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Top Recording Schools Add MiLaR to Curriculum
Mix Staff ⋅ Dec 28, 2005
Mix It Like a Record, an interactive mixing course authored by Grammy-winning engineer, mixer and producer Charles Dye and produced by Kagi Media, has been added to the curriculum at several well-known recording schools and colleges across the country.
Mix It Like a Record is a DVD/Pro Tools session–based mixing course taught by Dye (Lauryn Hill, Jon Bon Jovi, Sammy Hagar, Julio Iglesias) and takes the student into the studio and out on location to teach how to get record-quality mixes using the latest plug-ins, how to breathe emotion into the music with automation and much more. The in-depth DVD features more than three hours of video instruction and 1.7 GB of 40 Pro Tools TDM and LE sessions.
"For years, books and magazines have tried to convey the art of mixing," says Chris Davie, director of SAE Institute in Miami (www.sae-miami.com), and engineer and mixer (Vince Gill, George Strait, Wynonna Judd, Trisha Yearwood). "Mix It Like a Record's format goes one step further by bringing the viewer directly into the mix with techniques, discussions and practice sessions. In our educational environment, it's the perfect resource."
Mix It Like a Record is also being used at The Art Institute of Seattle (www.ais.edu), which offers an AAA degree in Audio Production. According to Steve Barsotti, academic director of Audio Production, the school uses the DVD to bring together the concepts of mixing that are dissected throughout the course of a term so that students can experience a professional result in one sitting. "The students really get a lot out of hearing the subtle (and sometimes not so subtle!) changes that occur within Charles' plug-in chains," comments Barsotti. "This is a field that has a history of learning from observing the masters, and our students have benefited from the experience of Charles Dye by using this DVD presentation."
In a different approach, pro audio educator and founder of Future Rhythm Pro School, engineer, producer and composer Bruce Tambling teaches a mixing course at Foothill College (www.foothill.edu/musictechnology) in San Francisco based entirely on Mix It Like a Record. The required "text" is the DVD, which students purchase from Foothill's book store. Tambling breaks up the video chapters over eight sessions as the curriculum for the class, and installs the accompanying Pro Tools sessions on the 35 student Pro Tools LE/Mac G5 systems to support the hands-on approach he feels is vital in learning mixing. "The type of information in Mix It Like a Record was previously available only to people that were fortunate enough to receive an apprenticeship at a major recording studio," says Tambling. "It would literally take years for students to gain this much knowledge on their own through trial-and-error in their own home studios trying to re-invent the wheel."
At Los Angeles–based AudioGraph International (www.audiographintl.com), a Spanish Pro Tools Certified Training Center, the "Mixing With Pro Tools" course uses both the video portion of Mix It Like a Record for in-class support and the Pro Tools sessions for practice assignments. "Mix It Like a Record is an amazing audio/visual learning tool," says José "Chilitos" Valenzuela, founder of AudioGraph and author of The Complete Pro Tools Handbook and The Complete Pro Tools Shortcuts, as well as an engineer and mixer (Keith Emerson, John Waite, Colin Hay, Tony Kanal). "I use it in a way that allows my students to more easily comprehend and apply specific lessons from class. I explain it, they watch the chapter on the DVD and then they do it. It really works!"
To find out more about Mix It Like a Record, visit www.harddisklife.com.
January 13, 2020, Fort Wayne, IN – Sweetwater Studios, the recording studio arm of music retailer Sweetwater Sound, has just released exclusive in-the-studio footage of thrash metal architects, Anthrax. The video – shot by famed British music video director Nigel Dick [Ozzy Osborne, Guns n' Roses, Band Aid] – finds the band energetically ripping through classics like 'Madhouse' in Sweetwater Studios' Studio A, intercut with interview footage where the members discuss their shared history and working methods writing some of thrash metal's most iconic riffs. The band partnered Sweetwater Studios and Shure last September to present a Recording Master Class that invited fans and recording enthusiasts into the studio to learn the art of tracking and mixing alongside the metal icons and Producer/Engineer Mark Hornsby. Shure provided all of the microphones used in the sessions, and the band tracked a selection of older and newer material, while sharing their insights and stories with attendees. For more information on Sweetwater Studios, please visit: http://www.sweetwaterstudios.com/ For additional behind-the-scenes videos and exclusive performances from Anthrax, please visit: https://www.youtube.com/user/SweetwaterSound About Sweetwater Studios Sweetwater Studios is a wholly owned subsidiary of Sweetwater Sound, Inc., the largest online music instrument retailer in the country. With three world-class studios designed by Russ Berger and access to a greater diversity of musical equipment and professional audio gear than any other recording studio in the world, Sweetwater Studios is able to accommodate just about any recording, mixing or mastering project, no matter how simple or complex. With renowned staff producer Mark Hornsby at the helm, who has worked on many Grammy-award winning albums, Sweetwater Studios also has an exceptional staff of producers, engineers, session musicians and studio technicians.
The Recording Academy® Producers & Engineers Wing® Contributes to a World-Class Recording Facility for New Metro Nashville Public Schools Music Education Initiative
Benedictine Nuns Top the Charts: Recording 'Advent at Ephesus'
CRAS Awards Two Local Arizona High School Student Contest Winners with Live Sound & Recording Sessions
THE INSTITUTE OF PRODUCTION & RECORDING ANNOUNCES EXCLUSIVE HIP-HOP CLASS AS PERMANENT PART OF CURRICULUM
Pearl-Cohn Entertainment Magnet High School Opens Recording Facility with Support from The Recording Academy® Producers & Engineers Wing®
Recording Boot Camp Presents Second Annual Mountain Recording Retreat
Hudson Pacific Properties Relaunches 6050 Sunset Blvd, Formerly Known as Ocean Way Recording, as United Recording


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Back to SDN Global
Discover all Chapters New Zealand
About New Zealand
The New Zealand Service Design Chapter provides a platform to bring practitioners, academics, students, and organizations together to develop, promote and strengthen the knowledge and practice of Service Design in New Zealand.
Service Design in New Zealand
Service Design is an emerging practice in New Zealand with a growing number of organizations in the public and private sectors that are investing in developing their capabilities in this area.
Although the demand for service design and 'human-centric design' in a more generic sense is at an all-time high in New Zealand, there is a shortage of skilled and experienced professionals.
Events such as meet-ups and the Global Service Jam are becoming extremely popular, which demonstrates the desire for professionals to further develop their skills or simply get to know more about the practice.
It is within this context that we strongly believe that a New Zealand Service Design chapter will be instrumental to bring a community of current practitioners together, and most importantly, provide a platform for further development of our community and our profession, with growing recognition of its worth in both public and private sectors.
Russell Douglas - Founder & Principal Strategist
Russell is a multi-award winning customer experience strategist and creative consultant. He works across the world, and has led projects for many top international brands including Panasonic Avionics, British Airways, NAB, Australia Post, O2, Lufthansa, Dorling Kindersley and Radisson Blu Edwardian Hotels. Russell was instrumental in the development of Air New Zealand's latest in-flight entertainment experience and is behind Z's new innovative Fastlane fly-through fuelling experience. He and his team used primary design thinking methods to design a vision for the Future of Loyalty which has led to several ideas being green lit to exit the innovation process into commercialisation. Russell has also been working with Foodstuffs NZ on the development of the New World CX Strategy and customer focused marketing campaigns.
Erick Mohr - Service Design Director, Digital Arts Network
Erick joined Engine Service Design in its early days and pretty much saw the birth of Service Design as practice. He has been pushing the boundaries and practicing service design since then. Outside of work, he is often invited to give lecturers to aspiring service designers or participate in conferences to explore discuss how to use service design to solve small and big challenges.
Stephen McKernon - Service Design Lead, Auckland Council
Stephen set up a service design agency in 2004 when it was still new to New Zealand. He worked across private and public organizations until 2015 when he joined Auckland Council to lead its service design activities.
Jason Borowicz - Capability Lead, Auckland Council
Jason Borowicz set up a consultancy in 2012, after 7 years of working in the USA coaching schools in design principles for the purpose of better student outcomes. His work in New Zealand has been in many areas of business and government. He is often invited to speak on building better services, change leadership and personal transformation.
Ben Briggs - Senior Customer Centred Design, ACC
Ben has over five years experience of service design in the public sector, having started in the private sector. He likes to think of himself as a community builder and social problem solver. His motivation is working with good people on projects doing ethical and meaningful work. Ben has been running a service design network across government in Wellington for the last two years.
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Some Math Teachers Don't Make The Grade
November 25, 2008 / 12:53 PM / AP
Math can be hard enough, but imagine the difficulty when a teacher is just one chapter ahead of the students.
It happens, and it happens more often to poor and minority students. Those children are about twice as likely to have math teachers who don't know their subject, according to a report by the Education Trust, a children's advocacy group.
Studies show the connection between teachers' knowledge and student achievement is particularly strong in math.
"Individual teachers matter a tremendous amount in how much students learn," said Ross Wiener, who oversees policy issues at the organization.
The report looked at teachers with neither an academic major nor certification in the subjects they teach.
Among the findings, which were based on Education Department data:
-In high-poverty schools, two in five math classes have teachers without a college major or certification in math.
-In schools with a greater share of African-American and Latino children, nearly one in three math classes is taught by such a teacher.
Math is important because it is considered a "gateway" course, one that leads to greater success in college and the workplace. Kids who finish Algebra II in high school are more likely to get bachelor's degrees. And people with bachelor's degrees earn substantially more than those with high school diplomas.
The teaching problem is most acute in the middle grades, 5-8, the report said. That's a crucial time for math, said Ruth Neild, a research scientist at Johns Hopkins University.
"This is a time when kids are making a really important transition from arithmetic to mathematics," Neild said. "It takes careful instruction, and if kids can't get that, and really get it, they're not going to succeed in math in high school."
Yet it can be tougher to find qualified teachers for middle schools, especially in low-income areas, said Neild, who studied the problem in Philadelphia public schools. She did not work on the Education Trust report.
Teachers should not be blamed for out-of-field teaching, the report said. It can happen anywhere there is a teacher shortage in a particular discipline. It can also happen where there is no shortage but where school administrators have planned poorly.
Congress tried to fix the problem in the sweeping 2002 No Child Left Behind Law. The law insisted that all teachers in core academic subjects be "highly qualified" by 2006.
But the most well-known aspect of No Child Left Behind is its requirement for annual state tests in reading and math, and the penalties it imposes on schools that fail to make progress.
The teacher requirement is less well-known, and also less onerous. States were allowed to come up with their own definitions of "highly qualified." As a result, most teachers in the U.S. today are deemed highly qualified.
When it comes to out-of-field teaching, state officials may be understating the problem, the report said.
Researchers compared two different sets of Education Department data, reports from state officials and a survey of teachers themselves. Teachers said out-of-field teaching happens far more often than states reported.
For example, in Arizona in 2004, the state said 94.4 percent of core classes were taught by highly qualified teachers. But Arizona teachers told the federal government in 2004 that 58.4 percent of core classes were taught by someone certified in the subject he or she was teaching. That was the most recent year in which the teacher data was available.
The report found a similar gap in 16 other states.
The report also called attention to places where people are trying to fix the problem.
Boston and Chicago have teacher residency programs much like medical residencies, with aspiring teachers working alongside mentor teachers before they are assigned their own classrooms.
The University of Texas at Austin, the University of North Carolina system and the university system of Georgia all are trying to develop strong teachers who will teach in local schools.
Louisiana is overhauling its teacher-preparation programs. And Denver and Guilford County, N.C., schools offer financial incentives to attract the best teachers to schools and subjects that are hard to staff.
Wiener, the Education Trust official, said teaching is the key to fulfilling the goal of No Child Left Behind - that every student will be able to read and do math on grade level by 2014.
"We cannot meet our goals for increasing student achievement unless and until we focus on improving teaching quality and the effectiveness of teachers in front of the classroom," Wiener said.
First published on November 25, 2008 / 12:53 PM
© 2008 The Associated Press. All Rights Reserved. This material may not be published, broadcast, rewritten, or redistributed.


