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Home»Covid -19 Update»EIGHTY-EIGHT (88) NEW COVID -19 CASES,ONE (1) DEATH
Covid -19 Update
EIGHTY-EIGHT (88)
NEW COVID -19 CASES,
ONE (1) DEATH
January 18, 2022 No Comments2 Mins Read
One (1) new COVID-19 positive case was reported from six (6) samples collected on Saturday January 15th, 2022, resulting in a positivity of 16.7%. Fifty-six (56) new rapid antigen positive results were reported from flu clinics on January 15th, 2022.
Three (3) new COVID-19 positive cases were reported from five (5) samples collected on Sunday January 16th, 2022, resulting in a positivity of 60.0%.
HOSPITAL ADMISSIONS
There are currently no patients admitted for COVID-19 at the Argyle Isolation Facility. Twenty-two (22) patients are admitted to the COVID-19 ward at the Milton Cato Memorial Hospital, five (5) of whom are vaccinated, one (1) patient is partially vaccinated, and sixteen (16) patients are
unvaccinated.
Twenty-eight (28) new rapid antigen positive results were reported from flu clinics on January 16 th, 2022.
The current COVID-19 testing algorithm, based on the WHO recommendations appropriate for this phase on the current outbreak, reduces the number of RT-PCR tests conducted, relying more on rapid antigen and clinical diagnosis.
COVID-19 DEATHS
One (1) new death was recorded on the January 17th, 2022. A 90-year-old male tested positive for COVID-19 on January 10th, 2021, he was admitted to the isolation ward at the Milton Cato Memorial Hospital and died on the 17th of January of COVID-19 pneumonia.
The patient was unvaccinated. His death brings the death toll from COVID-19 to eighty-eight (88).
COVID-19 SUMMARY
Twenty-nine (29) recoveries were noted over the reporting period. Eight hundred and seventy- eight (878) cases are currently active and eighty-eight (88) persons with COVID-19 have died. Six thousand six hundred and four (6604) cases of COVID-19 and five thousand and six hundred and thirty-eight (5638) recoveries have been recorded in St. Vincent and the Grenadines since March 2020
In view of the confirmed presence of the Omicron as the dominant variant in the community and the significant increase in the number of new infections, transmission, severe COVID-19 disease
and deaths, strict enforcement and compliance with all protocols and recommendations by everyone are strongly recommended. The public is reminded to always wear a properly fitting mask, get vaccinated and boosted and seek care early.
WPP GENERAL SURGERY MISSION KICK STARTS 2023 SUPPORTED BY THE MUSTIQUE CHARITABLE FOUNDATION
Fogging Schedule for 28th November – 1st December 2022
Health Ministry urges food safety and hygiene for Christmas season
China expands lockdowns as COVID-19 cases hit daily record

redpajama_set_name: RedPajamaCommonCrawl


I have a number of courses coming up, and for those that follow me, and those who have asked to be informed about future courses here are two I will be giving in Italy and Turkey.
In Italy I will hope to be giving a PhotoReading courses in the near future. If you would like to organise participants to take the 2.5 (two and a half day) course, please contact Phillip Holt.
In Turkey the next PhotoReading course will be 1-2-3 June 2016.
In todays world we are being overwhelmed with written material, perhaps by journals, magazines, manuals, books, emails, and to keep ourselves at the top, with the knowledge needed to compete and exist in our work and social lives.
How can we get through this vast amount of material? By reading more productively.
We can speed up our reading speeds.
We can read more selectively.
We can read only that information that is relevant to our needs or purpose.
On the course I will teach you all the above and more.
Normal reading, we can expect to read at approximately 180 Words Per Minute (WPM) with 60% comprehension.
With speed-reading it is said we can achieve 800 WPM with 60% comprehension.
With PhotoReading we can achieve 20,000 – 30,000 WPM with 80% comprehension for the purpose we are reading for.
bring some books with you.
PhotoReading is not reading you have experienced before.
For those who have completed the course before, why not come along to practice and reinforce your learning, it will be fantastic to see you again for a small charge to cover the hire of the room etc. Remember for returning participants, you must have and produce the official Learning Strategies sealed certificate.
Contact the organisers Phillip for more information or email me.
In Istanbul, Turkey, 19-25 March 2016 and 14-20 May 2016, I will be giving a course Licensed by Richard Bandler's Society of NLP, the NLP Practitioner Course, your first step into obtaining excellence, confidence and change in yourself and others. Also I will give a NLP Master Practitioner in Istanbul 23-31 May 2016.
Learning NLP with Richard Bandler in the early 1990's and being one of his assistants for many years and becoming a Licensed Trainer with the Society of NLP, I have taught licensed Practitioner and Master Practitioner courses all over the world on a regular basis, especially in Turkey, many people have attended to gain excellence in their life, their work life, their business, their education, their family.
Previous participants have come from wide ranging backgrounds, housewives, doctors, students, princess, unemployed, retired or just interested, all are welcome to attend to this life changing course.
Gain the confidence to make changes in yourself and others, learn how we communicate and how the human brain processes information of change.
Contact NLPGrup in Istanbul for more information or email me.
countries, covering Licensed NLP at different levels, Licensed TonyBuzan's Mind Maps, Memory Skills, Speed-reading, Coaching, Hypnosis and Stage Hypnosis to name just a few.
Many companies and organisations have had in-house courses and seminars designed specifically for their needs, so should your company have requirements for in-house training or consultancy, please contact me for information and discussion.
My day was taken up by planning course for the future year here in Turkey, so that there will be no clashes with courses in other countries, such as Sri Lanka, India, Italy, UK etc.
Over the last number of years I have been traveling regularly to Turkey amongst other countries to give training to companies, individuals and to public classes in NLP, Hypnosis, Mind Maps, PhotoReading, Memory Techniques, Coaching etc. and enjoying every moment. Why did I waste 35 years working in the computer industry?
It was said once that I could not be good because I do so much. Well I made a strategic decision to go to the founders of any technologies the originators, to learn from them, and get their aurthortity to teach their work.
For a number of years I was an assistant on Richard Bandler's courses, I watched I learned from the co-founder of NLP, and got his approval as a trainer of the Society of NLP, I worked and learned hypnosis from Paul McKenna and the Dean of Stage Hypnosis, Ormond McGill, I went to Paul Schelle to learn PhotoReading, I went to Tony Buzan to learn Mind Maps, Dr Win Wenger of Image Streaming, Joe McMoneagle of the Stargate project, the man with the biggest memory Gianni Golfera. I have not learned from someone who learns from someone else who learns from someone else. And, I certainly have not plagiarized others work and called it my own by changing a few words but keeping the content and structure exactly the same.
So the question was put, why should our clients come to NLPGrup, why should they get a certificate or license.
I put it to the sales team that perhaps it is like going to buy a car.
You have two outlets next to each other one with the sign Toyota and the other Toy Ota.
The first outlet has brand new cars with warranty, straight from the factory, shinning paintwork, all the extras.
When you look in at the second outlet, you see there is a sign on the from of the car that looks like Toyota, but when you look at the wheels they are from a babies pram, the bodywork is made from a cardboard box that once held a refrigerator, the seats are cushions, and there is no engine but a hole in the floor where your legs fit to propel you along the road.
With NLPGrup they are getting the real Toyota.
The English courses are extremely interesting. A friend and my translator in Italy, Elena Martelli, teaches Italian in Bologna to mature foreign students, when not in class they stay with Italian families, and become totally immersed in the language. Total immersion is the best way to learn a language not two hours a week, I know I have tried and failed.
We have the students 12 hours a day for 9 days, 9am till 9pm, and I sometimes have them for three sessions, 9am, 1:30 pm and 6:30pm, to teach them accelerated learning techniques, relaxation and some NLP.
It is a joy to see and hear the change made in the participants language, although they may not notice themselves.
Perhaps I need the magic switch I use on my Stage Hypnosis to get them to speak Martian.


