575 pounds, some 40 pounds lighter than the 226 flathead.
Despite the Tornado's undersquare configuration -- a 3.34-inch bore and 4.48-inch stroke - it was a bit of a revver at heart. In fact, the engine's 140 hp at 4,000 rpm and 210 pounds-feet of torque at 1,750 rpm was underrated. When Sampietro wrote about the Tornado in November 1962, dyno testing of the two-barrel engine was yielding 155 hp and 230 pounds-feet of torque (gross) as well as BSFC (brake specific fuel consumption) below 0.45 pounds/hp/hour from 1,200 rpm all the way to 4,000 rpm. Sampietro also designed a 153-cubic-inch four-cylinder version of the Tornado that was built overseas.
On the ugly side were the problems with oil consumption and leaking issues seen mostly in the engine's early days. They were relatively easy to fix, both under warranty and in production. Because of the oil consumption and owners not checking the oil until it was too late, a relatively high number of engine failures were reported. Word spread, and even though the issues were largely solved by the next model year, the bad rap followed, and it has stuck to this day. The engine's relative complexity compared with the standard American engine of the day was also an issue for the less well-trained mechanics.
The Tornado didn't die when it was dropped from the lineup in 1965. Its design and tooling was transferred to Industries Kaiser Argentina (or IKA), which also had ties with AMC and Renault. The engine was used in the Torino, a Rambler American clone. With only a few upgrades, the engine was sold at a standard 155-hp level, and an Interceptor version with three side-draft DCOE Weber two-barrels made 176 hp. An economy 181-cubic-inch version (3.34-inch bore and 3.44-inch stroke) was built as well. In 1973, the lower end was upgraded to seven-main configuration, and by the time the engine was discontinued in 1982, there were 215-hp versions floating around. It was used extensively in racing, and it even garnered a few international victories.
The Tornado also appeared in uniform. The low-compression one-barrel version was fitted to the 1967-69 Gladiatorbased M-715 military tactical truck. It was mostly the same, except for the waterproofed components and the 24-volt shielded electricals. Another difference was the elimination of the front engine mounting plate, one of the major sources for oil leaks on the civilian engine. The block had bosses, and the motor mounts were situated there to suit the locations used for the civilian 232ci AMC six.
The lower end of the Tornado was unremarkable. Four-main configuration, long stroke, undersquare. The upper end was remarkable for the day, with a crossflow head and overhead cam. The high-compression (8.5:1) engines had a domed piston while the low-compression engines used flat-tops. The spherical combustion chamber allowed for good airflow. If this head were fitted to an oversquare seven-main engine, it would have been a real barn burner. In its long-stroke undersquare configuration, it had good torque with a hint of "peakyness."
The 226ci L-head, whose basic lower end dimensions became the core DNA for the Tornado. It could be argued that a better engine could have been chosen for this adaptation. Engineer A.C. Sampietro's primary mandate was to develop the engine on a tight budget. This engine was originally designed by Continental Motors, a subsidiary of Kaiser Industries.


text:
Body Saw with Crunch (TRX or Stability Ball)
- Suspend the toes in the TRX or on top of a stability ball and position body in a prone plank on elbows.
- Engage core and open up at the shoulder joint, slowly pushing the body back in a sawing motion. Do not allow hips to sag toward the ground.
- Pull body forward, lifting hips and pulling knees to chest in a suspended crunch action and then return to the plank position.
Beginner: Body Saw
Intermediate: Body Saw with Crunch (as described above)
Advanced: Perform Body Saw with a Pike movement or attempt the Body Saw from hand


What Does It Mean To Be A Commercial Film Production Company in 2020?
Posted Aug. 26, 2019
What is a production company anyway? What role does it play in 2020, and who is all involved? We answer a few common questions in this breakdown all about companies.
Suggested Reads
What Is A Commercial Film Production Company?
Although the landscape is changing for film production companies, the traditional model is based around making it easy to organize video shoots. Advertising agencies or brands hire commercial film production companies to execute creative scripts once they've been signed off by a client. Usually the scripts are for television commercials, online ads, ads that play in movie theatres and now more than ever, ads for social media.
In the past, companies used to specialized in Broadcast or Online content only.
Now, there are many more hybrid commercial film production companies. Some of them help write scripts, some of them provide creative directors to oversee the ideation, and some of them work beyond the film medium, and produce theatre, PR stunts, VR and AR projects that are non-traditional. Many of these non-traditional mediums has led to the rise of a new term, content studio, that has begun to take rise.
How Do Commercial Film Production Companies Operate?
On one hand, commercial film production companies work on the basis of project bids. Usually there are multiple bids per project, and clients must weigh various criteria points including cost, creative, track record and expertise and service experience. A production company is selected based on the criteria set out by the client, as well as the director attached to the bid.
The involvement of the director is to envision the creative aspect of the project bid, while the producer must envision the logistic aspect of the project bid. The two go hand in hand, and the production company has the task of insuring the bid.
What Role Do Directors Play at Commercial Film Production Companies?
Director Farhad Ghaderi setting up a shot for Virtuous Circle.
What Role Do Directors Play at Commercial Film Production Companies?
Most commercial production companies in 2019 represent a roster of directors. This means that this roster is the pool from which a client or agency can choose for project bids. By being on a commercial roster, a director can have the benefit of a sales team whose job it is to showcase the director to various new stakeholders. Furthermore, it adds a level of weight to a director's name if they are being backed up by a much larger company.
Once directors are being selected to pitch for a project bid, their role involves lots of writing and research to create a treatment and various other pre-production documents should they win the bid.
Who Do I Talk To For A Job At A Commercial Film Production Company?
Farhad Ghaderi (left) and Shelby Manton, Executive Producer for BOLDLY
Commercial production companies are usually made up of at least one Executive Producer, a Production Manager, and several coordinators and sales people to maintain all the moving parts of bidding, pre-production, production, and wrapout.
If you are looking to speak to someone in a decision-making position at a production company, you're better off speaking to the Executive Producer. Their job is to onboard new directors, manage existing rosters, and work with clients, agencies and other stakeholders during all facets of commercial production.
What Is A Production Service Company?
Commercial Production Companies are usually based in a specific city. So when they need to film global campaigns or move from one country to another for a shoot, they often engage local experts: enter the Production Service Company or 'Fixer'.
This is a company that has expertise on the ground for below the line crew, equipment, vehicles, transportation, locations and more to help a Production Company realize its creative goals in a new territory. This is great because anyone can hire a production service company if they need to film in another country.
Thanks for reading!
As always, if you liked this breakdown, share it with your friends in film. And if you have more questions that are unanswered, don't hesitate to reach out and ask us. We love to make our blog better, so your feedback is greatly appreciated.
Get in touch with Sebastien Galina


text:
Hidden Operating Space: Your Car and Space Management
Hide and seek is fun game, right? Not so fun when there's a car involved. Not knowing what could be hiding in the area around your car is dangerous. That's why it's important to learn about Hidden Operating Space. Wait whaaa? Shhh. Calm yourself sweet child. We'll explain. Driver safety is one of our top concerns in our driving courses, after all.
Hidden Operating Space refers to the area around your car that's impossible to see while you're sitting in the driver's seat. When you're taking your driving lessons, take a moment to recognize the spaces around your car that you don't have visual access to. Think of it as an invisible bubble engulfing your car. Like this:
Hidden Operating Space can vary depending on the size of your car. A stretch limo has a biggggg operating space. A smart car has a teensy tiny operating space. Managing space around your car is crucial for defensive driving and for safe driving when you're behind the wheel.
Until we have super effective self driving cars, you'll have to be aware of this little space cushion around your car. It doesn't matter if you're in an SUV or Prius, you need to monitor your Hidden Operating Space while the car is in motion as well as when it's in park. Whether you're sitting still, backing up, turning left or right, changing lanes or simply driving forward, there's always a chance that something could be near your car's Hidden Operating Space. Here are some things that could be playing hide and seek in your vehicle's operating space.
- Pets and other animals. Don't hit Mittens! For the love of god don't hit Mittens.
- Children. Please don't hit the children. They lurk in the darkness, behind your parking spaces when you're out and about, in your nightmares. Nowhere is safe… Just kidding, kids are pretty cute. Which is why you need to be extra careful and keep an eye out for them.
- Bikes and toys. Less important, but running over a Super Soaker could do some serious damage to your car (and make your little brother cry).
That's why it's crucial to look around your car before you get in and start driving. You know ol' Mittens likes to take his naps in the shade.
Make sure to check out the rest of our safe driving videos for more tips to keep you in control on the road!