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Symptomatic Infection is Associated with Prolonged Duration of Viral Shedding in Mild Coronavirus Disease 2019: A Retrospective Study of 110 Children in Wuhan
5 May 2020	 The Pediatric Infectious Disease Journal Lu et al.
Among 110 children hospitalized with SARS-CoV-2 in Wuhan, China, this study found that asymptomatic infection was associated with shorter duration of viral shedding. Being younger than six years was associated with symptomatic infection, after adjusting for other factors. There are some concerns about representativeness of the asymptomatic patients, and how duration of viral shedding was classified among them.
Retrospective Cohort
A total of 110 children who tested positive for SARS-CoV-2 infection and were hospitalized with mild or asymptomatic disease at Wuhan Children's Hospital between January 30 and March 10, 2020 were included in this retrospective study. Asymptomatic patients came to the hospital either because they had been exposed or had abnormal chest imaging. Information on demographics, clinical and laboratory characteristics, radiology and therapeutics were extracted from electronic medical records. Duration of viral shedding was measured from illness onset (or date of last exposure or abnormal chest image in asymptomatic patients) to discharge, and was compared by whether or not patients were symptomatic. Factors associated with duration of viral shedding were explored, along with factors associated with symptomatic infection.
Among the 110 children included in this study, 74% (n=81) were symptomatic and 26% (n=29) were asymptomatic. Duration of viral shedding was shown to be longer in symptomatic patients (median 17 days) compared with asymptomatic patients (median 11 days). Factors associated with longer duration of viral shedding using Kaplan-Meier analyses included symptomatic infection, fever, pneumonia, and lower lymphocyte counts. Younger age, that is less than six years old, was associated with symptomatic infection after adjustment for other possible predictors.
The strength of this study is the availability of data on both asymptomatic and symptomatic children from the same patient population.
All individuals included in this study were hospitalized, and there is some concern about whether or not these asymptomatic patients represent all asymptomatic patients. Additionally, duration of viral shedding was defined differently among those asymptomatic patients (i.e. time from last exposure or time from abnormal chest image for asymptomatic patients versus time from symptoms onset among symptomatic patients), which would likely cause an underestimation of the difference in viral shedding periods since the incubation period from exposure to symptom onset was not included in the symptomatic patients. The breakdown of these asymptomatic patients is not presented, and these differences may have an impact on the duration of viral shedding. Finally, the factors found to be associated with viral shedding are only examined in univariate analyses. It is unclear why adjustment for confounders was not considered.
There are limited epidemiologic data on SARS-CoV-2 infection among both children and asymptomatic patients. This study examines both duration of viral shedding comparing symptomatic with asymptomatic patients, and the role of younger age on symptomatic infection.
This review was posted on: 10 June 2020


DAYTONA BEACH, Fla. – David Pearson, winner of three NASCAR premier series championships despite never running a complete schedule, has died at the age of 83 (b. 12/22/34).
Winner of 105 races in just 574 starts – second most to fellow NASCAR Hall of Famer Richard Petty – the Whitney, S.C.-born Pearson won titles in 1966 and 1968-69.
"David Pearson's 105 NASCAR premier series victories and his classic rivalry in the 1960s and '70s with Richard Petty helped set the stage for NASCAR's transformation into a mainstream sport with national appeal," said NASCAR Chairman and CEO Jim France. "When he retired, he had three championships – and millions of fans. Petty called him the greatest driver he ever raced against. We were lucky to be able to call him one of our champions.
"The man they called the 'Silver Fox' was the gold standard for NASCAR excellence.
Pearson was most identified with the legendary Wood Brothers despite never winning a championship in their Ford and Mercury cars. Between 1972 and 1979, Pearson and the Virginia-based Woods – led by NASCAR Hall of Famers Glen and Leonard – won 43 times including the 1976 Daytona 500, a race that saw Pearson limp to the finish after colliding with rival Petty coming down to take the checkered flag.
Pearson was a ferocious qualifier, once fashioning 11 consecutive pole positions at Charlotte Motor Speedway, a NASCAR premier series record that still stands. Yet, he was willing to run long – 500 and 600 mile – races at a pace fast enough to maintain track position while saving speed for the finish.
Perhaps the greatest measure of Pearson's talents was his mastery of Darlington Raceway in South Carolina, not far from where the driver grew up in Spartanburg – once the hub of NASCAR stock car racing.
Pearson, inducted into the NASCAR Hall of Fame in 2011, won 10 times at the track dubbed "Too Tough To Tame," a 1.366-mile, egg-shaped track that ushered in NASCAR's paved, superspeedway era in 1950. He won three Southern 500s, run during the heat and humidity of Labor Day week that ranked as the sport's greatest test of endurance for both driver and car.