To Cite: Sarhangi F, Gholami H R, Khaghanizade M, Najafi Mehri S. First Aid and Transportation Course Contents Based on Experience gained in the Iran-Iraq War: a Qualitative Study, Trauma Mon. 2015 ; 20(1):e23846. doi: 10.5812/traumamon.23846.
Background: Effective first aid and transportation influences injury-induced mortality. But few qualitative studies have been conducted so far in this area.
Objectives: The aim of this study was to identify the content of the first aid and patient transportation course based on experience gained from the Iran-Iraq war.
Patients and Methods: This was a conventional qualitative content analysis study; a purposeful sample of 14 first aid and transportation experts who had worked during the Iran-Iraq war was recruited. We collected and analyzed the study data by using the semi-structured interview method and the conventional content analysis approach respectively. Each interview transcript was reviewed several times. Words, sentences, and paragraphs were labeled with codes. Codes were compared with each other and categorized according to their similarities. Similar sub-categories and categories were also grouped together and formed themes.
Results: Study participants' experiences of wartime first aid and transportation (FAT) education fell into two main themes including 'the congruence of education and educational needs' and 'managers' engagement in FAT education. The four main categories of these two themes were use of appropriate educational facilities, adopting effective teaching strategies, universal FAT education and specialized training skills.
Conclusions: The two key requirements of the first aid and transportation courses are practicality and managerial engagement. We developed and provided specific guidance of FAT curriculum by using the study findings. This curriculum is recommended for educating FAT staffs, paramedics, emergency technicians, and military nurses.
First aid and transportation is considered as the first step of prehospital services. This service takes place initially by first care responders, the ones who are first on the scene (1). The aim of first aid and transportation services includes immediate assessment and response and timely transport in order to save lives, prevent disability and decrease mortality. The services that are rendered in the field can significantly alter the outcome (2). Where approximately 50% of injury deaths occur in the prehospital setting (3) in view of the fact that trauma is the fourth leading cause of death in Iran, and nearly 15.2% of all deaths seem to be due to trauma (4, 5).Thus first aid and transportation are important and first care responders and non-medical bystanders with medical skills are essential for safe management in the front line of the prehospital trauma care (6, 7). Accordingly the first aid training program for first care responders will help provide initial care and improve outcomes (8). In addition many studies have shown that "organized trauma systems" for injured persons, reduce mortality rates (9, 10). At present the relevant advances that have occurred in prehospital trauma care driven by combat experience(11). The lessons learned from combat experience, wide-ranging first aid and transportation, wound management, emergency surgery, infection control and blood banking, also require knowledge, training, equipment, and implementation (12). Although in modern warfare, the tools and skills available today, require strategy, appropriate education and equipment that can increase the survivability of the fighting force (13). However, educational planning should be done based on educational need such as controlling hemorrhage — the first cause of death, in potentially survivable combat injuries, particularly in the prehospital setting (14, 15). As a result , military medicine has a strategy for care, inclusive training for an individual soldier; thus every soldier before each deployment, learns to treat hemorrhage, using tourniquets and applying hemostatic dressings as well as basic casualty management from the time of injury all the way until evacuation (16). Therefore , determining priorities according to clear patterns and standards can increase the effectiveness of educational activities and the needs of societies (17).
Iranian veterans of the 8-year Iran-Iraq war have valuable experience in the field of military medicine and FAT. This knowledge can be used for improvement of the FAT curriculum. A study by Babatabar et al. (2009) showed that the Iran-Iraq wartime FAT curriculum despite its weaknesses was highly effective and widely applicable (18). Also Amerion et al. (2009) highlighted that the Iran-Iraq wartime FAT curriculum had been developed and run in three ranges of cognitive, effective, and psychomotor implications and reported that some areas of the program including management of abdominal injuries need to be revised (19).
FAT experience can be used for improvement of the FAT curriculum. Therefore we aimed to assess the content of the FAT course based on experience gained from the Iran-Iraq war.
This was a conventional qualitative content analysis study. The conventional qualitative content analysis approach was selected because many studies have shown that using the first-hand experience of people who have been directly involved with a phenomenon can positively affect the outcomes of education regarding that phenomenon (20, 21). The study setting was the Iranian Military Force Health Center, Tehran, Iran in 2013. The study population were men that consisted of professional FAT staffs who served in the Iran-Iraq war and have experience of teaching FAT course including paramedics, medical assistants and nurses. The inclusion criteria were having the experience in teaching FAT courses during Iran-Iraq wartime and being willing to share their experience. Study participants were recruited by using the purposeful sampling technique. In qualitative studies, participants who have direct experience and in-depth information about the study subject are employed. Accordingly interview numbers and data saturation, selected 14 FTA expert participated in the study. Study data were collected by personal semi-structured interviews. A semi-structured interview topic guide was developed based on the research aims (22). The topic guide aimed to explore the experience of teaching FAT courses. Interviews lasted 45-90 minutes. Sampling was continued until reaching data saturation. In qualitative studies, data saturation indicate sample adequacy (22).
Interviews were recorded by using a sound recorder. Immediately after each interview, we transcribed it word for word and imported into the computer assisted qualitative data analysis software the MAXQDA 2007 to enable in-depth thematic content analysis.The MAXQDA 2007 was used to catalogue large datasets and access and code them. The conventional qualitative content analysis approach was used for data analysis. One researcher carried out all of the data analysis. Each interview transcript was reviewed several times. The researcher read through each transcript and coded sentences or paragraphs of the text under broad general headings or more specific areas. The codes were then explored in more detail, using the MAXQDA 2007 so that, codes were compared with each other and categorized according to their similarities. Categories were also compared with each other constantly and grouped into higher-level sub-categories. This technique of constant comparison was used as a means of ensuring reliability in qualitative analysis (23).
Trustworthiness i.e. the accuracy of the findings (24) is one of the most important issues in qualitative studies. The four most common criteria of trustworthiness are credibility, confirmability, reliability, and transferability. The credibility of the findings was established by adopting techniques such as constant comparison, searching for negative cases, and member-checking. For member-checking, a summary of the findings was provided to the participants and they were asked to assess the congruence between the findings and their own experiences. Moreover, two experienced qualitative researchers supervised the study. Confirmability is the ability of other individuals or parties to trace the intended researchers' activities during the study. Accordingly, the confirmability of the findings was maintained by producing a comprehensive report of the flow of the study. We also invited an external reviewer to assess the accuracy of the findings and our documentations. Transferability is defined as the possibility of transferring the study findings to other situations. Qualitative researchers provided descriptions of the findings and the data in order to enhance the transferability of their findings (23).
Study participants were informed about the aim of the study and a written informed consent was obtained from them.
All participants were male and ranged in age from 37 to 58 with a mean of 48.74 ± 4.67 years. Moreover, the length of their service at war zones was 24-78 months with a mean of 46.14 ± 15.92. Analysis of the study data yielded the generation of 341 primary codes, twelve sub-categories, four main categories, and two main themes. The main themes of the study were 'the congruence of FAT education and educational needs and 'managerial' engagement in FAT education'. These two themes are explained below.
All participants highlighted the importance of providing educations based on educational needs. The two main categories of this theme were using appropriate educational materials and adopting effective teaching strategies.
According to the study participants, FAT-related concepts need to be included in FAT courses. A participant who had a 61-month experience of medical assistance and FAT education at war zones noted that during the war, veterans were in an urgent need for receiving specialized services. Accordingly, both theoretical and practical training were designed and offered. Theoretical trainings included the definition of FAT, methods of transportation, and the basics of first aid. Our participants highlighted that considering the large numbers of victims at war zones, the most essential step in FAT was triage and prioritization. A participant who had a 36-month war experience noted that in FAT operations during Iran-Iraq war, victims were prioritized and labeled as 'Acute' or 'Outpatient' and they were transported respectively to either emergency medical service centers or field hospitals. Accordingly, appropriate prioritization resulted in appropriate transportation.
Another aspect of using appropriate educational materials was related to the basics of quick FAT. Our participants highlighted that a prerequisite to quick FAT was having a high morale and great spiritual readiness. A participant who had a 48-month experience of working as the chief of FAT education during wartime mentioned that we had an effective FAT system stating that the reason was that our FAT staffs were highly competent, physically fit, and spiritually developed. Moreover, they had high aspiration for both martyrdom and victoty. Accordingly, they protected themselves and saved their fellow veterans' lives even in difficult conditions where reinforcements and munitions were not available.