text:
Copyright © University of Cambridge. All rights reserved.
'Avalanche!' printed from _URL_
Mathematicians and scientists use experiments to model what happens in avalanches, so they can understand them better. In this investigation, students will model an avalanche, collect data and display their findings with graphs.
Equipment required (per small group of students):
- at least two (preferably more) of sand, gravel, couscous, small seeds (eg. coriander), dried peas, raisins, lentils, rice, or similar - you need enough of each to give a good heap on an A5 size piece of paper
- a funnel and a clamp-stand to hold it vertically over a sheet of squared paper (A4 would be OK, A3 would be better)
- a set of measuring spoons or weighing scales (the kind you cook with would be fine)
The basic experiment:
- Put the funnel in the clamp so the funnel points vertically downwards.
- Put the piece of squared paper on the table so the funnel is pointing down at the middle of the paper.
- Pour 1 tablespoon or 20g of the chosen avalanche substance through the funnel.
- Mark the area covered on the piece of paper, and record it as the 1st tablespoon or 20g of the substance.
- Measure the height of the heap as accurately as possible, ensuring the ruler is vertical.
- Measure the angle between the piece of paper and the slope of the heap as accurately as possible.
- Repeat steps 3-6 until an avalanche occurs, recording the number of tablespoons or 20g portions at each stage. Describe the avalanche (see below).
- Continue with the experiment until the avalanche substance runs out.
- Make a note of any problems in the experiment, or anything which may have made it less accurate than would have have been desirable.
Describing the avalanche:
- Record that an avalanche has occurred on the area, height and angle results.
- Describe the avalanche. Questions to help:
- was it just a small trickle or a large fall or somewhere in between?
- how far down the slope did the avalanche go?
- is there anything else you observed?
Graphing the data:
- Draw a bar graph to show the height of the heap at each stage, with the number of tablespoonfuls or 20g measured amounts of the substance on the horizontal axis and the height of the heap on the vertical axis.
- Repeat for the angle between the horizontal and the slope of the heap.
- Estimate the area covered by the heap at each stage, by counting squares. Then draw a bar graph of area (vertical axis) against the number of amounts of the substance (horizontal axis).
- On your graphs, label the points at which avalanches occurred.
Questions to consider:
- Do the three graphs have much the same shape, or not? How are they similar, how are they different?
- Can you see any patterns in when avalanches occurred, or does it seem to be quite random?
Now look at the descriptions of the avalanches, and try to classify them as small, medium or large events.
- Are there any patterns in the graphs for the severity of the avalanches?
At this stage, it would be good if groups of students make reports on what they have observed about avalanches so far, using their graphs, their observations about when avalanches occur and about how severe they are.
There are several ways in which the basic experiment might be extended. Students should start by deciding what they want to investigate, then plan their experiments, making notes on what they will do. Planning should include quantitative information where appropriate.
Students could decide on their own question, or use these sets of questions as a guide:
- What difference does the size of particle make? What happens if the particle size is smaller/larger? How do the results compare with previous ones?
- What difference does it make if two or more substances are mixed? How does the mixture compare with what happens with the substances on their own? Does it make a difference if the particle sizes are similar or different? How does varying the proportions of each affect the results?
- What difference does it make if water is added to a substance? Water should be added in measured amounts, seeing how this affects the results.
Using your graphs to think about avalanches
Collect all your results and graphs together. What do they tell you about avalanches? Try answering these questions to help you:
- Which substances had the most frequent avalanches?
- Which substances had the least frequent avalanches?
- Which substances had the most severe avalanches?
- Which substances had the least severe avalanches?
- Is there a maximum area covered, or height, or angle, for heaps of particular substances?
- Does the frequency or severity of an avalanche relate to the area of the existing heap, or its height, or the angle it makes with the paper?
- What difference do you think particle size makes?
- What difference does the amount of water make?
- How does it affect things if you mix two or more substances?
- Do the proportions in which they are mixed matter?
Now apply what you've discovered to snow avalanches:
- What sort of snow is likely to have the most dangerous avalanches - snow with small or large particles?
- Is wet snow likely to be more dangerous than dry snow, or vice versa?
- Avalanches happen on snowy slopes. Are slopes with slight (say up to 20°), moderate (say 20° to 50°) or steep (more than 50°, say) likely to be most dangerous?
- If snow melts then refreezes, making bigger icy particles, and then new, smaller snow crystals fall, what would be predict about the likelihood of an avalanche?
Which of these suggestions do you think would be sensible advice to people trying to prevent or at least control avalanches? Which wouldn?t be sensible?
- Chop down all the trees in case they are damaged by avalanches.
- Trigger small, controlled avalanches very early in the morning to clear away accumulated snow.
- Put fences, posts, windbreaks or dams on slopes to divert the avalanches.
- Grow new trees on slopes to break up avalanches.
- Build houses on snowy slopes to divert the avalanches.
- Fire guns in the late afternoon to start an avalanche and clear away accumulated snow.
Can you suggest any ideas of your own?


text:
By the tap hole with the ironworker
What sort of grunting noises does the furnace in the Landscape Park make when pig iron is being produced? What blooming surprises do you think you're in for when you set off to explore nature in the park? What happens if the furnace gets a sore "throat"? The guided tours through the Landscape Park are as varied as the former ironworks itself.
Whether it's through the Parklands or the area around Blast Furnace 5 and high up to the viewing platform – a guided tour through the Landscape Park will show you a piece of living industrial and cultural history.
Part of that living history is, for example, the fact that former ironworkers regularly come here to meet up with the Blast Furnace again. Standing in front of the Blast Furnace's run-off chute they talk to visitors about the hot working conditions and give an insight into an ironworker's life. It's especially on the torchlit guided tours at weekends that the works once more gives off a fiery glow just as it did thirty years ago. But please note – on the evening tours a torch is essential!


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Integrated Transmission-and-Distribution System Modeling of Power Systems: State-of-the-Art and Future Research Directions
Bhatti, Bilal Ahmad
MetadataShow full item record
Integrated transmission-and-distribution (T&D) modeling is a new and developing method for simulating power systems. Interest in integrated T&D modeling is driven by the changes taking place in power systems worldwide that are resulting in more decentralized power systems with increasingly high levels of distributed energy resources. Additionally, the increasing role of the hitherto passive energy consumer in the management and operation of power systems requires more capable and detailed integrated T&D modeling to understand the interactions between T&D systems. Although integrated T&D modeling has not yet found widespread commercial application, its potential for changing the decades-old power system modeling approaches has led to several research efforts in the last few years that tried to (i) develop algorithms and software for steady-state and dynamic modeling of power systems and (ii) demonstrate the advantages of this modeling approach compared with traditional, separated T&D system modeling. In this paper, we provide a review of integrated T&D modeling research efforts and the methods employed for steady-state and dynamic modeling of power systems. We also discuss our current research in integrated T&D modeling and the potential directions for future research. This paper should be useful for power systems researchers and industry members because it will provide them with a critical summary of current research efforts and the potential topics where research efforts are needed to further advance and demonstrate the utility of integrated T&D modeling.