It is clear that most of what we think of as our mental life involves the activities of the nervous system, especially the brain. This nervous system is composed of billions of cells, the most essential being the nerve cells or neurons. There are estimated to be as many as 100 billion neurons in our nervous system!
A typical neuron has all the parts that any cell would have, and a few specialized structures that set it apart. The main portion of the cell is called the soma or cell body. It contains the nucleus, which in turn contains the genetic material in the form of chromosomes.
Neurons have a large number of extensions called dendrites. They often look likes branches or spikes extending out from the cell body. It is primarily the surfaces of the dendrites that receive chemical messages from other neurons.
One extension is different from all the others, and is called the axon. Although in some neurons, it is hard to distinguish from the dendrites, in others it is easily distinguished by its length. The purpose of the axon is to transmit an electro-chemical signal to other neurons, sometimes over a considerable distance. In the neurons that make up the nerves running from the spinal cord to your toes, the axons can be as long as three feet!
Longer axons are usually covered with a myelin sheath, a series of fatty cells which have wrapped around an axon many times. These make the axon look like a necklace of sausage-shaped beads. They serve a similar function as the insulation around electrical wire.
At the very end of the axon is the axon ending, which goes by a variety of names such as the bouton, the synaptic knob, the axon foot, and so on (I do not know why no one has settled on a consistent term!). It is there that the electro-chemical signal that has travelled the length of the axon is converted into a chemical message that travels to the next neuron.
Between the axon ending and the dendrite of the next neuron is a very tiny gap called the synapse (or synaptic gap, or synaptic cleft), which we will discuss in a little bit. For every neuron, there are between 1000 and 10,000 synapses.
When chemicals contact the surface of a neuron, they change the balance of ions (electrically charged atoms) between the inside and outside of the cell membrane. When this change reaches a threshold level, this effect runs across the cell's membrane to the axon. When it reaches the axon, it initiates the action potential, which is a rapidly moving exchange of ions.
The surface of the axon contains hundreds of thousands of miniscule mechanisms called ion channels. When the charge enters the axon, the ion channels at the base of the axon allow positively charged ions to enter the axon, changing the electrical balance between inside and outside. This causes the next group of ion channels to do the same, while other channels return positive ions to the outside, and so on all the way down the axon.
In this little diagram, the red represents the positive ions going into the axon, while the orange represents positive ions going out. The action potential travels at a rate of 1.2 to 250 miles per hour!
This is, of course, over-simplified, but enough for our purposes. But if you are interested in a little more detail, click here!
When the action potential reaches the axon ending, it causes tiny bubbles of chemicals called vesicles to release their contents into the synaptic gap. These chemicals are called neurotransmitters. These sail across the gap to the next neuron, where they find special places on the cell membrane of the next neuron called receptor sites.
The neurotransmitter acts like a little key, and the receptor site like a little lock. When they meet, they open a passage way for ions, which then change the balance of ions on the outside and the inside of the next neuron. And the whole process starts all over again.
While most neurotransmitters are excitatory -- i.e. they excite the next neuron -- there are also inhibitory neurotransmitters. These make it more difficult for the excitatory neurotransmitters to have their effect.
1. Sensory neurons are sensitive to various non-neural stimuli. There are sensory neurons in the skin, muscles, joints, and organs that indicate pressure, temperature, and pain. There are more specialized neurons in the nose and tongue that are sensitive to the molecular shapes we perceive as tastes and smells. Neurons in the inner ear are sensitive to vibration, and provide us with information about sound. And the rods and cones of the retina are sensitive to light, and allow us to see.
2. Motor neurons are able to stimulate muscle cells throughout the body, including the muscles of the heart, diaphragm, intestines, bladder, and glands.
3. Interneurons are the neurons that provide connections between sensory and motor neurons, as well as between themselves. The neurons of the central nervous system, including the brain, are all interneurons.
Most neurons are collected into "packages" of one sort or another, sometimes visible to the naked eye. A clump of neuron cell bodies, for example, is called a ganglion (plural: ganglia) or a nucleus (plural: nuclei). A fiber made up of many axons is called a nerve. In the brain and spinal cord, areas that are mostly axons are called white matter, and it is possible to differentiate pathways or tracts of these axons. Areas that include large number of cell bodies are called gray matter.


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Anger, Grit, Determination, Drive: How To Get The Success You Want
By Liz Lazzara
My therapist once told me anger was a useful emotion because it could inspire action, as opposed to the incessant torpor depressive moments can bring. At the time, I enthusiastically clung to the concept.
I was angry then, a 24-year-old girl (I couldn't yet own the word "woman"), and before that, I had been a teenage girl with a chip on her shoulder.
I knew how anger operated, the energy it could bring and the attitude of get the f*ck out of my way, I've got this.
So, I targeted my anger at my ex, with whom I had just ended three years of emotional abuse. I threw some of it at my job because I was sick of getting cursed out over the phone because of a Medicare appeal.
And, a lot of it ended up on my own doorstep because I was stupid enough to have been involved with the ex, stupid enough to take a job for which I was so overqualified.
And, I was stupid enough to make a habit out of being angry whenever something wasn't going the way I wanted.
My husband has been coming to me, letting me know I've got a quick temper lately. He says I'm taking everything as a personal attack instead of whatever it is or was supposed to be.
Thing is, I have the feeling of great annoyance or antagonism as the result of some real or supposed grievance, which is the emotional response related to one's psychosociological interpretation of having been threatened. In short, it's a crisis.
In a list: 1) The job I have could be done by a 12-year-old; 2) my novel and collection of essays aren't getting written; 3) I can't find a decent medication for my bipolar disorder; 4) out there, other people have the indecency to succeed and to also be in a similar state of crisis.
How dare they.
Honestly, though, that is the reason I'm upset. I'm struggling while others are shining, and I don't know what to do to turn my coal into diamonds.
That's the supposed grievance, the way I'm interpreting reality: If other people are doing well, they're pulling from the shared "well of success" and draining it dry. So, I panic; I worry; I get angry.
And, for a while, it turns into drive. The anger turns into the energy and initiative I need to get my motor running fast.
I feel the inner urge that stimulates activity. I feel energy, push and aggressiveness, and it feels good to work toward beating them at their own game. F*ck you, achievers; I'm going to throw a bigger bucket into the well, and then we'll see who succeeds.
The problem, then, is they still maintain their level of achievement, despite my anger and jealousy because that's part of it, too.
Why them, and not me? I push harder; I work, often excessively, until I don't remember what it's like to feel joy as a result of my efforts because I'm not aiming for joy.
Instead, I'm aiming for self-preservation, reproduction or aggression, something that will get me toward a particular end where I, too, am someone to be envied, not just another bystanding nobody.
I'm resolving to end that today.
Using anger to build your drive is like throwing gasoline on a flame to heat your house. Soon, everything is on fire -- destroyed, burned, ruined.
Instead of using logs and patience, the fire was built on newspaper and turpentine, a quick destructive flare that reduces everything to ashes, then swiftly goes extinct with nothing to show for itself.
Instead, there is the harder thing to master: grit.
My first experience with grit was through a podcast, a call-in show about people who are dissatisfied with their careers and want to either start a new career elsewhere or on their own.
The advice was almost always to work on developing a passion project in spare time, and not to quit your day job.
They said to find the mental toughness and courage to work strenuously toward challenges, maintaining effort and interest over years, despite failure, adversity and plateaus in progress.
Grit is why some succeed in their wild dreams when others fail. As Elizabeth Bishop once wrote:
The art of losing isn't hard to master; so many things seem filled with the intent to be lost that their loss is no disaster.
But, to be filled with a fire that never dies -- that takes perseverance, hardness, resilience, ambition and powerful motivation -- one must be indomitable. One must be resolute; one must be a superhero of sorts, and I'm not certain I am.
My actions may say so, in the short-term, at least. I've maintained a podcast and magazine for over half a year, mostly on my own. But, I don't feel plucky, zealous or even enthusiastic sometimes.
What I feel is, indeed, not a feeling, but knowing a decision was reached, rendered and settled upon.
Determination is not just a quality of being resolute, it is also the act of officially deciding something definitely and firmly, the resolving of a question. Laying aside anger is now part of my determination because I see it only works in short bursts, if it works at all.
What I need is resoluteness, the end of wondering on my purpose or my direction. I have decided to control my outcome and nature, to set my tendency toward the end goal of success.
This leaves no room for jealousy, nor for anger or even for much emotional response. I have calculated my future, and am putting myself into action toward my desired end. That is, I have decided to succeed on my own terms.
That means completing my novel, and my collection of essays. It means being published. It means building up my magazine so much it topples the endless and arrogant tower of listicles and how-tos.
It means paying my authors, whether I must beg, borrow or steal to do it. It means carrying on with my podcast on the days when I least want to record, and doing so with ever-improving mic technique and quality of speech.
It may mean changing course, but it never means turning around. The thing I have decided to achieve is difficult, but the choice has already been made and set in stone; my purpose is firm.
I will take my anger and demolish it; let it raze itself to the ground. I will build my drive from grit, which will come and always has come from determination, both the act of deciding my future and the decision itself.
My progress may be slow, but it is progress, nonetheless, and in the end, there is no final destination. There are only the actions that move us toward getting there.