Some participants also highlighted the importance of incorporating the basics of modern-warfare FAT into FAT courses. A participant who had a 50-month war experience and had served in Iran-Iraq war as the chief of the Modern Warfare Unit expressed, that in their classes, we repeatedly taught the principles of FAT in chemical warfare including personal protection, using face mask, wearing chemical-proof uniform, and using the Modern Warfare Kits. Afterwards, they taught the techniques in classes and then practiced them during maneuvers.
The second main category of the congruence of FAT education and educational needs was adopting effective teaching strategies. The sub-categories of this were practical training, field and clinical training, and maintaining the continuity of training. A participant who had a 38-month war experience and an experience in teaching noted that teaching methods were also important during the war and stressed the basics of transporting victims by using a stretcher to paramedics, medical assistants, and evacuators. Moreover, when there was no military operations and the workload was lighter, continuing theoretical and practical training of nurses and auxiliary nurses who worked in field hospitals is essential.
Another participant who had served in the Iran-Iraq war for 78 months as a paramedic and field FAT trainer noted that teaching the basics of FAT in mountainous areas was unique. Mountain FAT staffs needed to maintain full physical fitness. Before each operation, maneuvers and principles of transporting victims by using a stretcher in upward and downward slopes are necessary.
Our participants highlighted that in addition to the War Health Center which was the main body in FAT education during wartime, managers at all levels were also engaged. The two main categories of this theme were universal FAT education and specialized skill training. These categories are explained below.
One of the key attributes of Iran-Iraq wartime FAT education was its universality. The sub-categories of this category were FAT education for managers and commanders, educating self- and fellow-FAT, and educating war-related managerial experiences via course syllabus through consulting with skilled personnel and experience. Commanders required universal self-FAT educations to all veterans. Such educations focused mainly on wound management.
Veterans learned how to save their own or their fellows' lives by using the equipment available.
Our participants also highlighted the importance of specialized skill training. The two sub-categories of this category were training staffs skill and the need for skilled FAT trainers. Some had received no academic FAT trainings; however, they attended FAT courses and received FAT trainings at their own provinces. They had passed at least the FAT, the Medical Assistant, the Self-FAT, or the Fellow-FAT courses. Moreover, continuing education programs were offered during Iran-Iraq war in war zones. The trainers were experienced in providing FAT services in the war zone.
This study was conducted to identify the content of the FAT course based on the Iran-Iraq war experiences. Study findings revealed that Iranian veterans of the eight-year Iran-Iraq war have valuable experience in the field of military medicine and FAT education. This knowledge and experience can be used for improving the FAT curriculum. Previous studies also reported the same findings (18, 19). In view of the fact FAT is a component of prehospital trauma care and the training of prehospital care providers ranges from minimally trained first responders to attending physicians trained in trauma center. Because of these discrepancies in training and experience, the prehospital system needs to be carefully reviewed in the field and combat zone (25). Therefore, to use war-related experiences may be effective. Atack et al. (2000) also noted that employing skilled trainers is an essential prerequisite to effective teaching (26).
Study findings also revealed that the basics of triage and prioritization need to be included in FAT courses and offered in such a way that it could empower FAT staffs to quickly assess victims, identify their medical needs, determine healthcare priorities and provide first aid services based on triage including on-site transportation. Other studys determined that major trauma patients should be identified on scene, with time-critical interventions performed to save lives and allow safe transport, followed by rapid transfer to the most appropriate facility for ongoing management. Accurate triage and bypass protocols are therefore essential (27, 28). We also found that effective teaching strategies are needed for improving the effectiveness of FAT trainings. Chen et al. (2007) also reported that teaching strategies should be designed and employed according to the characteristics of the target population (29). Accordingly, FAT staffs need to receive short-term and long-term specialized FAT trainings. Yeung et al. (2008) also found that emergency nurses had precise FAT-related information; nonetheless, they needed to receive practical FAT trainings to supplement their knowledge. Our participants also highlighted the importance of continuing education programs to improve the effectiveness of FAT training. Maintaining the continuity of education is a key prerequisite to successful health education (30). Study findings also highlighted the importance of common FAT education. This is in line with the findings of Mohebbi et al. They assessed FAT services which had been provided to casualties of the Bam earthquake and found that in 65% of cases, family members had acted as the primary FAT personnel (31).
Based on the pattern of injury trauma patients were may have loss of airway or breathing, life-threatening hemorrhage, chest and head injuries. The airways of severely injured patients need to be secured as soon as possible. Therefore monitoring vital signs, airway management and cardiovascular monitoring is a key component of FAT for seriously injured patients. In military medicine maintenance of blood circulation is one of the most important goals in primary care of a trauma patient. The majority of bleeding occurs before hospitalization of the patient. Thus, the ability to stop hemorrhage from actively bleeding large arteries and veins is vital. Several physical methods are used for bleeding control such as using a tourniquet. The US military in the latest conflicts in Iraq and Afghanistan showed that tourniquets save lives in cases of severe blast injuries. These findings translated into tourniquets built into tactical gear by some manufacturers. The different types of tourniquets (rubber, cloth, and windlass) are successful in eliminating distal pulses when applied above and below the knee or elbow in limb amputation. Most bleeding from such injuries are also controllable through use of direct pressure, elevation and packing of the wound. If these actions do not achieve hemostasis, then the use of a tourniquet is indicated (32).
We also found that the basics of quick FAT need to be included in FAT courses. It is now fairly well known and understood that experiencing in emergency situations, time is directly related to life. In other words, the shorter the FAT time is, the lower the casualty rate will be and a regional network of trauma care can reduce the mortality resulting from major trauma. In developed countries with mature trauma systems, further improvements in mortality rates are likely to be small. Therefore, efforts to establish the effect of trauma system care on quality of functional outcome are of key importance (33).
In addition, we found that our participants had not received training regarding protection against chemical warfare during the first years of the war. Ahadi et al. (2002) also reported that Iranian FAT staffs had not been initially prepared for chemical warfare (34). Although the use of chemical warfare still remains a potential threat despite the CWC prohibiting their use knowledge about these agents is very important to plan a response in an emergency. If timely protective action is taken and exposed persons treated immediately, the mortality and morbidity can be considerably reduced (33).
Accordingly, the target population FAT education should include all people in the society, particularly those who are deemed to be at greater risk. We found that FAT educations should also be provided to managers of all levels. In emergency situations, managers need to make momentous decisions. In other words, effective and wise decision making is among the key requirements for FAT success. However, experience shows that most fatal errors usually occur in critical situations, i.e. when individuals cannot make informed and intelligent decisions. Accordingly, educating the basics of FAT to managers can improve their decision making ability in emergency situations. Study findings indicated that another component that should be incorporated into FAT courses was war-related managerial experiences. Some also noted that using managers' experiences can enhance the effectiveness of FAT education (35). Moreover, specialized skill training was also highlighted by our participants as one of the key components of FAT courses. Hudson et al. (2010) also found that providing pre-hospital intensive care is among the main tasks of FAT personnel (36).
We developed a FAT course curriculum based on the findings of the study (Table 1). Providing short- and long-term FAT educations by using the developed FAT course syllabus is recommended.
The wartime FAT course had been developed based on the real needs of veterans and it included both theoretical and practical trainings. Moreover, study findings highlighted the necessity for revising FAT course syllabus based on clients, veterans, and managers' needs. We developed and provide specific guidance of FAT curriculum. This curriculum is recommended for educating FAT personnel, paramedics, emergency technicians, and military nurses.
a Abbreviation: FAT, first aid and transportation.
The authors express their thank of the Trauma Research Center of Baqiyatallah University of Medical Sciences, and the Health and Medical Education Deputy of the Iranian Revolutionary Guard Corps for funding and everyone who assisted us in this research.
Authors' Contributions: Study concept and design: Hamid Reza Gholami, Forogh Sarhangi; acquisition of data: Hamid Reza Gholami; analysis and interpretation of data: Forogh Sarhangi, Dr. Morteza Khaghanizade; drafting of the manuscript: Hamid Reza Gholami, Soheil Najafi Mehri; critical revision of the manuscript for important intellectual content: Forogh Sarhangi, Dr. Morteza Khaghanizade.
Funding/Support: This manuscript funded by the Health and Medical Education Deputy of the Iranian Revolutionary Guard Corps and Trauma Research Center of Baqiyatallah University of Medical Sciences.