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The University of California founded the Citrus Research Center and Agricultural Experiment Station (CRC-AES) in Riverside, CA in 1907. The CRC-AES is world renowned for research on citrus including the development of citrus varieties and rootstocks, as well as disease and insect management, postharvest handling methods, and cultural practices for improved citrus production. The Citrus Variety Collection is the world's largest collection of citrus and citrus relatives and is part of CRC-AES. Over the years, the CRC-AES has expanded its scope and encompasses research from applied to basic sciences on a full range of perennial tree and vine crops, annual field and vegetable crops, turf, ornamental and landscape plants.
Mission of Agricultural Operations: To operate UCR experiment stations in the support of field research and greenhouses for the faculty and staff of the College of Natural and Agricultural Sciences and the Agricultural Experiment Station. Within that mission, the Department provides and maintains research facilities, provides appropriate services, performs field-plot care, and acts as custodian of the land.
The Citrus Experiment station is managed by the Department of Agricultural Operations and is known as "Ag Ops". Ag Ops is a support Department of the College of Natural and Agricultural Sciences (CNAS). Ag Ops serves as a point of integration for applied and basic research under field, greenhouse, and screenhouse conditions and offers the opportunity to collaborate across disciplines. Essentially, it is the field laboratory of CNAS. We host research projects addressing issues in agriculture, biotechnology, horticulture, plant pathology, entomology, nematology, food systems, natural resources, environmental sciences and social sciences. We have federally funded IR-4 research on agricultural pesticides as well as house the USDA Germplasm Repository for Citrus and Dates. There are active programs involving community participants, research faculty from other UC campuses, county-based UC Cooperative Extension Advisors, as well as collaborations with other institutions outside of California. On average, there are over 100 faculty served by Ag Ops.
Ag Ops is the'showcase' into the CNAS and campus research in agriculture and environmental sciences, with numerous national and international visitors, tours and field days conducted, thus having a strong outreach value for stakeholders in applied research, but also to the broader local community and for area schools and colleges (K-12 etc.). R'Garden, community garden and the future outreach center and outdoor classroom, invites students, faculty, youth and community partners to engage in sciences, welcoming them into a dynamic learning environment and campus.
Ag Ops manages and operates greenhouses, screenhouses, and two field stations. The 480 acres CRC-AES is located adjacent to campus and the 540 acres Coachella Valley Agricultural Research Station (CVARS) is located 90 miles southeast of campus. The two stations represent different agro-ecologies representative of the area: CRC-AES in traditional citrus/subtropicals production and CVARS representative of desert agricultural production systems. Ag Ops is responsible for establishing and maintaining allocated research plot areas and also the land not in use for UCR academic departments and researchers.The research conducted at the stations serves as the basis for new, improved plant varieties for agricultural and urban landscapes, as well as new, more sustainable agricultural practices to enhance crop productivity. Over 50 different crops are grown annually for research; among the commodities under study are citrus, turfgrass, grapes, avocados, asparagus, date palms, vegetables, corn, alfalfa, cowpeas, small grains, ornamentals, and cover crops. Additionally, specialty crops, native plants, and weeds are often grown to meet the needs of specific projects. The facilities are poised for future growth through the integration of research and extension in agricultural, environmental sciences, social science and medical sciences.
Ag Ops also is a vital in extension activities for the campus and the Riverside community. The farm is vital to collaborations in outreach through Cooperative Extension emphasizing the Riverside community, southern California and drawing clientele from throughout the state. We are large part of the continuum from basic and applied research, extending information throughout the world.
Hours open: 8:00 am to noon and 1:00 pm to 5:00 pm, Monday through Friday
Closed on campus holidays.


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A Coupled Harmonic Polynomial Cell and Higher-Order Spectral Method for Nonlinear Wave Propagation
MetadataShow full item record
The present work deals with wave generation in fully nonlinear numerical wave tanks (NWT). As an alternative to modelling a moving (physical) wavemaker, a two-dimensional (2D) potential-flow NWT is coupled with an external spectral wave data (SWD) application programming interface (API). The NWT uses the harmonic polynomial cell (HPC) method to solve the governing Laplace equations for the velocity potential and its time derivative, and has previously been extensively validated and verified for numerous nonlinear wave-propagation problems using traditional wave-generation mechanisms. Periodic waves of different steepness generated with a stream-function theory as reference solution in the SWD API are first considered to investigate the method's numerical accuracy. Thereafter, with a higher-order spectral method (HOSM) as the SWD API solution, irregular waves with different wave heights and water depths relevant for e.g. aquaculture and offshore structures are simulated. Differences between the HPC and HOSM solutions in and near steep crests are investigated. The study aims to demonstrate a robust method to generate and propagate general wave fields for further studies of nonlinear waves and wave-body interaction in both two and three dimensions.


Imagine a typical African village. A village named Kpowé is of that nature, which is in the northern part of Togo. The nearest small town is some 10 km away. The source of water for people in this village is the Binah river, which runs 6 km away from the village. In summer, men dig small holes here and there in the river, and the women folk wait until water appears.


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The term 'Risk Retention Group' (RRG) originated in the Federal Risk Retention Act of 1981, which was passed in response to a 'Products Liability Crisis' that arose from the rising costs and decreasing availability of products liability coverage from commercial insurers in the 1970s. This Act was written to help organizations in any industry to meet their products liability risk financing needs (for example, by forming their own captive insurance company). In response to the liability crisis in the mid 1980s, the Act was expanded in 1986 to include all types of liability insurance (except personal liability and workers compensation).
The Act provides for like businesses to join together to insure their common liability risks.
Under the Act, each insured is required to have an ownership interest in the insurance company.


text:
Sökning: "pre-school goal documents"
Hittade 2 avhandlingar innehållade orden pre-school goal documents.
Sammanfattning : With the overall aim of "analysing and comparing the language that was used during the period _PHONE_ in pre-school documents with regard to the duty of promoting the development of children into responsible persons and citizens", the thesis studies seven authoritative government texts for pre-schools. The goal documents form an intertextual chain whose first link was published under the auspices of the National Swedish Bord of Health and Welfare, when the number of institutions for the care and education of the youngest children was still very limited. LÄS MER
Sammanfattning : This dissertation reports on an investigation into how digital tools are used, negotiated and given meaning in Swedish pre-school teacher education. The overall aim has been to create a deeper understanding of how students' information literacies are enacted when digital tools are used and appropriated in the daily life at a pre-school teacher education, in relation to conceptions of the digitalisation of teacher education in national policy. LÄS MER


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A warrior is a person habitually engaged in combat. In tribal societies, warriors often form a caste or class of their own. In feudalism, the vassals essentially form a military or warrior class, even if in actual warfare, peasants may be called to fight as well. In some societies, warfare may be so central that the entire people (or, more often, the male population) may be considered warriors, for example the Maori or Germanic tribes.
A pre-modern soldier is also called a warrior. The word warrior implies one who is not part of a full-time army. Without strict hierarchial discipline constantly being imposed on them, warriors in pre-modern societies were often guided by societal warrior codes.
Professional warriors are people who are paid money for engaging in military campaigns and fall into one of two categories: Soldiers; when fighting on behalf of their own state, or Mercenaries; when offering their services commercially and unrelated to their own nationality. The classification of somebody who is involved in acts of violence may be a matter of perspective, and there may be disagreement whether a given person is a hooligan, a gangster, a terrorist, a rebel, a freedom fighter, a mercenary or a soldier.