Need your help again. I have a 2000 16 ft. Crestline with a 40 hp Johnson motor. Just last week I was looking at my boat and motor and found a piece broke off of my lower unit with about a two inch crack near my prop. I can get it repaired with a rebuilt lower unit for $1850 plus and the insurance company will pay $1350. I found a 2002 50 hp Johnson motor for $2250. What would be the best to do take the $1350 and repair the motor or take the $1350 and pay the difference and trade for the 2002 50 hp Johnson? I know that I have taken care of my 40 hp motor but don't know anything about the 50 hp motor, but I am getting 10 exta hp. and a newer motor. If I would trade and not repair my 40 hp, would that be dishonest with the insurance company?
If I were you, I would put the extra money up and go with the newer motor.
Its a 2002, so you shouldnt have any issues with it. Its not like its a 1972, to which you dont know the use/abuse it went through before.
If I would trade and not repair my 40 hp, would that be dishonest with the insurance company?
Anytime you get the chance to get some money from an insurance company, TAKE IT. They dont hesitate to take yours at every chance they get!
Just me but I would look around, maybe e-bay and find a lower unit cheaper? Nothing worse than a broken Johnson!
Not really dishonest, a little white lie maybe. They have a commitment to repair your motor/boat if you damage it minus their deductible. Who does the repair and what you do with the money they are willing to pay is up to you. That's your right.
I agree with Burtess. When the insurance company cuts you a cheque, it is YOUR money to do with as you please. Fix the 40, buy a new one or spend it all on bubble gum. It's YOUR money.
Problem will be.. the insurance company generally only pays the repair shop directly less the deductible. You pay the deductible to the shop before they'll release it. Not too often the insurance company cuts a cheque direct, to the customer, for a repair.
As Wayne said, or they may issue a cheque payable to both you and the repair shop in which case you would both have to sign it for cashing. I had a customer last fall in that situation where State Farm made the cheque out in both names.
Last year my truck got broken into and over $4,000 worth of electronics and tools were stolen from it.
My insurance company cut me a cheque, no questions asked. Did I replace the in-dash DVD player I had, and my tools..? NOPE.
Put a fence in the backyard, and painted the house.
Like they said, its YOUR money once you get it. Thats why you pay insurance, to get your money back if something happens.
What you choose to do with YOUR money is up to you.


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Lee Mullowney is the principal lawyer at Mullowney's Law, a boutique will and estate litigation firm in Ottawa. Lee works exclusively in the area of civil litigation, with a particular focus on will and estate litigation matters. Lee has successfully litigated cases at every level in Ontario and is regarded as a leading Ottawa estate litigation lawyer at the top of his practice.
Lee represents executors, administrators, trustees, beneficiaries, general and limited partners, and other individuals and entities in will contests, probate, actions for breach of fiduciary duties, accounting and petitions for partition of real property.
Estate litigation is a complex area of law that often involves litigants in emotional states of mind. Not only are litigants grieving the loss of a loved one, but now they may also be engaged in family infighting. By the time lawyers get involved, hurtful things may have been said and positions are often firmly entrenched.
As an experienced estate litigation lawyer, Lee displaces emotions for calm, reasoned facts. He has an ability to work with all parties to reach an agreed understanding of the deceased's original wishes on how the estate assets should be distributed and handled. If an agreement cannot be negotiated, the Ottawa estate litigation lawyers at Mullowney's Law are well equipped to take the matter to court.
We represent clients in these emotional and complex situations to find effective solutions. We are here to help. If you or someone you know is involved in an estate dispute or probate matter, contact our dedicated team of experienced estate litigation lawyers in Ottawa.
Call 613-670-5736 today to schedule a free consultation.


Educating children to create their own robotics isn't just about the hardware, it's about the platform too. In fact, in many cases, the platform with which they can learn to build their machines is probably more important than simply clicking some parts together to make a robot.
Stemi is putting its focus on the learning experience rather than just its robot (although the Hexapod is still a very special robot in its own right).
The company surpassed its Indiegogo crowdfunding target last December and now it's time for Stemi to get its time in the limelight. We spoke to the company to find out why teaching children about programming is so important and why Stemi is different to other educational platforms.
How did you come up with the idea of Stemi?
For the last eight years, one of Stemi's cofounders, Marin Troselj, has been working as a mentor in science camps where he works on scientific and engineering projects with children. This gives him the opportunity to see how children are more motivated to learn when given a project based model assignment.
However, every year, more people apply to attend the camp, but it can't cope with the demand so children are missing out on the experience. We feel that every child should get an opportunity to try out being an engineer or a scientist.
Marin was wondering how to solve this problem, and the idea came up to build online project-based learning platform for STEM fields in order to bring awesome project in each home, school and library on the planet.
How is Stemi helping educate children?
Stemi is first of all inspiring children whenever they see the Hexapod Robot, which was our first project. The way it moves, how magical it is to control it with your smartphone – it instantly sparks imagination and a river of questions from children.
Then, Stemi facilitates collaborative learning among kids. They are encouraged to share what they've learned on the platform. They are encouraged to experiment and innovate upon our designs and solutions.
Finally, Stemi is a way for parents and educators to follow their kids and students progress in the STEM area.
What stage are you at with its production?
We are currently in the middle of our crowdfunding campaign delivery process. We finished constructing our basic supply chain and logistics model – just for the initial batch of 150 educational kits we have to deliver in September this year.
Now, we are focused on the second part of our product – educational tutorials. The Stemi product and its value proposition is not a robot – it is the entire experience of learning STEM fields through assembling and programming the robot. This is why we are now taking great care to make our educational experience the best possible, given our time and resources constraints.
How is Stemi different to other modular, educational robots?
Stemi is not a robot, Stemi is a platform for project based learning. Although the StemiHexapod has one of the most innovative walking algorithms and cool design, it is actually a by-product of users' learning.
The emphasis on the Stemi platform is its learning experience and it just so happens that the Hexapod Robot is an amazing thing to build and learn from.
The Stemi learning experience is also completely open, because we do not intend to close any of the learning project information. All blueprints, designs and source code will be open source – so if you are a maker/innovator who knows and enjoys the process of searching for and buying different parts, cutting aluminium, 3D printing plastic parts and so on – you are free to do so.
On the other hand – "mainstream users" who want to have end-to-end learning experience can purchase educational kits accompanied with premium education that will go in depth and truly teach them things that will slowly but surely build their innovation capacity. No matter the background knowledge.
And finishing one project will be just a part of your learning journey on the platform. We plan on launching new learning projects in the future.
Why is it so important to introduce coding and programming early on in education?
The younger we are, the more easy is to grasp and learn new concepts. Learning coding and programming is really learning how to talk with a machine and how to make our lives better by communicating what we need to using a computer.
We are also living in an information based and highly technological society. The way we live – using internet, mobile devices, having devices that are getting more and more connected – provides many benefits, but also can produce stress and take a toll on the environment.
It is thus very important to educate children from the youngest age possible on how to use and make their own technology, mindfully and for the benefit of the whole society. At the crux of this learning is coding and programming, the language of the machines. This is why kids should learn that language.
How will the personal robot industry evolve in the next five years?
We are heading to an amazing and a bit frightening period where everyone will have some kind of access to artificial intelligence. If you don't want to think about cooking and driving anymore, that's great – you can spend your time doing something you like while your smart car handles all the traffic in an optimal way.
If you like mowing the lawn, great! But if you are more like us, you would rather spend that time with your friends. Will we get lazy? I don't know. We surely will have more free time in near future. Let's see into it that we use that time in the best possible way. Socialise, study, have fun and be creative and productive.
What do you think are the key barriers to robots becoming mainstream?
They are still to expensive to buy. It is because very few can build a robot. While gains in automation, factory productivity and technological innovation are constantly driving price of hardware down, our educational systems have not caught up with knowledge necessary to make use of that for mainstream users.
It is too daunting and complex to start learning things to make your own robot for example. The internet can provide a huge opportunity to get information, and in theory you can Google your way to your robot. But there is no place where someone who has no technical background can go to buy a product that will guide him or her through a learning experience of building something really serious in the end.
So, when education is accessible and at the right quality – then over time more and more people will have a knowledge to build their own things.


text:
Social Responsibility and Sustainability home
Zero by 2040
Read the strategy
Background information and publications
The University's climate strategy is available to read now.
We are pleased to launch the Climate Change Strategy 2016-2026 which presents our whole institution approach, encompassing University research, learning, teaching, operations and investments.
Through the efforts of our staff, student and alumni community and working with our partners, the University of Edinburgh makes strong and lasting contributions to addressing this vital issue.
This new Climate Change Strategy presents our bold vision to be carbon neutral by 2040 , including ambitious targets and concrete goals.
We build on our outstanding history of discovery and innovation, showing our institutional commitment to sustainability. This commitment drives our cutting-edge climate research with impact, prepares
our students to address one of the foremost global challenges of the 21st century, and leads to improvements in the energy efficiency of our estate and operations, reducing campus-wide carbon emissions.
We have learned from and draw on the successes of the University's Climate Action Plan 2010-2020, and on our experience in investing over £30m in low carbon technology, and attracting more than £50m of climate research since 2010.
The time for debate on the science has long since passed, as has the time for arguments on whether to act. In this Strategy, we commit to long-term goals to ensure we are leading the way in tackling climate change, across all of our activities and recognising the core strength of the University as a globally connected, socially committed research and learning organisation. There is no doubt that the dedicated efforts of our staff, students and partnership working will successfully deliver the programmes set out in the Strategy and ensure that we achieve our new targets.
Read the strategy online
Read the climate strategy (PDF)
Easy to print version (PDF)
If you want to read in more depth, you can find our technical summary, plus consultants reports on the background information and publications page.
Request a printed or accessible copy
If you would like a printed copy, or if you require a version of the guide in another format, such as high-contrast, please contact us using the details below. We're available during working hours Monday - Friday.
Work: +44 (0)131 651 3000
Email: SRS.Department@ed.ac.uk
@edsust
Department for Social Responsibility and Sustainability
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This article was published on 8 Jan, 2020
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text:
Dyctidea falcata är en insektsart som beskrevs av Van Duzee 1938. Dyctidea falcata ingår i släktet Dyctidea och familjen sköldstritar. Inga underarter finns listade i Catalogue of Life.