To amend the Internal Revenue Code of 1986 to allow for a credit against tax for certain flood insurance expenses.
H.R. 5543 (115th) was a bill in the United States Congress.
Flood Insurance Tax Credit Act of 2018, H.R. 5543, 115th Cong..


We've looked at listening and writing skills before, and in this post, we're going to look at how to improve your understanding when reading.
1. Do not stop immediately but keep reading a bit. It is normal to find words and passages that seem unclear. When you read along and find a place that puzzles you, first read ahead a few sentences and then go back a few sentences. Often you will find that the material before and after a passage will help explain it.
2. Think whether it's important to understand the puzzling passage before you stop and figure it out. When it is important, work on it. When it's not important, skip it and read on. It is NOT important to fully understand a passage when you are scanning rapidly to get a general idea. But it IS important to understand a passage when it talks about things your teacher wants you to learn. And it IS important when it contains a general principle or basic information that you need to understand later material.
3. Know that there are no easy ways to understand. They all involve more work than reading lightly past the troublesome parts. Accept the fact that you must work harder to understand puzzling parts.
4. When a writer gives examples of concepts and ideas, study them carefully because they relate ideas to concrete things you can relate to. Do not skip over examples. When you understand examples, you will understand big ideas.
Also study examples of things that the author says you might confuse with the concept. For example, if an author were teaching the concept of a "mammal", he or she might give examples of mammals like dogs, cows, kangaroos, and humans. Then the author might list things that are not mammals–flies, dinosaurs, sharks, snakes, and maple trees.
5. Go slowly! Make mental images of the meanings. Read again the puzzling part word for word. Do it slowly. Read with exaggerated emphasis. Give yourself time to think of the meanings of all the words. Think of visual images of what the passage means. And if it's appropriate, think of how something feels. Move your hands and arms the way a chart's line moves up or down. Fantasize how it would feel to be the thing that is talked about. For example, how would an electron feel as it moved through each part of a circuit?
6. Talk to yourself! This is important. Most people who are highly intelligent do it. As you move through a puzzling passage, translate it into your own words. Do not just stare at the words and sentences without thinking. Do not let your mind be wordless. Think the passage through. Relate it to things meaningful to you. If you are alone, talk out loud. Really! I know people who do it.
7. Look up important words. If you find important words that you do not know and cannot figure out from the context, then stop reading and look them up in the dictionary. If the words are technical words in the course, look them up in the book's glossary. If that does not work, look in the index in the back of the book to find other places the word is used. Look for clues in those pages. It usually helps.
8. Look at beginnings of sections. You can also use the trick of going back to the beginning of the relevant section. Why? Because authors use the beginning of passages to define basic terms and to explain basic information. They build up their explanations step by step. If you can understand the beginning, it is easier to understand the middle. If the part you are reading depends on understanding something much earlier in the book, turn back to it and read it again. Do this especially if you are picking up the book after a period of time and have forgotten some earlier material. Generally, you can review it a lot faster than you first read it.
9. Break down the puzzling passage into several parts. You may find that a passage contains several steps or several traits of an object. Isolate them, and if possible, take a pencil and mark 1, 2, 3, 4, etc. in the margin or on a piece of paper.
These parts will be related to other facts and ideas in the sections of the chapter. Pick one part and compare it to another part. Ask yourself how they are related. After you get one relationship answered, work on another. After you figure out the relationship of several parts, the mystery will vanish.
–Specific example and its general category.
If a passage puzzles you, search for one or more of these relationships.
10. Draw a diagram. Diagrams and charts often make ideas clear. Since you use the visual parts of your brain to make diagrams and look at them, they can increase your comprehension. To show causes and effects, make little boxes in a row, each containing a word for a cause or effect, and draw arrows from causes to effects. To show parts and wholes, draw a rough sketch of an object and mark the parts.
11. Try to figure out the overall framework. This means that you figure out the author's purpose. Perhaps the author is listing four steps, six parts of an explanation, or naming all the effects of an important factor. When you know the framework, it helps.
12. Focus on the parts that you do understand. Then try to see how the part you don't understand can fit in.
13. Make a guess about the meaning of a puzzling part. Keep the guess in mind and reread the puzzling part as if your guess were true. Does it make sense now? If yes, you may have it. If not, try to make a second guess and reread it. Make a third guess.
1. Read on. If you try and cannot make sense of a passage, then read on. Much of the other material will make sense. Meanwhile, you can know that your unconscious mind will work on it. Return later to the puzzling part and reread it. I have often found that when I return to a passage later, I understand much more.
2. Mark puzzling passages. When you have to leave a passage still a mystery to you, it's possible that you will get it later. So mark it. Put a big question mark in the margin. If you do not mark it, you may not find it to study again and may not clear up the problem.
3. Ask someone who might know. Ask teachers, fellow students, friends.
4. If you try several of these techniques and still cannot understand a passage, possibly it is the writer's fault . Some writers write poorly. They leave out assumptions and background information that you need. Other writers make mistakes. When writers fail, readers have no chance. When you wonder if a problem is the author's fault, you should mark the passage with a question mark, read on, and later ask your teacher about it.
5. If you continue to have a lot of difficulty with a book, it is possible that it is just too hard for you at this time . Think whether there is a course that teaches the prerequisite skills. If so, did you take it? If not, perhaps you should take it. Then later after you build up the skills you need, you will find the same book easier.
6. Even if you continue to have difficulty with a book, you can accept the fact that you are truly getting something . In some ways it is better to understand one-half of a good book than to understand nine-tenths of a bad book. Moreover, if you work hard on a difficult book, your work will improve your reading skills. Then you will understand the next difficult book better.