Ask vs Tell. A simple switch for behavioural change.
I once worked for a manager who changed the team's reliance on her in a mere matter of months by making one subtle shift. She knew the difference between ask vs tell.
When the team would come with questions, or decisions to be made. Historically, she would've told them what to do. Instead she switched to asking them what they thought and engage them in the discussion.
The results were astonishing.
Our default as humans is to tell and impart our knowledge, but telling doesn't always achieve the best results from others. In fact, it can instil a reliance upon your expertise that in time can become a burden on your time.
This article will explore how you too can make the shift and adopt an ask vs tell coaching style in your learning and development activities.
What is ask vs tell?
You might be thinking, is there really that much of a difference between asking and telling? Yes there is! The illustration below helps to make clear the difference between the two.
As you can see the graph is more of a continuum.
Depending on which side of the ask vs tell continuum we sit on, shows the impact of our communications on others.
ask vs tell continuum
Ask vs tell continuum
If you use a tell style by giving advice or simply telling others what to do, you're exhibiting a controlling style. Whereas if you're asking questions, paraphrasing or making suggestions you are exhibiting more empowering behaviours.
If you're empowering others, they are able to learn, grow and develop much faster than those who are controlled and reliant upon your expertise.
As learning and development professionals we like to be known for our expertise, which could lead us to use a 'telling' style. Reflect personally on whether you think that approach will foster the best results over time?
To reiterate the difference further, when you tell you:
 - Control the information
 - Don't engage them in decision making
 - Supply the same information to everyone
 - Continue to keep the role of the 'knowledgeable person'
 - People rely on you for information
 - People will likely keep coming back for answers
When you ask however you:
 - Empower others
 - Engage them in the thought process
 - Encourage devolved decision making
 - Trust that your team are capable to the right choices
 - People become less reliant on your expertise
I know which side I would prefer to be on. To be known for empowering individuals through learning and development to truly transform their behaviour. Rather than to be reliant on your L&D expertise.
Impact on recall
Just in case you still aren't bought into the difference. John Whitmore had this great graphic in his book 'Coaching for Performance'.
 ToldTold and shownTold, shown and experienced
Recall after 3 weeks70%72%85%
Recall after 3 months10%32%65%
Taken from John Whitmore: Coaching for performance
The results speak for themselves. When you tell others, within 3 months they recall much less than if you ask and let individuals make decisions themselves and learn by doing.
Consider your approach to training. Where does the focus lie currently, asking or telling?
Are you just telling your learners what they need to know and expect them to recall the information? Newsflash, in 3 months they will only have 10% of that telling left. Let's hope they remember is the important part!
But what if you took a different approach?
What if your training or discussions with others became less about telling and imparting information and focussed instead on facilitating discussion and asking questions.
How might that change the learners experience and recall?
Ways to make the shift
In the spirit of the article I'm not going to tell you any answers. I'm simply going to provide you with a list of coaching questions to reflect on.
 - Where on the ask vs tell continuum do I currently sit?
 - Does this current position serve a purpose for me? If so, how?
 - Reflecting on a recent 'tell' discussion with someone. How might the discussion have changed if I'd used a coaching, 'ask' approach instead?
 - What changes can I make to my approach to learning and development to incorporate more ask moments?
 - On a scale of 1-10 how committed am I to doing this?
 - What are my next steps as a result of reading this post?
Ask vs tell is a powerful shift, by making the change you will over time notice a difference in the behaviours of those you use it on. Remember, these behavioural shifts do take time but by persevering it will have a greater affect.
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Air Pressure in PVC pipe
 1. Consider the following:
 I have 2 PVC pipes, one is small enough to fit into the other with a little extra space. A rubber ring is placed around the smaller one to fill up the empty space, making a good seal to push air in and out of the larger one. Ignore any friction caused by the ring on the inside of the large pipe. The small pipe also has a strong stopper on the side that is plugged into the large pipe.
 The small pipe is pushed slightly up into the big one, and on the other end of the big one there is a stopper, preventing air from escaping. Imagine that it's perfectly attached and won't blow off with any amount of force.
 The small pipe is standing on the ground, slightly inside the large pipe, and some amount of weight is placed on top of the large pipe, say, 300 lbs. (I would use metrics, but there would be too much conversion for my situation)
 Assuming I'm at sea level, and using your every day air, how is the pressure (psi) on the inside of the large pipe determined when you know how much weight is pushing it down?
 2. jcsd
 3. Try
 PV = constant, assuming the temperature before and after compression is the same
 4. Once the assembly comes to rest, the applied weight is balanced by the pressure inside acting on the cross-sectional area at the top of the large pipe. So, you need to know the weight and the inside area.
 Using 256bits hint, you can predict how far down the large pipe will slide for your given weight and pipe size.
 5. All right, let's try adding some numbers here.
 Large pipe length minus inside stopper length: 5 ft
 Small pipe: 5 ft
 (pretend stopper doesn't expand beyond the top of the pipe)
 Weight on top: 300 lbs
 Average external air pressure: 14.7 psi
 Please include the basic equation(s) that you would use to solve this, as it's been a while since I've gone over this kind of thing, and I don't have the textbook that I once had.
 6. To be clear, only the outside diameter of the inside pipe is important.
 Since you are only interested in the final pressure, temperature changes are unimportant.
 7. I'll estimate the outside diameter of the inside pipe to be 2". So its area will be 3.14 square inches.
 Your resulting gauge pressure will be 300 pounds per 3.14 square inches = 95.5psi.
 Since you are mentioning the external air pressure, we can compute the absolute pressure in the pipe as:
 95.5 + 14.7 psi = 110.2psi (absolute).
 8. Oops. I forgot to put in the diameters. id=inside diameter, od=outside diameter
 Big Pipe od: 2.375 in
 Big Pipe id: 2.067 in
 Small od : 1.900 in
 Small id : 1.593 in
 9. I've probably put more information then necessary, but it's been a while since I've taken a Physics class (which I love) and can't find my old textbook, so I didn't want to risk anything. I'd appreciate any recommendations for a good website that talks about this concept and includes some equations that would help me understand and calculate this question.
 And if there does happen to be something that I should have added to my information, let me know. And please include the basic equation(s) that you used to solve this.
 Thanks to everyone helping with this.
 10. My guess for the inside pipe OD was only off by 0.1"! So:
 Gauge pressure: [itex]P_g = 300lb/(\pi (1.9/2)^2)psi = 105.8psi[/itex]
 Absolute pressure: [itex]P_a = P_g + 14.7psi = 120.5psi[/itex]
 There's actually a bit of ambiguity here. The exact amount depends on how that gasket (the rubber ring) is supported. It's against stretched against the inner pipe, but is also pressing against the outer pipe. So which pipe is keeping it from blowing free?
 If it was firmly attached to the inside pipe, then we would use the inside diameter of the outside pipe in our calculation (2.067"). If it was firmly attached to the outside pipe, then we would use the outside diameter of the inside pipe (1.900"), as we did in the calculations above.
 Let's assume that it is a shared task with the inside pipe providing support for 2/3 of the rings width and the outside ring holding 1/3 of that ring.
 Then the diameter we will use is:
 Effective piston diameter: [itex]D_p = (2/3)1.900 + (1/3)2.067 = 1.956 inches[/itex]
 The area we are applying the force against is:
 Effective piston cross section: [itex]A_p = \pi (D_p/2)^2 sq. in. = 3.004 sq. in.[/itex]
 The force we are applying:
 Force against this cross section: [itex]F_p = 300 lb.[/itex]
 The resulting pressure:
 Gauge pressure: [itex]P_g = F_p/A_p = 300lb/(3.004 sq. in.) = 99.9psi[/itex]
 Absolute pressure: [itex]P_a = P_g + 14.7psi = 114.6psi[/itex]
 Last edited: Aug 15, 2014
 1 person likes this.
 11..Scott,
 I'm not sure how exactly this will affect the situation, but the smaller tube will have a small groove cut into it to hold the rubber ring, probably a bit of glue to try and hold it. To make it simple, there will be some kind of oil on the inside of the large tube to take away as much friction as possible.
 12. In that case, the ring is fully supported by the inside tube, so the diameter that should have been used is the inside diameter of the outside pipe (2.067"). I'll let you post the arithmetic this time.
 13. Dpiston=inside big pipe=2.067in
 14. With all of these previous pieces of information, I have one more question. How is a new weight calculated of an object that is has been falling?
 I'm going to add a couple things here. Let's assume the small cylinder weighs 5 lbs, and the large cylinder weighs 10 lbs.
 The smaller cylinder in the piston is on the ground and kept up by some metal feet, the large cylinder is being pulled down by gravity (9.8 m/s2). How far would the large cylinder go until the air pressure inside the piston is equally opposite to the gravitational force?
 Next, a heavy object falls down on top of the large cylinder. Let's say it's the 300 pound weight again. If the large cylinder is weaker in pressure capability, and it's max is 350 PSI, how high can the 300 lbs weight fall from to match the 350 PSI?
 Since we already know that P=F/A, we can decide that F=P*A.
 So the max force, F = 350 PSI * 3.356 in2 = 1174.6 lbs
 How high can we drop a 300 lbs object from to get a max pressure of 1174.6 lbs?
Have something to add?
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Definitions for ribbonˈrɪb ən
This page provides all possible meanings and translations of the word ribbon
Princeton's WordNetRate this definition:(0.00 / 0 votes)
 1. ribbon, thread(noun)
 any long object resembling a thin line
 "a mere ribbon of land"; "the lighted ribbon of traffic"; "from the air the road was a grey thread"; "a thread of smoke climbed upward"
 2. decoration, laurel wreath, medal, medallion, palm, ribbon(noun)
 an award for winning a championship or commemorating some other event
 3. ribbon, typewriter ribbon(noun)
 4. ribbon(noun)
 notion consisting of a narrow strip of fine material used for trimming
WiktionaryRate this definition:(0.00 / 0 votes)
 1. ribbon(Noun)
 2. ribbon(Noun)
 3. ribbon(Noun)
 A toolbar that incorporates tabs and menus.
 4. ribbon(Noun)
 5. ribbon(Verb)
 To decorate with ribbon.
 6. Origin: From riban (French: ruban).
Webster DictionaryRate this definition:(0.00 / 0 votes)
 1. Ribbon(noun)
 2. Ribbon(noun)
 3. Ribbon(noun)
 same as Rib-band
 4. Ribbon(noun)
 driving reins
 5. Ribbon(noun)
 a bearing similar to the bend, but only one eighth as wide
 6. Ribbon(noun)
 a silver
 7. Ribbon(verb)
 to adorn with, or as with, ribbons; to mark with stripes resembling ribbons
FreebaseRate this definition:(0.00 / 0 votes)
 1. Ribbon
CrunchBaseRate this definition:(0.00 / 0 votes)
 1. Ribbon
 Ribbon enables merchants to easily accept payments online and make an intuitive checkout experience for customers. Create a beautiful one-page checkout, sell in-stream on Facebook or embed payments onto a website or blog.If you can copy/paste, you can sell on any platform with Ribbon.
British National Corpus
 1. Nouns Frequency
 Rank popularity for the word 'ribbon' in Nouns Frequency: #3021
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text:
City of Saskatoon, Saskatchewan
The City of Saskatoon is located in western Canada, and has a population of approximately 200,000. The City continues to be anchored by a lush natural river valley as it was when it was founded in 1881.
As with most other North American towns and cities, Saskatoon faces many challenges in dealing with worn-out infrastructure. Prior to 1996, some reinvestment had occurred on high-volume collector and arterial roads, but virtually no major works had occurred on residential streets. Citizens had to wait for sewer and/or water system replacement projects before they could expect any major reconstruction of their street.
In 1995, City staff prepared a report for council that addressed the need for reinvestment in residential streets. The report, based on the findings of a comprehensive condition study and pavement management analysis, concluded that a significant investment was required in order to keep residential streets in a reasonable condition.
The report went on to discuss the potential for introducing micro-surfacing as a treatment for residential streets. Micro-surfacing is a mixture of emulsion, aggregate, water, and mineral filler which is cold-placed in a thin layer on the road surface, thus sealing surface irregularities and reducing moisture infiltration into the road structure. Micro-surfacing was invented in the 1930s in Germany, and has been used successfully by many agencies throughout the world as a pavement preservation treatment.
Based on a life-cycle cost analysis, the report concluded that should micro-surfacing be introduced as a treatment in Saskatoon, the five-year funding requirements for the network would be approximately $3.9 million.
If only "traditional" methods of treatment were used, the average annual investment required to keep streets in a similar overall condition would be $8.1 million. In Saskatoon, "traditional" meant to perform routine maintenance until the road failed; then reconstruct.
City council accepted the report, including administration's recommendation to introduce micro-surfacing as a treatment, and dedicated $1.25 million dollars for the 1996 construction season.
In 1996 and every year since, the City has tendered a yearly micro-surfacing program for residential streets. The objectives of the program are to repair road failures, ensure that there is positive drainage from the pavement surface, and resurface the pavement with micro-surfacing. Road repairs and leveling are performed by City crews using hot-mix asphalt for fills and road profilers for cuts. All micro-surfacing is carried out through publicly-tendered contracts.
One key to the success of the micro-surfacing program was convincing council, City staff, and the public that the City needed to spend money on roads that, from a driver's perspective, were performing fine. Preventive maintenance treatments, such as micro-surfacing, would prevent these roads from failing prematurely. The City could not dedicate sufficient funds at that time to both rehabilitate streets that had failed as well as perform micro-surfacing on streets requiring preventive maintenance.
City council accepted administration's recommendation to focus efforts on the preventive maintenance approach. Statements such as "an ounce of prevention is worth a pound of cure," or "think of it like changing oil in your carâ€"a small cost now will save you huge costs down the road" were often used to calm down taxpayers who didn't understand why we were fixing up other roads while their road was in need of reconstruction.
Council, administration, and the general public have raved about the program ever since its introduction. To date, approximately 24 percent of the City's residential streets have been micro-surfaced.
In 2000, City administration reviewed the condition of micro-surfaced streets in order to determine whether the treatment was meeting the desired intent. Failures were measured and categorized as either "delamination" failures (micro-surface had peeled off) or "thinness" failures (micro-surface had worn through).
Of the 461,886 square metres that were rated, only 1.1 percent (4,968) square metres had failed. Further analysis showed that, on average, micro-surfacing on residential streets was failing at a rate of 0.4 percent per year (4 square metres failed for every 1,000 square metres placed). This failure rate exceeded administration's expectations and confirmed observations that the treatment was performing extremely well. Success of the program is attributed to the skill and commitment of both the City crews who perform the preparatory work as well as the contractors who carry out the micro-surfacing itself.
The report also made two major recommendations for further work to be undertaken. The first recommendation was based on quantifying the overall cost effectiveness of the program. Although administration believes that the program is extremely cost effective, a comprehensive study, including life-cycle cost comparisons, needs to be done in order to ensure that the funding being dedicated to micro-surfacing is in fact the most appropriate way to preserve pavements.
The second recommendation is based on ensuring that life expectancy of the micro-surfacing treatment is maximized. "Influence factors," such as emulsion source, relative humidity during construction, mix design results, aggregate quality, application rate, and other factors will be tracked in detail during construction to help enable the City to develop correlations between these factors and actual performance. This type of analysis, combined with keeping on top of industry research and best practices, will help ensure that the City of Saskatoon is getting the maximum life out of our micro-surfacing treatment.
Due in large part to the success of the leveling/micro-surfacing initiative, the City of Saskatoon's residential streets are now in much better overall condition than they were in 1996. In 2000, council began phasing in an annual program of $1.5 million annually which is dedicated to the rehabilitation of residential streets that have failed completely.
The City is now reaping the benefits of a preventive maintenance approach. Had the City maintained our "fix it when it fails" approach rather than the micro-surfacing approach, we would be facing a much different residential street condition than we are now. The micro-surfacing program has allowed us to get the most out of our existing pavements, resulting in surplus funds that can now be used to rehabilitate roads that have reached the end of their service life.
To reach Jeff Jorgenson, call _PHONE_ or send a Fax to _PHONE_.