Källor

Sköldstritar
falcata

redpajama_set_name: RedPajamaWikipedia


text:
Posted by lexilogical in Stories
"Alright, let's go play," I said to my friend beside me. From her desk, my mom sighed with annoyance.
"I told you 5 minutes ago, Annie, I can't go out and play." She didn't even turn around from the computer as she complained. Too busy as always.
"I wasn't talking to you, Mom," I said, sticking out my tongue. "I was talking to Penelope, she was suggesting we go out."
"Oh, Penelope suggested that, did she?" I could hear my mom's patronizing tone. She never seemed to like my friend. "Well, then you and Penelope go have fun. I need to work."
"We will," I promised bitterly. "Don't you worry about it."
Penelope had barely shut the door behind us before I started to rant. "Ugh, I can't stand when she talks to me like that. Like I'm crazy or something."
"Don't worry about it," Penelope said, tossing her pink hair over her shoulder. "I've told you before, she can't see me. She might think you are."
"Yeah but if she would just listen to me for once… arrgh. Instead she's always too busy working to even look at me. And then she just uses that stupid tone of voice to dismiss everything I say…" I kicked a white stone down the street in frustration.
"It could always be worse." Penelope had a sympathetic smile on her face. She always looked a little sad when I fought with my mom.
"I doubt that," I growled, stomping off down the street. "Come on, let's go get some ice cream or something."
"Wake up," I heard my mom say. "It's time for school."
I rolled over in my bed and stared up at the white-stucco ceiling. "Yeah yeah, I'm getting up."
"Did you hear me Annie? I said it's time to wake up!" My mom repeated herself like I hadn't just answered her. I tried not to roll my eyes in response.
"Yeah Mom, I heard you," I said, sitting up in my bed. "What's the big deal?"
"You're going to be late if you don't wake up!" my mom insisted. I opened my mouth to retort, but the words froze in my mouth. She wasn't even looking at me, she was shaking the body laying beside me in bed. Penelope's pink hair poked out the top and she stirred into wakefulness.
"Sorry Mom," I heard her say in my voice. "Getting up now."
"Finally," my mom grumped. "I swear you sleep like the dead, Annie."
I stared at Penelope with my mouth hanging open wide. She gave me a mischievous smile.
"I told you there were worse things."
Originally posted on /r/WritingPrompts on reddit.
Good Days and Bad Days
"Look, there's good days, and then there's bad days. On good days, nothing explodes, patient zero does not spontaneously combust, and nobody dies," Mr. Kinder said while locking his office door behind him. Sam stared at the man like he'd grown an extra head.
"And…" After a line like that, Sam was scared to follow-up on what exactly his new job would entail, but he was determined to not fuck up this opportunity like he had his last 4 jobs. "And what happens on a bad day, Sir?"
"On bad days," Mr Kinder said, "we manage."
His serious expression broke with a small smile. "Don't worry kid, we hardly ever have bad days any more."
Sam wasn't sure he liked the sound of that, but he dutifully followed his new boss as he set off at a quick pace down the hallway, pointing out landmarks along the way.
"…and this is the copier. Damn thing is always broken, that's why we put it right next to our IT department. Say hello, techies." Three non-descript men wearing band t-shirt's and jeans waved to Sam in unison from over computers. Sam barely had a chance to wave back before Mr. Kinder was moving onto the kitchen. "…Coffee is free, just be sure to make a new pot if you finish the old one. If we run out, leave a note with Rachael at the front desk…"
Sam took a sip from the styrofoam cup of black liquid that was thrust into his hands before rushing off to wave hello to a woman who's name he missed sitting in the HR office. Finally, Mr Kinder stopped at an empty cubicle, gesturing to the computer. "And this is your new desk. IT should have set up your email already, I'll just leave you here for now. I'm sure you have plenty of information to digest."
"Uh… Thanks, sir," Samn sputtered, but the man was already gone, his sharp suit disappearing into the cubicle farm. Sam sat down at his new desk, staring at the thick packet of papers on it labelled "New Computer Setup."
He was most of the way through page 4 of 12 when he was interrupted by a woman poking her head into the office.
"Hey!" she said cheerfully. "You must be the new guy. I'm Connie."
"Sam," he said, sticking out a hand. "It's nice to meet you."
"Nice to meet you too! I thought I'd come rescue you from the starting paperwork with an offer of lunch." Sam glanced at the computer clock in amazement.
"Wow, I had no idea it was 12:30 already. I thought I'd just sit down."
"Oh this place will do that to you," Connie said cheerfully as Sam got to his feet. "They put something in the coffee."
"Oh no," he said with mock dismay, shaking the empty cup. "I've already been infected."
Connie stared at the small white cup and her smile dropped for a moment. But it was only for a fraction of a second before she was laughing again. "Oh noes! We'll have to bring that up to HR on our way to lunch."
They laughed and joked on their way over to the small lunchroom, and Sam felt like he was already at home. The water cooler already looked familiar, and the IT department waved and smiled as he walked by their room. In fact, everything seemed so in place that he barely noticed the ringing in his ears until he was sitting in the lunch room with Connie. Not until it reached ear splitting levels and he felt himself falling forward onto the off-white table. He thought he could see Connie jumping to her feet, and soon he was surrounded by people milling about. And then everything was black.
"Hello Sam…"
The voice pierced through his unconsciousness, and he found himself slowly blinking to wakefulness. Mr Kinder's face came into focus before him.
"There you are, welcome back," he said smiling. Sam struggled to form words.
"What… What happened?" he asked, his tongue feeling too big for his mouth.
"Oh, just a little emergency, nothing to worry about. Doctor's said it must have been stress related." His boss sounded reassuring as Sam raised one hand to gently touch his pounding head. His fingers traced the distinctive feeling of stitches and came away sticky and red.
"What-"
"Oh, you bumped your head when you fell. Nothing to worry about at all," Mr Kinder said with a wide smile. At that moment, Connie came bursting into the room.
"Oh thank goodness you're alright. I'm so sorry, I was hoping I could get to you first but-"
"Now Connie, don't you have work to be doing?" Mr Kinder interrupted, and Connie quickly stopped talking.
"Yes sir. I'll go back to my desk now," she said, leaving the room. The door swung open and Sam recognized the painting hanging in the hallway as the one that hung over the copier.
He turned back to his new boss. "What was she talking about?"
"Oh, I'm not so sure, you know how women are in a crisis," he replied dismissively.
"She seemed rather upset," Sam said. Curious that she was, he was already feeling much better.
"Well, like I was telling you, Sam. Working here, there's good days, and there's bad days." Mr Kinder said, helping Sam out of the bed.
"And what was this?" Sam asked, vaguely remembering something along those lines.
"Today was a good day."
Things come crumbling down
"Dan, come on buddy, this really has gone on for too long."
Anne pleaded with Dan, but he barely seemed to hear her as he stood over his masterpiece. It had taken him 2 years, 4 months and 16 days to create, and it was only just now nearing completion.
"Dan, you should really come out with us tonight," she said, trying a new tactic. "How long have you been sitting in your basement playing with toys?"
"They aren't toys, Anne," Dan barely whispered as he leaned over his construction, slipping one more piece into place. "This is what's going to make me famous."
"For what, 15 minutes on youtube?" she said, slumping down to sit on the hard wooden steps of the basement.
"You can make a lot of money in 15 minutes of Youtube fame." Dan was barely talking to her now, reciting the words that had been etched into his brain over the past two years. "Get famous enough and I'll never have to work again."
"And then what, Dan? Sharon already left you, half our friends have given up. Even the cat has been missing for 3 days and you barely even tried to look for him." But if Dan heard her, he made no indication of it, still lost in his intricate world of tiny wooden pieces. Ann sighed. She'd try again tomorrow.
She opened the front door to let herself out, only to be met with a yowling cry. Mischief sat on the front step, cleaning his black and white fur as if to ask what took her so long.
"Oh, there you are!" Anne said, more relieved than she thought was reasonable. She stepped out of the way to let the cat inside.
The cat sauntered inside casually, taking in the house to verify nothing had changed.
"Let me get you some food," Anne said, loosening her scarf to head to the kitchen. But the cat had other plans, darting for the basement door that she'd left just barely opened. With a gasp, she ran after the cat, reaching the top step just in time to hear the telltale sounds trickle up the stairs and Dan cursing.
As she watched in horror, 6,875,288,101 dominoes began to fall over, one after the other. They travelled up tiny stairs and over tiny bridges. She saw one knock a marble onto a wooden track as another fell into a bucket, triggering another path that ran across a short plank set up like a diving board. She heard what sounded like the opening score to the Phantom of the Opera, and saw that the marble was now running across a tiny xylophone with boards of varying lengths.
Dan made a small noise and her eyes were torn away from the xylophone, focusing back onto the pieces as they headed towards a massive cluster near the centre. She watched as two massive towers of black and white dominoes began to crumble to the ground. As they fell, pieces strategically placed on the top began to swing across the board on thin ropes. They hit two more dominoes placed across a high bridge that began to rain pieces like a waterfall.
As the last one hit the table, it triggered the only part of the display still standing, rows upon rows of dominoes. The uniform white of their tops began to vanish like water, revealing an image of a single rose wrapped through a diamond ring. The pixel point image was so perfect, Anne barely noticed the banner that dropped down behind it, the words "Will You Marry Me?" clearly inscribed on it.
Silence filled the room for several long minutes after it was finished, both of them too spellbound to talk. Finally, Anne let out a small cough.
"Did you… Ah… Did you get any of that on tape?" she asked.
"Nope." Dan's answer was definite, almost emotionless. She may as well have asked if he'd watered the plants today.
"Ah…" she trailed off, unsure what to say. "You know that Sharon left you last year, right?"
"Yeah… Had to finish it though, you know?" Anne did not know, but she nodded anyway as Dan talked. "Want to go get some food? I have a craving for Buffalo Wings."