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We were at the just concluded AfricaBuild Lagos 2016 Building and Interiors Exhibition, which took place at the LandMark Center in Victoria Island, from the 16-18th of this month (February). This is their first exhibition in Nigeria, and they've positioned themselves cleverly as the premier trade exhibition for the building industry, in a bid to take advantage of the immense potential in Nigeria's construction industry, which is currently worth around US$ 69bn, employing 5% of our 170m population.
It was refereshing and insightful getting to see a vast array of new materials, products as well as services from 91 exhibitors made up of professionals, manufacturers and suppliers representing 16 different countries. Everything from Construction Machinery & Technology to Building Equipment & Tools, Materials and finishes amongst much more. Heres a look at what we saw through the 3 days.


text:
package com.company.professor;

import com.company.professor.DaoSession;
import de.greenrobot.dao.DaoException;

// THIS CODE IS GENERATED BY greenDAO, DO NOT EDIT. Enable "keep" sections if you want to edit.
/**
 * Entity mapped to table "pokemon_stats".
 */
public class PokemonStats {

    private long PokemonId;
    private long StatId;
    private long BaseStat;
    private long Effort;

    /** Used to resolve relations */
    private transient DaoSession daoSession;

    /** Used for active entity operations. */
    private transient PokemonStatsDao myDao;

    private Pokemon Pokemon;
    private Long Pokemon__resolvedKey;

    private Stats Stats;
    private Long Stats__resolvedKey;

    public PokemonStats() {
    }

    public PokemonStats(long PokemonId) {
        this.PokemonId = PokemonId;
    }

    public PokemonStats(long PokemonId, long StatId, long BaseStat, long Effort) {
        this.PokemonId = PokemonId;
        this.StatId = StatId;
        this.BaseStat = BaseStat;
        this.Effort = Effort;
    }

    /** called by internal mechanisms, do not call yourself. */
    public void __setDaoSession(DaoSession daoSession) {
        this.daoSession = daoSession;
        myDao = daoSession != null ? daoSession.getPokemonStatsDao() : null;
    }

    public long getPokemonId() {
        return PokemonId;
    }

    public void setPokemonId(long PokemonId) {
        this.PokemonId = PokemonId;
    }

    public long getStatId() {
        return StatId;
    }

    public void setStatId(long StatId) {
        this.StatId = StatId;
    }

    public long getBaseStat() {
        return BaseStat;
    }

    public void setBaseStat(long BaseStat) {
        this.BaseStat = BaseStat;
    }

    public long getEffort() {
        return Effort;
    }

    public void setEffort(long Effort) {
        this.Effort = Effort;
    }

    /** To-one relationship, resolved on first access. */
    public Pokemon getPokemon() {
        long __key = this.PokemonId;
        if (Pokemon__resolvedKey == null || !Pokemon__resolvedKey.equals(__key)) {
            if (daoSession == null) {
                throw new DaoException("Entity is detached from DAO context");
            }
            PokemonDao targetDao = daoSession.getPokemonDao();
            Pokemon PokemonNew = targetDao.load(__key);
            synchronized (this) {
                Pokemon = PokemonNew;
            	Pokemon__resolvedKey = __key;
            }
        }
        return Pokemon;
    }

    public void setPokemon(Pokemon Pokemon) {
        if (Pokemon == null) {
            throw new DaoException("To-one property 'PokemonId' has not-null constraint; cannot set to-one to null");
        }
        synchronized (this) {
            this.Pokemon = Pokemon;
            PokemonId = Pokemon.getId();
            Pokemon__resolvedKey = PokemonId;
        }
    }

    /** To-one relationship, resolved on first access. */
    public Stats getStats() {
        long __key = this.StatId;
        if (Stats__resolvedKey == null || !Stats__resolvedKey.equals(__key)) {
            if (daoSession == null) {
                throw new DaoException("Entity is detached from DAO context");
            }
            StatsDao targetDao = daoSession.getStatsDao();
            Stats StatsNew = targetDao.load(__key);
            synchronized (this) {
                Stats = StatsNew;
            	Stats__resolvedKey = __key;
            }
        }
        return Stats;
    }

    public void setStats(Stats Stats) {
        if (Stats == null) {
            throw new DaoException("To-one property 'StatId' has not-null constraint; cannot set to-one to null");
        }
        synchronized (this) {
            this.Stats = Stats;
            StatId = Stats.getId();
            Stats__resolvedKey = StatId;
        }
    }

    /** Convenient call for {@link AbstractDao#delete(Object)}. Entity must attached to an entity context. */
    public void delete() {
        if (myDao == null) {
            throw new DaoException("Entity is detached from DAO context");
        }
        myDao.delete(this);
    }

    /** Convenient call for {@link AbstractDao#update(Object)}. Entity must attached to an entity context. */
    public void update() {
        if (myDao == null) {
            throw new DaoException("Entity is detached from DAO context");
        }
        myDao.update(this);
    }

    /** Convenient call for {@link AbstractDao#refresh(Object)}. Entity must attached to an entity context. */
    public void refresh() {
        if (myDao == null) {
            throw new DaoException("Entity is detached from DAO context");
        }
        myDao.refresh(this);
    }

}

redpajama_set_name: RedPajamaGithub


text:
from hdlConvertorAst.hdlAst._structural import HdlCompInst
from hwt.hdl.constants import DIRECTION
from hwt.hdl.types.bits import Bits
from hwt.interfaces.std import Signal, VectSignal
from hwt.interfaces.utils import addClkRstn, propagateClkRstn
from hwt.synthesizer.exceptions import TypeConversionErr
from hwt.synthesizer.hObjList import HObjList
from hwt.synthesizer.interfaceLevel.emptyUnit import EmptyUnit
from hwt.synthesizer.param import Param
from hwt.synthesizer.unit import Unit
from hwt.synthesizer.utils import to_rtl_str, synthesised
from hwtLib.amba.axis import AxiStream
from hwtLib.amba.axis_fullduplex import AxiStreamFullDuplex
from hwtLib.examples.base_serialization_TC import BaseSerializationTC
from hwtLib.examples.hierarchy.groupOfBlockrams import GroupOfBlockrams
from hwtLib.examples.hierarchy.unitToUnitConnection import UnitToUnitConnection
from hwtLib.examples.simple2withNonDirectIntConnection import \
    Simple2withNonDirectIntConnection
from hwtLib.tests.synthesizer.interfaceLevel.baseSynthesizerTC import \
    BaseSynthesizerTC