text:
Store Barsbøl near Jels
Store Barsbøl's peaceful, historic buildings are situated in natural surroundings close to Jels Lake and Barsbøl Woods. The estate is presently owned by Rasmus and Lene Gejlager.
The first government estate
36 government estates in Southern Jutland witness the period of German rule from 1864 to 1920. Some of them are well preserved. Although occupation, settlement and struggles for land perhaps sound more familiar in other parts of the world, it was harsh reality in Southern Jutland less than a century ago. 36 government estates remain today as witness to the period of German rule. The first government estate was Store Barsbøl near Jels, acquired in 1896 when it was sold by court order.
Following the war of 1864, the area of Southern Jutland was annexed to Prussia and the slow process of integration into the German Empire began. The population, however, remained Danish at heart and, although the voting laws were gradually changed in favour of the area's more German-minded citizens and an ever increasing number of public-sector employees were obliged to pledge allegiance to the German Emperor, the transition from Danish to German proceeded at a sedate pace.
In the 1890s, the rate of Germanisation was speeded up. Suppression of the Danish-minded became more pronounced and many young people chose to leave Southern Jutland and moved across the new border to Denmark. Such migration was strongly promoted by the strict German rules on national conscription, and in the years leading up to the First World War many moved to Denmark to avoid being drafted into the German military.