Anne nodded dumbly as he brushed past her up the stairs. He was locking the door behind them when she spoke again.
"That would have been a really cool youtube video."
Originally posted on /r/WritingPrompts on Reddit
An Undramatic Plot
"Jess, why are you still with that man?" Kathy said, passing Jessica a starbucks cup across the plastic table. Jessica opened the plastic lid carefully, savouring the sweet, chocolaty, coffee aroma that rose up from it. She knew it would be too hot to drink right now, but she could barely help herself. She took a sip from the cardboard cup. Just a tiny one. It seared her tongue so she barely tasted anything, but it was good enough. She hadn't had her drink in months.
"Oh, Mark isn't that bad," she said, wrapping her fingers around the thin cup. The heat cut through the thin, one-size fits all pink gloves, pulling the cold out of her hands.
Kathy snorted. "Jess, everything you've told me about that man is bad. What was it he called you last week?"
"A fat cow," Jess whispered, conscious of the patrons around her. "But he's right, I haven't been to the gym in a month and I was eating a-"
"Jess," Kathy cut her off. "Look at yourself, you weight 110 lbs in your bra. And didn't you tell me that you hadn't been to the gym because he cancelled your membership?"
She didn't know what to say to that. She sipped the triple cream mocha latte instead. It burned her mouth again, but she didn't care. Mark would have called her stupid for drinking it so quickly. "Why can't you ever just let it cool?" he'd told her years ago, back when they still went on dates. Now he just made comments on her eating habits when he saw her with Starbucks.
"Jess, listen to me. You have to leave that man," Kathy was saying, her dark eyes pleading with Jess. She nodded.
It was getting dark when she finally got home. The red glowing numbers over the kitchen stove sent her into a panic in the dark home. It was nearly 7 and she hadn't made any plans for dinner yet. Quickly, she whipped open the fridge, looking for anything useful. Last night's pot roast stared up at her. It would have to do, she thought, quickly tossing it into a pan to reheat. A handful of leftover potatoes went into the pan beside it just as the front door opened.
"I'm home, Jessica," Mark's voice echoed through the hallway. "What's for dinner, love?"
"Ahh, leftovers," she said anxiously, peeking out of the kitchen. She saw Mark's expression sag in the hallway.
"Oh." The disappointment in his voice was obvious as he came into the kitchen with one arm behind his back. Jessica quickly turned back to the stove, trying to bring a little more life to the leftovers. There was some rustling on the kitchen table as she started to talk.
"Sorry, the subway was just super slow coming back and then-"
"And then you stopped off at Starbucks again and bought another expensive, fatty drink." His voice held such certainty that she glanced back. He was staring at the garbage can in the corner, her Starbucks cup still sitting on top of the pile of trash she'd forgotten to take out before she left. She licked her lips nervously, noticing a bouquet of pink daisies sitting on the table.
"Sorry, just Kathy wanted to take me out and it'd been such awhile since we talked-"
"Yeah, I get it." Mark's voice dripped with disappointment. "Just I'd had a really rough day at work, and I was really looking forward to coming home to a nice, home-cooked meal from my beautiful wife. I'd even bragged to my coworkers about how lovely it would be. But instead I came home to a cold house and yesterday's leftovers because my wife wanted to spend my money on an over-priced coffee."
"Ah.." Jessica bit back the urge to apologize again. "I could… make something else? Maybe order in?"
"No no, it's fine," Mark said with a tone that said it really wasn't. "I think we already wasted enough money today." He gestured at the flowers on the table. "I even brought you some daisies to say thank you for being such a good wife. Seems silly now."
Jessica bit her lip. "Thank you."
"Yeah." Mark got up, tossing the flowers onto the counter as he headed towards the garbage can. "Guess I'll just go take out the garbage then. Can't even relax when I get home."
The rest of the night passed in steely silence as the pair watched one of Mark's favourite movies on Jessica's old couch. It was the last piece of furniture she had here, passed down from her grandmother. The rest of it was shiny new, stuff that Mark had brought in to replace her old stuff. Some of the old furniture had been falling to shreds before he had got his new job, effectively tripling the income Jess had brought in.
The movie passed on but Jessica barely heard it, lost in thought over Kathy's comments. Mark really wasn't that bad, she thought as he wrapped an arm around her. He'd brought her flowers, after all, and paid for all their new stuff. All he'd wanted was a clean house and a warm meal. If she hadn't been out with her friend, she'd have been able to get that all done. Something exploded on the TV and Mark pulled her closer to him, snuggling up to say it was all forgiven.
She didn't need to leave him.
Cross-posted from /r/WritingPrompts on Reddit
Lost Dreams
"Hey Jillian, wait up!" I yelled, running down the path after the disappearing yellow raincoat. It vanished into the trees ahead and I slowed to a stop halfway there, already winded. Behind me, I could hear Jillian's mother giggling.
"36 and already an old man, I see," she said, jostling the toddler in her arms. "How are you going to keep up with her when she's staying out all night partying with her friends?"
"By locking her in her bedroom until she's 25, of course," I said, panting a little. Ruby just laughed more.
"She's nearly 8 now, you don't need to watch her every moment of the day." She was right of course, but that was my little girl, running off into the forest. If I wasn't there to keep her safe, who would be? I knew the park was safe, but you never know where the monsters hide.
Ruby pushed Josh into my arms, quickly bundling her deep red hair into a messy bun at the back of her head. "Relax, Ben. The forest is safe, we're spending some time together, the office will run smoothly without you. Isn't that what you wanted?"
And as Josh pushed his grubby fingers into my hair, I could feel the tension melting out of me. Ruby was right, this was exactly what I wanted.
The alarm clock buzzed loudly at me, an unhappy noise that jerked my dreams away from me. I scrabbled for the sleep button while desperately trying to cling to the dream, but it was too late. I was awake, and it was exam day.
The bathroom floor was cold under my bare toes. I stood there with a mouthful of toothpaste trying to recall the peaceful serenity of the dream. There was something about a little girl and monsters in the forest, but that hardly felt right. The harder I reached, the more reality sunk in. Today was exam day, and I barely remembered the first thing about Economics, let alone the sunk cost fallacy we'd spent the last month on.
I sat down heavily at the kitchen table while the coffee burbled, pouring over the glossy textbook that'd sat at my desk all year. Rhia came down the stairs yawning a few minutes later.
"Ready for your exam today?" she asked, heading to the fridge blurry-eyed. I gave her a dirty look, lifting up the textbook. She at least had the sense to act ashamed. "Ouch. Sorry Ben."
I grunted as she busied herself behind me. "I thought you were going to study last night."
"I was," I muttered. "Then Judy called again."
"That bitch! Doesn't she have better things to do with her life?"
I could hear the toaster go down behind me, making me reread my sentence again. "Apparently she thinks I stole her favourite pair of yoga pants or something. Wants me to return them."
"And what would you do with her yoga pants, exactly? Wear them to school so everyone knows you're booty-licious?"
I snorted. "No no, I'd give them to that bimbo I'm clearly cheating with." Rhia's butter knife went scrap-scrap over a slice of toast behind me. I reread the sentence about sunk cost fallacy again.
"Well, I'm sure you'll do fine on your exam today," Rhia said, sliding a plate under my nose. Two slices of toast covered in Nutella stared up at me. "I'll see you tonight, I need to go review Bio myself."
I ate the toast gratefully, watching Rhia pulled her deep red hair into a bun as she walked back up the stairs.
"Aww, cheer up," I said, passing a beer to Jordan across the thick wooden table of the Brass Taps. "Everyone screws up at least once in their life."
Jordan took the beer graciously, taking a deep drink from it before coming up for air. I watched the muscles in his neck work. They looked strong, just like the rest of him.
"Thanks Juls, but not like this they don't. I just don't know how I'm going to tell my mom that I'm failing Calculus II again." He let out a deep sigh, burying his head in his hands. I looked away at the neon beer sign that hung behind him on the wall.
"If she's anything like my mom, you won't have much of a choice in that. She'll ask, and you'll cave beneath the hopeful look." My mom really did have a knack of asking about exactly the topics I wish she wouldn't. Jordan didn't look any happier, but at least he was glowering at me now over his hands.
"Thanks, but that wasn't really the part I was worried about," he said sarcastically. "Besides, your mom can't possibly be that disappointed in you, you've got straight A's in everything."
"Except Invert Bio," I added helpfully.
"Yeah, but fuck Invert Bio, man. Everyone fails at Invert Bio."
"Not according to my mom. I'm still scared to mention Professor Collins names least we get a repeat of Calc I."
Jordan laughed. "I still can't believe your mom called Wiener."
"He's such a nice man," I said in a poor imitation of my mother's voice. "How dare you blame him."
Jordan laughed even harder and I joined in with him, more amused by his amusement than anything. But the beer bottle hit the table empty far too soon, and Jordan got up to leave.
"Alright, I better head out before I miss the bus. Time to face the music and all that," he said, swinging on his red and gold leather jacket.
"Good luck!" I said, toasting him with my near empty bottle. I watched him head out of the pub before downing the last of the beer and heading home myself.
"How was University today? Did you pass that test you had?" My mom's questioning started before I'd even taken off my jacket.
"Mom, I took that test just yesterday. The prof probably hasn't even looked at it yet," I said exasperatedly.
"Fine fine," She said, whisking my coat out of my hands. "What about that nice girl you were telling me about at school? Did you get a chance to ask her out yet?"
An image of Jordan came to mind, his head in his hands, the neon of the signs and the dim yellow of the pub's lights playing through his dark hair and making his tanned skin glow. I could feel my cheeks getting warm.
"No… Not yet," I stammered, rushing to the stairs to my bedroom.
"Well hurry up, I want grandchildren before I'm 60!" my mom teased.
"I have to study!" I called, "Stop bothering me with this."
I slammed my door a little too hard, flopped a little too heavily onto my bed. Everyone screws up at least once in their life.
Cross-posted from /r/WritingPrompts.