D = DIRECTION

class UnitWithArrIntf(EmptyUnit):
    def _config(self):
        self.DATA_WIDTH = Param(64)
        self.USE_STRB = Param(True)

    def _declr(self):
        with self._paramsShared():
            self.a = AxiStream()
            self.b = HObjList(AxiStream() for _ in range(2))._m()

class UnitWithArrIntfParent(Unit):
    def _config(self):
        self.DATA_WIDTH = Param(64)
        self.USE_STRB = Param(True)

    def _declr(self):
        with self._paramsShared():
            self.a = AxiStream()
            self.b0 = AxiStream()._m()
            self.b1 = AxiStream()._m()

            self.u0 = UnitWithArrIntf()

    def _impl(self):
        self.u0.a(self.a)
        self.b0(self.u0.b[0])
        self.b1(self.u0.b[1])

class UnitWithGenericOnPort(Unit):
    def _config(self):
        self.NESTED_PARAM = Param(123)

    def _declr(self):
        self.a = VectSignal(self.NESTED_PARAM)
        self.b = VectSignal(self.NESTED_PARAM)._m()

    def _impl(self):
        tmp = self._sig("tmp", self.a._dtype)
        tmp(self.a)
        self.b(tmp)

class UnitWithGenericOfChild(Unit):
    def _declr(self):
        self.a = VectSignal(123)
        self.b = VectSignal(123)._m()
        self.ch = UnitWithGenericOnPort()

    def _impl(self):
        self.ch.a(self.a)
        tmp = self._sig("tmp", self.ch.a._dtype)
        tmp(self.b)
        self.b(tmp)

def count_components(u):
    return len([o for o in u._ctx.arch.objs if isinstance(o, HdlCompInst)])

class SubunitsSynthesisTC(BaseSynthesizerTC, BaseSerializationTC):
    __FILE__ = __file__

    def test_GroupOfBlockrams(self):
        """
        Check interface directions pre and after synthesis
        """
        u = GroupOfBlockrams()
        u._loadDeclarations()
        u = synthesised(u)
        self.assertEqual(count_components(u), 2)

    def test_SubunitWithWrongDataT(self):
        class InternUnit(Unit):
            def _declr(self):
                dt = Bits(64)
                self.a = Signal(dtype=dt)
                self.b = Signal(dtype=dt)._m()

            def _impl(self):
                self.b(self.a)

        class OuterUnit(Unit):
            def _declr(self):
                dt = Bits(32)
                self.a = Signal(dtype=dt)
                self.b = Signal(dtype=dt)
                self.iu = InternUnit()

            def _impl(self):
                self.iu.a(self.a)
                self.b(self.iu.b)

        self.assertRaises(TypeConversionErr, lambda: to_rtl_str(OuterUnit))

    def test_twoSubUnits(self):
        u = UnitToUnitConnection()
        u._loadDeclarations()
        u = synthesised(u)
        self.assertEqual(count_components(u), 2)

    def test_threeSubUnits(self):
        class ThreeSubunits(Unit):
            """a -> u0 -> u1 -> u2 -> b"""

            def _config(self):
                self.DATA_WIDTH = Param(64)
                self.USE_STRB = Param(True)

            def _declr(self):
                addClkRstn(self)
                with self._paramsShared():
                    self.a = AxiStream()
                    self.b = AxiStream()._m()

                    self.u0 = Simple2withNonDirectIntConnection()
                    self.u1 = Simple2withNonDirectIntConnection()
                    self.u2 = Simple2withNonDirectIntConnection()

            def _impl(self):
                propagateClkRstn(self)
                self.u0.a(self.a)
                self.u1.a(self.u0.c)
                self.u2.a(self.u1.c)
                self.b(self.u2.c)

        u = ThreeSubunits()
        u._loadDeclarations()
        u = synthesised(u)
        self.assertEqual(count_components(u), 3)

    def test_subUnitWithArrIntf(self):
        u = UnitWithArrIntfParent()
        u._loadDeclarations()
        u = synthesised(u)
        self.assertEqual(count_components(u), 1)

    def test_threeLvlSubUnitsArrIntf(self):
        class ThreeSubunits(Unit):
            """a -> u0 -> u1 -> u2 -> b"""

            def _config(self):
                self.DATA_WIDTH = Param(64)
                self.USE_STRB = Param(True)

            def _declr(self):
                addClkRstn(self)
                with self._paramsShared():
                    self.a = AxiStream()
                    self.b0 = AxiStream()._m()
                    self.b1 = AxiStream()._m()

                    self.u0 = Simple2withNonDirectIntConnection()
                    self.u1 = UnitWithArrIntf()
                    self.u2_0 = Simple2withNonDirectIntConnection()
                    self.u2_1 = Simple2withNonDirectIntConnection()

            def _impl(self):
                propagateClkRstn(self)
                self.u0.a(self.a)
                self.u1.a(self.u0.c)

                self.u2_0.a(self.u1.b[0])
                self.u2_1.a(self.u1.b[1])

                self.b0(self.u2_0.c)
                self.b1(self.u2_1.c)

        u = ThreeSubunits()
        u._loadDeclarations()
        u = synthesised(u)
        self.assertEqual(count_components(u), 4)

    def test_unitWithIntfPartsConnectedSeparately(self):
        class FDStreamConnection(Unit):
            def _declr(self):
                self.dataIn = AxiStreamFullDuplex()
                self.dataOut = AxiStreamFullDuplex()._m()

            def _impl(self):
                self.dataOut.tx(self.dataIn.tx)
                self.dataIn.rx(self.dataOut.rx)

        u = FDStreamConnection()
        u._loadDeclarations()
        u = synthesised(u)

    def test_used_param_from_other_unit(self):
        u = UnitWithGenericOfChild()
        self.assert_serializes_as_file(u, "UnitWithGenericOfChild.vhd")

if __name__ == '__main__':
    import unittest
    # print(to_rtl_str(UnitWithArrIntfParent()))

    suite = unittest.TestSuite()
    # suite.addTest(SubunitsSynthesisTC('test_used_param_from_other_unit'))
    suite.addTest(unittest.makeSuite(SubunitsSynthesisTC))
    runner = unittest.TextTestRunner(verbosity=3)
    runner.run(suite)