What is the origin of lead poisoning in birds of prey in the United Kingdom?
 The United Kingdom provides new scientific evidence of the origin and incidence of lead (Pb) poisoning as a threat to the conservation of birds of prey
 There is growing scientific evidence that lead (Pb) poisoning is a threat to the conservation of birds of prey. Studies carried out in several locations in Europe and North America also show that the use of Pb ammunition in hunting activities is a significant risk factor. The thing is that birds of prey with scavenging habits or that prey on game species can be exposed to very high levels of this toxic metal when Pb shotgun pellets or fragments of shot or Pb-based bullets embedded in tissue are ingested after they kill or scavenge from shot game animals.
 However, the incidence of this threat to the conservation of birds of prey and its origin are little known in many regions of the world, including the United Kingdom (UK). For this reason, researchers from a dozen scientific institutions, including the Research Group in Wildlife Toxicology of the Instituto de Investigación en Recursos Cinegéticos (IREC – CSIC, UCLM, JCCM), have used the Eurasian buzzard (Buteo buteo) as study model to evaluate the risk posed by Pb poisoning for the conservation of birds of prey in the UK, as well as to determine its origin.
 The Eurasian buzzard (Buteo buteo) has been identified as one of the most useful sentinel species for environmental pollution biomonitoring at a pan-European scale, making it ideal for evaluating the impact of Pb poisoning on raptors as a whole.
 To carry out this work, the scientists studied a total of 220 specimens of Eurasian buzzard found dead or dying in the wild in the UK throughout the period between 2007 and 2018. For each specimen, they analyzed the liver levels of Pb in the liver (indicator of a relatively recent and high exposure) and in bones (indicator of prolonged exposure over time).
 They also analyzed the stable isotope composition of Pb from buzzard livers and compared it with that of Pb from the types of shotgun ammunition most widely-used in the UK. These isotopes are like the "fingerprint" of the origin of chemical elements, thus its study is very useful to determine the potential origin of the Pb accumulated in the internal tissues of an animal.
 Graphical abstract of the research work.
 Results show that 3% of individuals had liver Pb levels corresponding to severe exposure, whereas 4% had bone Pb levels associated with lethal intoxication. The Pb accumulation in the liver of buzzards varied markedly among years and showed a consistent tendency to increase substantially within years throughout the UK hunting season for game birds.
 The resemblance of the stable isotope composition of Pb from buzzard livers to that of Pb from the ammunition most commonly used in the UK for small game hunting increased markedly with increasing Pb concentration in the liver. In this regard, stable isotope results were consistent with almost 60% of the mass of Pb in livers of all of the buzzards sampled being derived from shotgun pellets. This percentage was 89% for the individuals with concentrations indicating severe exposure to Pb.
 This research work provides further evidence that accidental ingestion of Pb ammunition remnants, through the consumption of game birds and mammals shot using Pb shotgun pellets, is likely to be associated with the lethal and sublethal effects of the Pb intoxication suffered by raptors with scavenging habits or that prey upon game species.
 The scientific publication of this research is available at:


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The Sand Dune Ecosystem Essay Sample
- Word count: 1241
- Category: ecosystem
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The Sand Dune Ecosystem Essay Sample
Succession is the act or process of following in order or sequence. In sand dune area the succession is the processes that the area goes through in order to change from a sand dune area into a climax community, deciduous woodland, which takes place over hundreds of years.
As a sand dune forms the conditions are extremely harsh; strong wind, high pH and extremely dry conditions are found. These conditions are less than ideal for plant growth and means that plants need to be specially adapted in order for them to live there. The first nutrients enter the soil from rotting sea weed being washed up by a storm onto the dune. As the sea weed breaks down the first humus, dead organic matter, is placed into the soil. Nutrients are vital to plant growth in any area, they are especially important I sand dune areas due to the various other factors that make the area such a difficult place to grow.
There are four different dunes in a sand dune ecosystem that relate to the seres.
Each of the seres shows differences due to their development thorough the succession process, however is can be hard to tell where each of the seres start due to their proximity to each other. The different seres all have individual properties with different types of vegetation, amounts of vegetation, types of wildlife and edaphic factors.
The species that grow here are determined by the abiotic factors which include wind, nutrient content, soil pH, soil salinity, soil humus and water content in the soil. This will vary in the different seasons.
The climatic factors here will be very windy which means sands will be blown away and also fresh sand could be deposited. Also, a lot of water will come off from the sea so the conditions could be quite wet. Also, due to sea water being present it means that the nutrient will be very low. However, even though humus content is very low, if it breaks down it releases nutrients. Also, when it breaks down it lowers the pH as it releases acids. It will also bind the soil together as it holds onto water and acts like a sponge. It means that the soil is very poor as there is very little humus.
An edaphic factor is the pH of the soil. Due to sea shells being made of calcium carbonate it means that the soil will be very alkaline.
Soil particle size has a huge impact due to the fact that the sand particles are quite large so water drains quickly meaning that it will be very dry. It will quite loose and aerated.
The sea spray makes the conditions very salty meaning high salinity levels so the conditions in the small pile of sand are very hostile. This means it is very unfavourable to living organisms and few plants can grow here. The plants have to specially adapted in order for the embryo dune to be its habitat.
The topography of this dune shows that it is very small and isolated. It has raised areas of sand with flat bits in between and alternates between sand and vegetation.
The fore dunes are the second stage of the succession process and found on the leeward side.
The fore dunes have a much more stable environment than the embryo dune meaning that development can happen. The soil is held together much better in the fore dunes because of the amount of roots holding it together, and the increased amount of humus holding the particles. The humus brings added moisture to the dunes which enable plants which have not adapted quite as much to the dry conditions to be able to grow. The humus also allows more nutrients to be held in the soil, for uptake by the plants. These can be replaced much more easily due to the greater amounts of plants, which results in more plants dying to replace the lost nutrients.
The soil is deeper. This can cause leaching of the nutrients away from the plants. This means that the plants cannot develop as they should due to the greater competition found here. This means that there is competition.
The soil is much more stable as more roots are found holding it together due to the increased in denser vegetation coverage. The vegetation found starts to have to be less adapted to specific condition but still has to cope with quite harsh conditions. The pH is still very alkali due to the calcium carbonate found in the sea shells but the soil is made more acidic by the breakdown of plants.
The types of vegetation found on the fore dunes are sea couch, lyme grass, marram grass and variety of other grasses. Grass is adapted to the dry conditions by having leaves which are tightly rolled, protecting the stomata on the base of the leaf from loss of moisture. The leaf, once unrolled, can be seen to have a downy appearance which is the result of having fine hairs. These, and the grooves running lengthways along the leaf inside which the stomata are located, all help to reduce moisture loss through transpiration.
The yellow dunes are the third sere of the succession process. The vegetation is very dense.
A greater amount of humus is found in the soil in the yellow dunes as the amount of dead organic matter is always increasing. As more plants inhabit an area more plants die resulting in humus being replaced, back into the soil, to be absorbed by other vegetation.
The pH of the yellow dunes starts to become acidic at this stage due to the fact there are no sea shells as it is on the leeward side.
The plants found on the yellow dunes are known as xerophytes which includes plants such as marram grass. Some traits of xerophytes are;
* Thick waxy cuticle.
* Stomata closure.
* Increased water storage.
* Reduction in size of transpiration surface (lower leaf only).
* Leaves covered with silvery hairs (creates wind break & light reflective surface).
* Deep taproots or wide spreading fibrous roots near the soil surface.
* Low growth form (reduces H2O loss from wind).
The yellow dunes suffer from problems that can affect plant growth. Rapid deposition of sand, lack of water and lack of nutrients in the soil all attribute to the plants that can survive.
On the grey dunes the humus level is quite high. With the higher amount of humus the conditions are very friendly to plant growth. The vegetation can grow and develop easily without needed to be adapted very much.
There is a lot more shelter and less salt is carried by the wind. With these better conditions the number and range of plants increases covering, in places, the entire sand surface. There is a lot of competition due to the huge amounts of plants and species.
The plants do not need to be specialised. The pH is abit acidic. The conditions are not specific to any particular species; however the most commonly found species are mosses, lichens, annuals and perennials.


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Full-fat Cow's Milk kefir
Serves 4
INGREDIENTS & equipment
 - 1 qt/1 liter organic full fat cow's milk
 - 1 large Fido jar (1.5 L capacity or larger)
 - 1 tbsp milk kefir grains
 - Filtered water
 - Plastic fine-mesh strainer
 - Silicon/wooden spatula
 - Sauce pan
 - Thermometer
 - Glass jar/pitcher for storing
Video de la receta
 1. Take your milk kefir grains out of the refrigerator, and let the warm up to room temperature.
 2. Heat the milk slowly and gently in a saucepan, and wait until it is about to boil (or until it reaches at least 180ºF/82ºC). Stir frequently to avoid scalding. Once the milk begins to "bubble" lower the heat further, and keep under low heat for 5-10 minutes.
 3. Set aside, and allow the milk cool to 104ºF (40ºC) or lower.
 4. Place your kefir grains in a fine-mesh strainer, and rinse thoroughly under fresh filtered water, while the milk is cooling. Set aside and let them drain.
 5. Pour the milk into a large Fido jar once it has cooled down to the right temperature, and add the rinsed and drained kefir grains. Stir the milk/kefir grains briefly.
 6. Cap the jar loosely and let the milk ferment for at least 24 hours, or up to 5 days (depending on how sour you like it to taste and/or if you want to make sure your kefir is lactose-free). Choose a place where the temperature is relatively warm but not excessively (best between 65ºF-80ºF).
 7. Stir the milk/kefir grains occasionally if you are fermenting for longer than 24 hours, to bring more of the milk in contact with the grains (helpful but not required). Loosen the cap after agitation.
 8. The process is complete when the milk thickens (it should be a pourable liquid rather than an "eat with a spoon" level of thickness). The milk will also have a distinctive sour smell.
 9. When you are ready to harvest, simply place a plastic strainer over a bowl and pour the finished kefir through the stainer. Use a plastic or wooden spatula to gently work the kefir through the strainer.
 10. Transfer the kefir to a glass container and store in the refrigerator immediately. Alternatively, if you want to carbonate your kefir, leave at room temperature for 12-24 hours. The fermentation continues even without the grains as all the organisms in them are now part of the kefir.
 11. The kefir grains that remained in the strainer need to be rinsed off with fresh filtered water and stored in the refrigerator with enough milk to cover them, until ready to start the next batch. Kefir works best as a continuous rhythm. Keep your batches small so you do not get overwhelmed.
 12. If you need to stop production, rinse kefir grains, drain them, pat them dry, seal them in something airtight, and freeze them.
 13. You can enjoy your milk kefir as an amazing probiotic beverage, or you can substitute for milk, yogurt, sour cream or buttermilk in your recipes. Salad dressings, soups, smoothies and baked goods are my favorites.
What are the benefits of this dish?
Kefiran is an exo-polysaccharide produced by Lactobacillus kefiranofaciens, which is one of the dominant bacterial strains found in kefir. It contributes to the taste and texture of kefir, as well as the structure of the kefir grains themselves.
Milk kefir is a good source of probiotics, vitamins, minerals and essential amino acids that support healing and repair of the gut mucosa. Milk kefir is particularly rich in vitamins A, B1, D, K2, folate, B12, calcium, magnesium, and phosphorus.
Some of the health benefits attributed to kefir include, protection from gastrointestinal diseases, providing nutrients necessary for optimal bone health and regulating immune function.
Although not as widely popular as other fermented dairy products, such as yogurt and cheese, kefir has been consumed and associated with health benefits for 100s of years; originally by communities in the Caucasian mountains.
Kefir is traditionally made with cow's milk but it can be made with milk from other sources such as goat, sheep, buffalo, or coconut milk.
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How many books are enough books for a preschooler?
Preschooler looking at a tall stack of books.1,000 books is a great goal, according to the 1,000 Books Foundation, a nonprofit organization which has enlisted the help of libraries across the US to promote reading. Their effort, "1,000 Books before Kindergarten," has a simple goal: Children should be read 1,000 books before they start kindergarten.
1,000 books before kindergarten? Yes. They can be all different books or some of the same books read over and over to a child. The reading can begin in utero, or when the child is an infant or toddler, but the counting must stop by the day the child starts kindergarten. Parents are encouraged to write down the name of every book and the date it was read (Log sheets are available at 1000 books). Writing down the names promotes accountability, and the growing list encourages persistence.
1,000 books might sound daunting, but if a parent reads one book a day for three years, that is more than 1,000 books. Many parents read more than one book a day, making the feat even easier. And if a parent reads a book to two or three children at a time, that counts as a book for each of them.
Some libraries provide their patrons with a journal in which they can list the titles. Some libraries offer stickers to children for meeting benchmark goals. Some local newspapers publish the picture of all children who reach 1,000 books.
Have you participated? Were you able to reach 1,000 books? Let our readers know. –Mrs. K
Of course there are some parents who may be turned off by the idea of listing the title of every book read every day. I know that would become tedious for me. It reminds me of diets where you list every food eaten every day. After a few weeks, most of us cannot maintain the daily log. But how about just a check mark or a number on the calendar…adding up the total at the end of the month and then adding on as the year continues. –Mrs. A
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Localization and language
Staring with version 3.0, JupyterLab provides the ability to set the display language of the user interface.
Language packs
To be able to provide a new display language, you will need to install a language pack.
Visit the language packs repository for a list of available packs.
Language packs are identified by the four letter code of the language and variant they provide. For example, for Simplified Chinese the language pack code is zh-CN and you can install it with conda or pip.
If you use conda with conda-forge packages:
conda install -c conda-forge jupyterlab-language-pack-zh-CN
If you use Pip:
pip install jupyterlab-language-pack-zh-CN
Changing the display language
To change the interface language, select the Settings menu and then select the desired language in the Language submenu.
The Language submenu will only list any previously installed language packs.
Selecting the new language will prompt for confirmation.
Once you accept, the browser will refresh and the interface will now be shown, for this example in Simplified Chinese.