The place North Carolina represents a specific geographic location related to resources found in Biddle Law Library.
An Act to Designate the Facility of the United States Forest Service for the Grandfather Ranger District located at 109 Lawing Drive in Nebo, North Carolina, as the "Jason Crisp Forest Service Building."
An Act to Designate the Facility of the United States Postal Service Located at 225 North Main Street in Spring Lake, North Carolina, as the "Howard B. Pate, Jr. Post Office."
An Act to Designate the Federal Building Located at the Corner of Patton Avenue and Otis Street, and the United States Courthouse Located on Otis Street, in Asheville, North Carolina, as the "Veach-Baley Federal Complex."


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Home Page » Scholarship by Category » France Scholarships » Nigerian Law Scholars Fund at Kings College London 2021
Nigerian Law Scholars Fund at Kings College London 2021
April 7, 2022 by
Nigerian Law Scholars Fund at Kings College London 2021. King's Nigerian Law Scholars Fund is a scholarship for Nigerian law students to attend King's for a one-year LLM in law.
There is a $33,016.55 Nigerian Law Scholars Fund that will assist you pay for your tuition and living expenses for the year.
The King's Nigerian Law Scholars Fund is offered by King's College London. The scholarship was established by a friend of the College who wanted to help Nigerian students who wanted to study law at King's. This fund aims to provide students with the chance to advance their legal careers in a world-renowned center of excellence.
A personal statement, as well as a demonstrated financial need, will be used to determine the winner. Applicants must have a confirmed spot in King's College London's one-year LLM Law program starting in September.
This fund is solely available to Nigerian citizens. The scholarship will be worth $33,016.55 and will cover the full cost of your tuition and living expenses for the year.
About Kings College London
King's College London is an internationally renowned university delivering exceptional education and world-leading research. We are dedicated to driving positive and sustainable change in society and realising our vision of making the world a better place.
Through our commitment to exceptional education, impactful research and genuine service to society, we are creating positive change in our communities, both in London and on the world stage. Our Strategic Vision 2029 looks forward to our 200th anniversary in 2029 and sets out our ambitious plans in five key areas:
Educating the next generation of change-makers;
Challenging ideas and driving change through research;
Giving back to society through meaningful service;
Working with our local communities in London;
Fostering global citizens with an international perspective.
Eligibility & Requirments for Nigerian Law Scholars Fund at Kings College London 2021
Eligible students must be:
be undertaking the one year LLM Law program at King's, 2021 entry;
be able to demonstrate a need for financial assistance;
have provided a written personal statement;
be ordinarily resident in Nigeria, and be liable for the international rate of tuition fees at King's;
be intending to return to Nigeria on completion of studies, to share the skills gained whilst studying at King's;
be willing to provide an end of year report and a letter of thanks to the donor.
How To Apply For Nigerian Law Scholars Fund at Kings College London 2021
Applications can be downloaded here.
The application form should be completed, scanned and emailed to [email protected].
Alternatively, it may be posted to the Student Funding Office,
You must submit a word/pdf version of your supporting statement. This should be emailed to [email protected].
The Deadline for Nigerian Law Scholars Fund
The deadline for applications is April annually, after which further applications will not be considered.
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Many an atheist has shaken a loaded fist towards the heavens about the problem of evil. God, how could you allow such suffering in this world if you are good and powerful? In moments of existential angst, many attempt to deny God's existence while railing againsts this same "non existant" being. Yet the problem assumes a real distinction between "good" and "evil" as many have pointed out.
Though many are quick to ask "why evil" not as many are as quick to ask "why all the goodness?" I have asked myself this question today.
Over the years my wife and I have experienced six miscarriages; five before we had any children at all. After the first few I asked myself the question: Is God good and satisfying even if he does not give us children? By his grace I was able to answer a resounding yes! Then, for reasons of God's choosing, we had two beautiful little girls; Kayla and then Kylene.
A few months ago we found out that we were pregnant with baby #3. We cautiously rejoiced and taught our oldest (Kayla, 4) that some babies make it to this world while others do not; we need to pray and hope this one will make it. So I asked myself one more question: Is God good and satisfying even if he does not give me a son, and fills my house with an all female squad? By grace, I was able to answer with a resounding yes! Then today, for reasons of God's choosing, we saw some amazing pictures on an ultrasound screen. We are pregnant with a little boy, man, wrestler (if he wants)...son. Why? I don't know. But I sensed and rejoiced with joy unspeakable today. Not so much that I am having a boy. But more that God would give us this gift. I did not need it, I did not really ask for it as much as one would think (though I did pray here and there), I only know that I was so overwhelmed and touched deep in the gut with joy today...at the goodness of God.
Why would he be so good to us? I don't know. He is who he is. There is a problem of goodness. Joys unexplained and gifts so rich; we dare not miss them because of our travails.
From Thy Divine Benevolent Love.


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Street trading: Abia sets up mobile court, gives traders one week…
Home Topics Bytedance
China to counter 'unjustified' foreign trade laws
China's Ministry of Commerce, on Saturday, published new rules for countering "unjustified" laws and restrictions imposed by foreign countries on Chinese companies and citizens.
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TikTok files last-minute petition against Trump order
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China: US 'abusing power' by squeezing TikTok
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Donald Trump to block TikTok, WeChat downloads in the U.S. from September 20
The Trump administration will ban WeChat and video-sharing app TikTok from U.S. app stores starting Sunday night, a move that will block Americans from downloading the Chinese-owned platforms over concerns they pose a national security threat.
ByteDance mulls TikTok IPO to clinch U.S. agreement
An IPO of TikTok would be one of the technology sector's biggest-ever stock market debuts, given that the app was recently valued by ByteDance investors at more than $50 billion. It would further reduce ByteDance's stake in the company to appease U.S. officials who want to see the Chinese firm loosen its grip on the video app.
Donald Trump says no TikTok deal yet amid security concerns
President Donald Trump said on Wednesday he wasn't ready to approve a deal for an American company to partner with Chinese-owned video app TikTok, which would allow it to continue operating in the United States.
China proposes global data security standards
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US may extend crackdown on Chinese apps – Donald Trump adviser
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TikTok chief Kevin Mayer quits after less than three months
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TikTok sues Donald Trump administration over US ban
TikTok has sued President Donald Trump's administration for banning transactions with parent company ByteDance. "The [Trump] administration ignored our extensive efforts to address its concerns, which we conducted fully and in good faith," TikTok wrote in a press release. "We do not take suing the government lightly, however we feel we have no choice but to take action to protect our rights, and the rights of our community and employees."
TikTok pulls 380,000 videos in US for hate content
TikTok on Thursday said it has removed more than 380,000 videos in the US this year as part of a part of a mission to "eliminate hate" on the platform.
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Explore a wide range of objects from Antarctica in our short films. Designed for use in a classroom with primary age (7-11 year olds) students, though also accessible to older children, each film follows a theme: food, transport, navigation, science or clothing. As well as featuring beautiful photography and detailed shots of objects from our collection, each film is introduced by experts on the theme and an expert from the Polar Museum.
As well as the films themselves, you can download accompanying teacher packs, brimming with brilliant ideas and resources to get your students thinking in new ways across a range of subjects areas, and high resolution images of the objects for use in the classroom. You can also borrow a handling collection for use in the classroom.