text:
Outdoor Recreation in America - 6th Edition
Clayne Jensen
Steven Guthrie
Book - Sold Out
Part I. The Basis for Outdoor Recreation
Chapter 1. Outdoor Recreation Meanings and Concepts
Defining Leisure
Defining Recreation
Defining Outdoor Recreation
Chapter 2. History of Anglo-European Outdoor Recreation
Ancient History of Outdoor Recreation
Development of Conservation Attitudes and Land Management in the United States
Land Preservation Gains Focus: Mid-1800s
Beginning of Conservation and Management as National Policy: 1890s to Early 1900s
Outdoor Recreation and Environmental Protection Flourish: 1960 to 1980
Later 20th Century: The Move to Privatization and Commercialization
Start of the 21st Century
Chapter 3. Benefits and Values of Outdoor Recreation
Benefits of Outdoor Recreation
Objectives of Outdoor Recreation Professionals
Chapter 4. Participation in Outdoor Recreation
Recent Participation Trends
Assessment of Trend Predictions
Chapter 5. Lifestyle Trends and Influences
Population Growth and Demographic Changes
Demographic Groups and Outdoor Recreation
Geographic Factors
Transportation and Motorized Recreation
Technology and Media Growth
Part II. Natural Resources
Chapter 6. Natural Resource Base for Outdoor Recreation
Wildlife and Plant Resources
Historic and Cultural Resources
Availability of Outdoor Recreation Lands
Chapter 7. Wilderness and Wildlands
Development of Wilderness Protection
National Wilderness Preservation System
Wilderness Concept Today
Wilderness Management
Chapter 8. Resource Management Concepts
Conservation, Preservation, and Wise Use
Use Concepts
Impact and Use Concepts
Ecosystem Management
Part III. Involvement of State and Federal Agencies
Chapter 9. National Park Service
National Park Service Today
Recreation Involvement of the National Park Service
National Parks in Other Countries
Chapter 10. USDA Forest Service
The USDA Forest Service Today
The National Forest System
Recreation Resources, Facilities, and Programs
USDA Forest Service Employment and Volunteer Opportunities
Chapter 11. Other Federal Land Management Systems
Other Federal Agencies
Special Federal Systems
Miscellaneous Federal Designations
Chapter 12. Federal Water Resource Management
Bureau of Reclamation
Natural Resources Conservation Service
Chapter 13. The Roles of State Agencies
History and Governing Authority
State Land Management Systems
Protection, Funding, and Acquisition of Lands for State Use
Sample State Agency Organizational Systems
Part IV. Local Governmental and Private Sector Impacts
Chapter 14. Local Government Participation
Legal Authorization
Local Management Structures
Park Development for Outdoor Recreation
Chapter 15. Economic Factors in Outdoor Recreation
Funding for Federal Programs
Financing for State and Local Programs, Facilities, and Land
Economic Concepts
Economic Impact of Outdoor Recreation
Chapter 16. Commercial Recreation, Private Recreation, and Nonprofit Organizations
Commercial Recreation
Private Recreation
Private Nonprofit Organizations
Part V. Human Interaction with the Environment
Chapter 17. Resource Management Challenges
Challenges to Public Land
Human Issues
Environmental Resource Issues
Planning for Ecological Sustainability and Recreation
Chapter 18. Planning
Principles of Planning
Nationwide Planning
State Planning
Local and Regional Planning
Site Planning
Chapter 19. Education for Outdoor Recreation
Professional Strands for Outdoor Recreation
Preparing for a Career
Preparing Professionals
Chapter 20. Environmental Quality
Environmental Degradation and Protection
Are We Progressing?
Chapter 21. A Look at the Future
U.S. and World Trends
Trends in Outdoor Recreation
Issues and Needs in Outdoor Recreation Leadership
Future Leadership Needs
Appendix A. Nonprofit Organizations Involved With Outdoor Recreation and Natural Resource Protection
Appendix B. Legislative Acts Affecting Outdoor Recreation
Appendix C. Federal Financial and Technical Assistance Programs for Outdoor Recreation
Appendix D. Federal Agencies Involved with Outdoor Recreation
Appendix E. State Outdoor Recreation Offices
Clayne R. Jensen, EdD, is a pioneer in the field of outdoor recreation. He has contributed more than 30 professional journal articles and authored or coauthored 16 college textbooks, including the classic Outdoor Recreation in America.
Dr. Jensen has more than 25 years' experience teaching physical education and recreation management. He has been associate vice president of Brigham Young University (BYU) and the university's athletic director. From 1973 to 1991 he served as dean of the College of Health, Physical Education, Recreation, Dance, and Athletics at BYU.
Dr. Jensen has been an active member of the National Recreation and Park Association (NRPA) and the American Alliance for Health, Physical Education, Recreation and Dance (AAHPERD). He has long been an avid outdoorsman who partipates in numerous activities and travels extensively to national and international scenic areas.
Dr. Steve P. Guthrie, PhD, has been teaching and leading in the outdoors for more than 30 years. He is a an assistant professor at Lock Haven University of Pennsylvania. Previously, he taught in the Outdoor Recreation/Adventure Education Leadership and Outdoor Recreation Administration programs at Unity College in Maine.
Dr. Guthrie received his PhD in physical education with emphasis on philosophy, psychology, sociology, and history from the University of Oregon. He is an editorial committee member for the Journal of Experiential Education and a longtime member of the Association for Experiential Education (AEE). Dr. Guthrie is also a founding member and past president of the Association for Outdoor Recreation and Education (AORE) as well as a member of the American Canoe Association, the National Recreation and Park Association (NRPA), and the Professional Ropes Course Association (PRCA).


The only definitive "treatment" for preeclampsia (Pregnancy induced hypertension) is delivery the fetus, either vaginal or cesarean (c-section). Inducing labor is the treatment of choice for women who have reached a gestational age of at least 37 weeks. In all cases, the consensus is that all women with preeclampsia (Pregnancy induced hypertension) should be delivered by 40 weeks, and the use of induction drugs and cervical ripening agents is common.
The goal of treatment is to prevent the condition from becoming worse and to prevent it from causing other complications.
High blood pressure medications are generally not given to women who are being treated on an outpatient basis, though certain medications are sometimes used during hospital-based treatment for severe preeclampsia (Pregnancy induced hypertension). Similarly, there is currently no indication for either restricting salt intake or using diuretics in cases of preelampsia (Pregnancy induced hypertension) though both of these are commonly used for the initial treatment of high blood pressure not related to pregnancy. Bed rest is a well-known treatment measure, but, like salt restriction and diuretics, it has not been proven to improve ultimate outcomes.
When delivery must be induced at a gestational age of less than 34 weeks, a course of steroids (usually betamethasone or dexamethasone) is given. This is done to help the baby's lungs develop, since babies born before 34 weeks almost always have some difficulty breathing because their lungs are still immature.
In cases of mild to severe preelampsia (Pregnancy induced hypertension) magnesium is usually given intravenously to prevent seizures and other serious potential complications to prevent eclampsia . Numerous studies have shown that magnesium is vastly superior to other drugs for this purpose.


Just a reminder that the annual Shriekfest festival runs from Friday through Sunday this week. There will be numerous world premiers of independent horror films, and some question-and-answer sessions with filmmakers. All events take place at Raleigh Studios in Hollywood, except for the opening night party on Thursday, which takes place at Hollywood Billiards.
Forty films and 39 screenplays are in competition. Awards will be selected in such categories as Best Feature Horror Film, Best Short Subject, and Best Under 18 film and screenplay.


As you patch, you will inevitably have Max objects that overlap (e.g., placing user interface objects or comment boxes on top of a panel when creating a user interface). Max uses a foreground layer and a background layer, and also allows you to rearrange the relative front-to-back ordering of objects themselves in each of these layers.
Bring to Front moves selected objects draw in front of all other objects.
Bring Forward brings the selected objects in front of the object they are immediately behind. Bring Forward is also available in the Patcher window toolbar.
Send to Back moves the selected objects behind all other objects.
Send Backward moves the selected objects behind the object the are immediately in front of. Send Backward is also available in the Patcher window toolbar.
Select the object(s) whose relative ordering interests you.
Look at the patcher window toolbar. If the Send Forward icon is disabled, the object is the frontmost object. If the Send Backward icon is disabled, the object is the object farthest in back. If neither icon is disabled, the object is somehere in the middle.