Quote1.png Your Family? I WILL ANNIHILATE YOUR ENTIRE RACE! Quote2.png
Computo src
Computo is an artificial intelligence created by Brainiac.
Created by Brainiac to lead Colu in his absence, Computo tackled the planet's overpopulation issue by shrinking its populus and their cities using Brainiac's technology, brainwashed the people of the planet and kept them under constant surveillance. After Techne, daughter of Brainiac, starts a resistance movement against Computo, he made a deal with his creator to use Telos to draw out Techne, in exchange for the Rozetta Stone within Telos's chest. His plan failed when Techne and her group destroyed his surveilence screens, and Telos smashed all of his robotic bodies to pieces, save for his giant body, which Brainiac had infected with a computer virus, causing it to disassemble as he fought with Telos.
Telos Vol 1


text:
State lawmakers worried about how long it is taking to assemble a state budget should take heart. Sometimes good legislation takes time.
For instance, it took close to 200 million years, but last week the Dilophosaurus was finally named Connecticut's official state dinosaur. Fossilized remains of what is believed to be a Dilophosaurus were found in the 1960's in Rocky Hill leading to the creation of what is now known as Dinosaur State Park.
And now you know, the rest of the story.


More Examples of Regulatory Compliance Processes
More examples of regulatory compliance processes
Another example is a process initiated as a result of a decision taken during a board of directors (or any executive management) meeting. In this example, the meeting takes place, decisions are made and processes are initiated-but the processes themselves are different every time, depending on the context of the board meeting.
For example, let's say a bank's board is worried about the risk profile of the bank, especially their loans. Therefore, they will initiate a process regarding the risk management of loans to European real estate and construction projects. In this case, the bank made large loans for the construction of commercial real estate projects in a number of European countries and those projects have reached a point where they will be asking for additional funding to enable the project's completion. In the time since the original loans were granted, both the macroeconomic and microeconomic environments have changed, causing the bank to revisit the original assumptions underlying the loans.
These loans now represent large, relatively risky loans and have the possibility of external scrutiny of the handling of those deals, so the board decided to take a closer look. It requested that the international banking division and the real estate division jointly look into the viability and risk of the projects, taking into account various deal parameters such as the current legal situation of the country involved, the macroeconomic outlook, the expected amount of financing that will be requested, the financing sources for the projects, the capital structure of the projects and the current viability of the developers.
Such a deep dive in process will generate more activity involving numerous people throughout different divisions in the bank and experts from outside the bank. The specific participants and information assembled are dependent on the specifics of the loans being examined.
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Crossword Clue: "The Wire" robber
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 - American Values Club X - Nov. 5, 2014
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ranking Spain ranks # 36 out of 158 countries. In the first place is Switzerland.
If we talk about the number of smiles issued per country, the order changes. The United States is the one who smiles the most and Russia the least.
With respect to sex, women smile more often than men.
33% of adults smile more than twenty times a day, while 14% do it less than five times. This number is very low compared to children, who smile an average of 400 times a day.
As you can see the number of times a person smiles a day descends parallel to their growth, that is, the older you are the less you smile.
A recent study has shown that people, who inject botulinum substances around the eyes, are no longer able to smile genuinely, so they are more likely to become depressed.
Conversely, those people who inject these substances on the forehead to eliminate the wrinkles that form in that area, tend to be happier because they have lost the ability to frown.


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"howe" family name, ancestry, and history
Howe is a surname from the Old Norse haugr meaning hill, knoll, or mound and may refer to: *Andrew Howe, Italian athlete. *Albion P. Howe, American Union Army general during the American Civil War. *Clarence Decatur Howe prominent Canadian politician. *Daniel Walker Howe (born 1937), American historian *Dylan Howe (born 1969), Jazz drummer *Eddie Howe, Former English footballer for, and current manager of, AFC Bournemouth. *Elias Howe (_PHONE_), inventor of the sewing machine *E. W. Howe, US novelist *Geoffrey Howe (born 1926), British politician, Chancellor of the Exchequer under Margaret Thatcher *George Howe (_PHONE_), British general in French and Indian War *Gordie Howe (born 1928), ice hockey player *Greg Howe, musician *Irving Howe (_PHONE_) American literary and social critic *Jackie Howe (1861–1920) Australian sheep shearer *James Wong Howe (_PHONE_) Chinese-born American cinematographer *Joseph Howe (_PHONE_), Nova Scotia politician *John Howe (_PHONE_), English Puritan theologian *John Howe (born 1957), Canadian illustrator *Julia Ward Howe (_PHONE_), US reformer *Les Howe (_PHONE_), baseball player *Linda Moulton Howe (born 1942), American investigative journalist and documentary producer-writer-director-editor *Louis McHenry Howe (_PHONE_), political advisor to President Franklin D. Roosevelt *Michael Howe (_PHONE_), Australian bushranger *Michael Howe (died 2002), British cognitive psychologist *Mike Howe, musician *Neil Howe, Generationalist *Paul Tony Howe (born 1968), British swimmer *Richard Howe (_PHONE_), British admiral in American revolution *Samuel Gridley Howe (_PHONE_), abolitionist & educator *Steve Howe (_PHONE_), baseball player *Steve Howe, musician *Timothy O. Howe (_PHONE_), American politician *Tina Howe (born 1937), American playwright *Virgil Howe, musician *William Howe (_PHONE_) British general in American revolution
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Pittsburg State University
In the event that you observe a crime in progress, believe a crime may be in progress, or are the victim of a crime; contact University Police immediately at 911.
- Give your name and location of the incident to the dispatcher.
- Stay on the phone with the dispatcher until an officer arrives. If you must leave the phone for safety reasons, set the receiver down. Information may still be able to be gathered from the open line. Contact University Police again as soon as you reach a safe location.
- If it is safe to do so, take time to record a mental description of the suspect. Note height, weight, sex, distinguishing characteristics, approximate age, clothing, method and direction of travel, and the person's name, if known. If the suspect is entering a vehicle, note the license number, make and model, color, and any other characteristics.
- Do not attempt to apprehend or interfere with the criminal, except in cases of self-protection or defense.
- Protect the crime scene:
a. Items that may have been handled by the perpetrator may bear fingerprints and should not be touched.
b. Do not clean or disturb the area.
c. If possible, seal off the area immediately and do not let anyone enter the area until an officer arrives.