If for any reason an umpire, pony baseball official or M.B.A. commissioner must eject a coach, player, parent or fan from a game or ballpark area, the person and/or persons ejected must sit out the following played game. If the person is a coach, he/she will be suspended for the next two division games played. If the ejected person feels that the umpire acted in haste and feels the ejection was unwarranted he/she must ask the commissioner of that division for a hearing within 24 hours. If the commissioner grants a hearing, it must take place within 7 days. The commissioner does not have to grant a hearing.
Absolutely no use of tobacco or alcohol by players, coaches or umpires on playing field or dugout areas is permitted.
Any adult or volunteer caught doctoring or changing a player's birth certificate will be suspended indefinitely from all M.B.A. activities.


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Home/News/Trying to Woo Partners, Cloud Computing Vendors Show.../Full Text
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Trying to Woo Partners, Cloud Computing Vendors Show Them the Money
Credit: blogs.learnc.org
One of the early promises of software-as-a-service and cloud computing was that it would allow start-ups to directly market their Web services while skipping the expensive, lengthy process of creating an ecosystem of partners and resellers. Cloud providers thought, "We can directly reach these people, so we don't need to invest in other channels outside of our brand," says Tiffani Bova, a Gartner Inc. analyst.
But since cloud computing is still more in the hype stage than the actual deployment stage, vendors have slowly begun to accept that "a single sales strategy will only get you so far," Bova says. That has resulted in three out of the four largest cloud computing vendors taking major steps in recent months to attract partners to help them market and sell their services.
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The Brookfield Viscometer makes it possible to measure viscosity by employing techniques in viscometry. Viscometers (which can also be called viscosimeters) can measure viscosity through the varying flow conditions of the sample material being tested. They employ a spindle on a shaft that is designed to be dipped or immersed into a liquid that is then rotated. The rotation causes the fluid to produce a drag, which is then measured with the applied torque on the liquid's viscosity. They are not designed to measure multiple flow conditions, but are possible with the use of a rheometer instead.
To be able to measure the sample's viscosity in the Brookfield viscometer, the material needs to be stationary inside a container while the spindle moves while immersed in the fluid. Another possible option is to move the container with a stationary spindle. Whatever option is being used, the material must be able to produce a laminar flow over the spindle while moving. This is only possible with a low Reynolds Number.
The Reynolds number is a measure that counts the ratio of inertial forces to viscous forces, which quantifies them under given flow conditions. Inertial forces are measured as pV2/L, while viscous force is μV/L2. When the number is smaller, it allows the laminar flow to occur over the spindle on the Brookfield viscometer.
Calibration of a Viscometer
The process of calibrating a viscometer is fairly simple and a standardized fluid at a certain temperature is used. The Brookfield viscometer is then used to measure the fluid and any adjustments that are necessary to get the known value for the standard when the device performs the test.
One of the most common calibration standard fluids is water. Using distilled water is recommended because it lacks any additional electrons and is generally uniform each time it is measured out to exact measurements.
Water at 20 degrees Celsius (68 degrees Fahrenheit) has 1.002 milliPascals units of viscosity. It also has a kinematic viscosity of 1.0038 millimeters squared per second. When the water is measured through a viscometer, these are the values that should be achieved through running the standardized testing for calibration. Every viscometer is capable of calibration. Calibration can also be done mathematically when necessary.
Standard Viscometer Types
Inline – Inline Brookfield viscometers are designed to be installed into a closed system that requires the ability to monitor viscosity frequently. They are often high precision and are used within systems that remain closed or have changes made to the fluids.
Cup and Bob – The cup and bob viscometers used a "cup" filled with a certain amount of material necessary for the testing. The bob shaft was basically a rotational device that was inserted into the material and was brought up to a certain speed. What these viscometers measured was the amount of torque that was needed to get the bob to rotate at a certain speed depending on the material that was held in the cup "cell," thus providing data that could be quantified. In some models, the cup rotates instead of the bob, which provides alternate forms of data that could differ in terms of accuracy.
Cone and Plate – The cone and plate viscometers make it possible to get shear rate data as well as the viscosity of a material being tested. The system requires the use of a cone shaped bob that is placed near the plate at a shallow angle with bare contact.
The Stabinger Viscometer
Named after inventor, Dr. Hans Stabinger, Anton Paar GmbH first presented this measuring principle, which is used to determine these parameters in the year 2000. It uses a modified Couette rotational viscometer to get these values.
The following equation is used in determining these values:
ν = η / ρ
The Couette rotational viscometer can be modified to provide a reading similar to the kinematic viscosity value. The cylinder used in a Stabinger viscometer is designed to be hollow and lighter than the sample weight. This combination allows the cylinder to float within the sample during the rotation and centrifugal force sends it to the center. This provides the Stabinger viscometer variety with a way around bearing friction, which provides an accurate reading. To measure torque speed, a resolution of 50pNm with a measuring range between 0.2 to 20,000 mPa is used. Density measurements are possible for the dynamic viscosity, which in turn can lead to the kinematic viscosity when using the oscillating U-tubes in the system.
The Stormer Viscometer
The Stormer viscometer is a specialized viscometer type that is designed to test the viscosity of paints and can be used in other applications as well. It is widely used in the paint industries to test paint quality based on its viscosity.
The viscometer works by using a specialized paddle shaped rotor that is spun with an internal motor. The paddle should be submerged in the cylinder of liquid to be tested then spun. The speed is adjusted to get the correct amount of load for the rotor. When the speed decreases, so does the load on the fluid and when the speed increases, the load increases. This simple variation makes it possible to get a wide range of data for viscosity on the same fluid as well as the optimum readings for each fluid.
Once the load is adjusted to the rotational velocity of 200 rotations per minute, the viscosity can be determined. Several published tables are available such as the one found on the ASTM D 562. The viscosity value is provided in Krebs units, which can only be found with the Stormer variety of viscometers. Paints that are not designed to be spread with a paintbrush or paint roller will not provide sufficient data with this type of viscometer.
The Bubble Viscometer
To find a liquid's viscosity with a bubble viscometer, a known liquid must be used such as a resin or varnish. The viscometer measures the value with an inversely proportional measurement of the time it takes for a bubble to rise in the liquid. A bubble rising quickly within a liquid is characteristic of a lower viscosity. The same is true for the opposite extreme. That is to say, if the bubble rises slowly, then the fluid's viscosity is much higher. The viscosity range that can be determined with the bubble viscometer is within the 0.005 and 1,000 stokes range. The value can also be taken from data by observing 3 different time value lines taken from different bubbles then gets the bubble second readings, which can then be converted into stokes.
Brookfield Viscometer, 0 / 5 (0 votes)
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Tallinna Kaubamaja Group () is Estonian trade concern located in Tallinn. The Group's operators deals with both: retail and wholesale trade. Over one tenth of Estonian retail is contributed by the Group.

The Group history began in 1960 when Tallinn Department Store was opened.

As of 2019, the Group annual profit was 29.8 million euros and therefore the Group belongs to TOP 10 companies in Estonia. By revenue of 651.3 million euros, the Group is 4th in Estonia.

The Group is owner of well-known brands like Kaubamaja, Selver, Selveri Köök, Tartu Kaubamaja Centre, Viking Motors, KIA, ABC King, SHU, I.L.U., Viking Security.

The Group employs about 3500 people.

The company's market value increased by 2.9% on the stock exchange in 2020. A total of 52,456 transactions were made with the stock in 2020, during which 4.7 million Tallinna Kaubamaja shares changed hands. The total turnover of the transactions was 38.7 million euros. The share of Tallinna Kaubamaja is one of the most actively traded shares on the Nasdaq Baltic stock exchange. In 2020, only Tallink and Šiauliai Bank shares were traded on the Nasdaq Baltic stock exchange (based on turnover).

As of September 28, 2021, the market value of Tallinna Kaubamaja is 443.9 million euros, making it the seventh largest company on the Nasdaq Baltic Stock Exchange. Tallink and Šiauliai Bank are comparable in size.

References

External links

Companies based in Tallinn
Retail companies of Estonia