text:
Carcinogen found in 2 more IAF jets
F-16i training still suspended over formaldehyde in cockpits; meanwhile, 4 new jets delivered to IAF.
By YAAKOV KATZ
f16 224.88
(photo credit: Ariel Jerozolimski )
Two additional F-16I fighter jets were found in recent days to have unusually high concentrations of carcinogenic material, the IAF revealed early Tuesday morning, raising the total of such cases to three. IAF chief Maj.-Gen. Elazar Shkedy decided on March 21 to ground all F-16I training flights (the plane will continue to be used in necessary operations) after formaldehyde was found in the cockpit of one of the aircraft. IDF sources said the air force was no closer to discovering the precise cause of the carcinogenic leak and was consequently maintaining the ban on training flights. So far, 20 planes have been checked for the material. Each inspection includes several days of lab tests and at least one hour of work on the aircraft. Despite the ongoing inspections, the IAF has decided to continue receiving F-16Is from Lockheed Martin. Four planes arrived in Israel over the weekend. Upon arrival, the planes began undergoing tests to determine if they contained high concentrations of formaldehyde. In addition to these inspections, the IAF has conducted tests on its fleet of F-15Is, which came up clear of high formaldehyde concentrations. Meanwhile, Israel has also been in touch with a number of countries that have the F-16I, to discuss the technical issues. Singapore has begun to test its planes as well, Channel 1 reported Tuesday night. The F-16I is also in operation in Poland, Greece and the US. The IDF has been receiving about two planes a month since 2004 and is expected to receive the complete 102 it has ordered by the end of the year.


text:
require 'linguist/repository'

require 'test/unit'

class TestRepository < Test::Unit::TestCase
  include Linguist

  def repo(base_path)
    Repository.from_directory(base_path)
  end

  def linguist_repo
    repo(File.expand_path("../..", __FILE__))
  end

  def test_linguist_language
    # assert_equal Language['Ruby'], linguist_repo.language
  end

  def test_linguist_languages
    # assert linguist_repo.languages[Language['Ruby']] > 10_000
  end

  def test_linguist_size
    assert linguist_repo.size > 30_000
  end

  def test_linguist_breakdown
    assert linguist_repo.breakdown_by_file.has_key?("Ruby")
    assert linguist_repo.breakdown_by_file["Ruby"].include?("bin/linguist")
    assert linguist_repo.breakdown_by_file["Ruby"].include?("lib/linguist/language.rb")
  end

  def test_binary_override
    assert_equal repo(File.expand_path("../../samples/Nimrod", __FILE__)).language, Language["Nimrod"]
  end
end


In 1 Corinthians 2:2, Paul says that he would preach nothing but Christ crucified. As ambassadors of Christ ourselves, we should also be proclaiming nothing but his message. Christ, and Christ alone, is our message to those around us.
In matters of justice, we do need to stand up for the defenseless, absolutely. The gospel is all about justice and we are to act justly as His ambassadors. It would be unjust to ignore the helpless. Likewise, sharing common sense nuggets that we have learned should be passed along if it will help someone, BUT, and this is a big but, that is not the gospel and it is NOT our message. Neither is general knowledge or opinions on things such as the government, our diet, or how marriage should be nurtured. Go ahead and share them if you are so inclined, but they are NOT the message of Christ.
Christ and no chemicals in your diet.
Christ and a happy, intimate marriage.
Christ and a just government.
Christ and a healthy body.
Christ and the top ten common sense things to avoid.
Christ and the top ten common sense things to do.
The 'ands' may be good things. They usually are things that we seek after because we are fearful or just want them. The 'ands' are usually something Christ never promised or talked about at length. He never promised a just government, a healthy body, wonderful relations with others, success or a happy life….here. They may or may not be fine to pursue but by becoming evangelists for 'Christ and' our message becomes: "be saved from your sins, AND live a healthy life." or something akin to this. See the danger?
For me, I make it my resolve as Paul did, that I will have no other agenda.
So good to hear from you again Rene! I understand what you are saying too, and there is certainly truth in it. God's Word IS filled with practical wisdom, like you said. I know the types of people you mentioned, I have run into them on my journey. It is not good to say as they might, "Christ alone" and dismiss the pains, struggles, questions and fears of this life as incidental.
The very character and commands of God do give guidance in life but how to get 'your best life now' is not the point of the Bible, nor should it be what drives us. I feel quite confident that we would agree on that. The thrust of our lives is to be a follower of Christ, to hear and understand His will and carry it out….even if it is detrimental to our happiness and well being. The wisdom for living is simply the wisdom of following Christ, His commands, His character….. to be obedient in all things. That is the overarching wisdom, in my opinion. The commands of God naturally bear on government, marriage and life because people are involved in those things, so yes, the Bible in a way does speak to 'how to' do those things. But that is not our message….the message is to follow Christ.
Did I help clear up my thoughts or just muddy the waters?
[chuckle] You cleared things up, and I do agree. Thank you, Kris!
Wow…I need to chew on this a while! Good good stuff.


text:
Q: EOFException while reading InflaterInputStream from HttpServletRequest I have an API to which client can make request by sending the compressed request. Compression is done using the Deflator following way.
Request payload:
public byte[] compressRequest(String requestString) {
    int reqLength = requestString.length();
    int temp = (int)(1.001D * (double)reqLength + 1.0D) + 12;
    byte[] byteArr = requestString.getBytes("US-ASCII");
    ByteArrayOutputStream byteArrayOutputStream = new ByteArrayOutputStream(temp);
    DeflaterOutputStream deflaterOutputStream = new DeflaterOutputStream(byteArrayOutputStream);
    deflaterOutputStream.write(byteArr);
    deflaterOutputStream.close();
    return byteArrayOutputStream.toByteArray();
}

At the server side, I am trying to extract and decompress the data following way.
The same code is working fine on Java7 and Servlet based application. But in java 8 and Spring boot based application I am getting following exception java.io.EOFException: Unexpected end of ZLIB input stream at line inputLine = in.readLine())
@PostMapping(value = "saverecord")
public void hello(HttpServletRequest request, HttpServletResponse response) {
    response.setContentType("application/binary");
    InflaterInputStream is = InflaterInputStream(request.getInputStream());
    String requestXMLStr = extract(is, 0);
    ServletOutputStream out = response
                .getOutputStream();

    // some processing and return response
}

private String extract(InputStream is) throws IOException {
    StringBuffer sb = new StringBuffer();
    BufferedReader in = new BufferedReader(new InputStreamReader(is));
    String inputLine;
    while ((inputLine = in.readLine()) != null) {
        sb.append(inputLine);
    }
    return sb.toString();
}

I tried following two things suggested in other SO answers, but neither worked.
InflaterInputStream is = InflaterInputStream(request.getInputStream(), new Inflater(false)); // tried true also

tried setting up encoding
BufferedReader in = new BufferedReader(new InputStreamReader(is, "US-ASCII"));

PS: For some project specific reasons I cannot use @RequestBody in the project.

redpajama_set_name: RedPajamaStackExchange


The fourth Monday of a month is for "blather" links; things that I want to share that don't really fall into the food, beer, or science categories of the blog. Also, new year means trying new things! I decided it might be interesting to end these posts with links to some of what I'm currently reading and listening to. Please let me know what you think!


The word is out, and Marc Fisher has it: the Brutalist landmark Third Church of Christ Scientist will be torn down, despite the efforts of historic preservationists.
While I've always felt that the building looked more like a headquarters for James Bond villains QUANTUM, I can understand wanting to preserve the aesthetically-minimalist building there at the church. While I really don't care for the Brutalist style (especially the terrible example at FBI HQ on 9th Street, which is an abomination of a building) I always loved how they handled the traditional carillon feature of the space.
The Congregation is going to be rebuilding the location, but hasn't released any plan documents for the new space. The old building will not be permitted to be removed until such time as they can show what they'll be doing in its stead, but for the moment, the rights remain with the congregation instead of with the historic preservationists. That's a good thing, I think.