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Equal Access to Relationships and Sex for People with Intellectual and Developmental Disabilities…It's About Time
May 24, 2013 /in Advocacy/by Leigh Ann Davis
A recent story in The Journal (Martinsburg, WV) about the debate over whether people with disabilities should legally be able to use sex surrogates touches on a very real yet often ignored issue within the disability community: rights regarding sexuality. People with disabilities are often seen as asexual and not supported to fully enjoy and express their sexuality at the same level as those without disabilities.
Here in the U.S., we struggle with fully understanding and accepting sexuality, especially if we are talking about our own children. And this is true whether or not our children have disabilities, but can complicate the situation much more for parents of children (including adult children) with disabilities. This international debate draws attention to a very real problem – sexuality typically is not considered a valid need that demands focused attention. And yet, who can measure the actual effects this inattention has on the disability community at large? For example, who knows what "behavioral issues" and other problems could be averted if sexual needs of people with disabilities were, at the very least, being acknowledged? What if their God-given relational and sexual needs were actually supported and even celebrated?
All moral arguments aside, have we considered every possible option to this dilemma and actively supported people with disabilities to pursue their own sexual fulfillment? Consider this: How likely is it that people with disabilities, especially intellectual disabilities, have access to consistent, effective education on ways to understand their own sexual feelings and act on those in safe and healthy ways? Are they being taught how to build safe and healthy relationships and then given opportunities to do so? Do they have enough opportunities to meet that special someone who could become a future spouse, boyfriend or girlfriend? Another consideration is the disproportionate amount of sexual trauma that people with disabilities face on any given day. The rate of sexual violence is twice that experienced by people without disabilities, and those with cognitive disabilities face the greatest risk of all. Is adequate counseling provided to victims so they are able to move forward confidently and securely in their own sexuality? What is the true effect of so much sexual violence within the minds, hearts and bodies of people with I/DDs?
Whether parent or professional, we all have an important role to play in supporting people with intellectual and developmental disabilities to achieve their own relationship bliss (or at least try to as this can be elusive for many of us with or without disabilities), and that may or may not include sexual activity. By providing equal access to this basic human right, and refusing to treat people with fully functioning hearts and sex drives as if they were still children, or in some way asexual, a door is open to explore the full range of what it means to be human, including within the realm of sexuality. For ideas and resources on how to support this cause, visit Autism NOW's web site: http://autismnow.org/articles/resources-for-learning-about-sexuality/
Read The Arc's position on sexuality.
https://thearc.org/wp-content/uploads/2019/07/new-blog-default-image.png 377 354 Leigh Ann Davis /wp-content/uploads/2019/07/ArcLogo_Color_Rev_PNG_WEB.png Leigh Ann Davis2013-05-24 13:21:222013-05-24 13:21:22Equal Access to Relationships and Sex for People with Intellectual and Developmental Disabilities…It's About Time
'I wanted to make a difference in the community'
March 12, 2013 /in Advocacy/by The Arc
By William Monaghan, Guest Blogger
In celebration of Developmental Disabilities Awareness Month, The Arc is encouraging individuals with intellectual and developmental disabilities (I/DD) to "Empower Yourself, Empower Someone Else." Today, The Arc offers you an article from William Monaghan, the President of the Delaware chapter of People First and an individual with I/DD. Read on to find out more about William's life and the steps he has taken to be his own best advocate.
This column first appeared in the Spring 2013 issue of Apostrophe Magazine to which Mr. Monaghan is a contributor. Apostrophe Magazine is a publication created for, about and by people with intellectual and developmental disabilities. You can subscribe to Apostrophe Magazine to read more interesting perspectives from people with I/DD as well as columns from The Arc's national office covering a variety of issues. And you can find out more information about how The Arc helps support people with I/DD who are interested in self-advocacy on our website.
I am the president of Delaware People First in Wilmington. I was born in Wilmington and have lived here most of my adult life. A good thing about Delaware is that it's near big cities like Philadelphia, New York, Washington, D.C. and Baltimore.
My mother and father were wonderful role models and gave me the opportunity to expand my horizons by sending me to the Riverview School in Cape Cod, Mass., where I was taught many skills that I feel helped me in my success in my adult years. I graduated from Riverview in 1974 and then attended Brandywine High School and McKean High School in Wilmington.
My mother and father were instrumental in helping me to achieve my goals. My mother's name is T.J., and my father's name was William Monaghan Sr. My father is deceased. I also have a sister, Andrea, and they all live in South Carolina. My wife, Barb, and I visit them when we have vacation and on holidays, and we also talk to them on the telephone.
I work for the Dupont Co. in Wilmington and have been employed there for 35 years, which I am extremely proud of. The job has taught me many things, including how to communicate with people and how to manage my time. I work in the clerical/printing department, and I really love my job. I do a lot of different things in my job, which keeps it interesting and challenging.
I joined Delaware People First in 2003, and from the very beginning, I wanted to become an officer. I felt like I could do a good job being a leader and guiding the group. I also wanted to make a difference in the community and was interested in self-advocacy and self-determination. There are 40-50 members in Delaware People First, and we also have a group in downstate Delaware with about 10 members. We meet once a month and have discussions about issues that affect the group, and we bring in guest speakers to talk about issues such as employment, transportation, self advocacy, emergency preparedness (Gary Mears from the University of Delaware has been working with us) and many other topics. We also have gone on many trips to New York, Washington, D.C. and Baltimore, and trips to the Delaware beaches. Delaware People First has allowed me to make new friendships, to help other people with disabilities speak up for themselves and to become stronger advocates. It has also helped me with public speaking where I feel comfortable talking in front of groups and other people. Delaware People First treats people like adults as we should be treated. That is my favorite thing about the group.
The advisers for Delaware People First are Debbie A. Nock, who has been an adviser for 16 years (an "old-timer" in her words) and Susannah Eaton Ryan, who has been an adviser for seven months. The important issues we are working on now include emergency preparedness, self-advocacy and self-determination. We are also planning a statewide advocacy conference in March 2013. We are working with many other groups in Delaware to prepare for the conference and hope to have more than 100 people participate. Delaware People First has many fund-raisers each year. We raise money by having fashion shows, hotdog and bake sales, car washes, selling tickets for Friends Helping Friends Day at Boscov Department Store, gift wrapping at Christmas for family and friends and participating in restaurant fund-raisers such as Friendly's, Chick fil-A and many others.
My favorite things to do are going out with friends, going out to dinner, taking trips, bowling, playing golf, Special Olympics and spending time with my beautiful wife, Barb. My favorite TV show is "Two and a Half Men," and my favorite food is Salisbury steak and mashed potatoes (I also have a few others of course).
My best qualities are being outgoing, friendly, courteous, trustworthy, loyal, cheerful and dedicated to people and causes. As other people have stated, I am a Boy Scout.
https://thearc.org/wp-content/uploads/2019/07/new-blog-default-image.png 377 354 The Arc /wp-content/uploads/2019/07/ArcLogo_Color_Rev_PNG_WEB.png The Arc2013-03-12 11:00:322013-03-12 11:00:32'I wanted to make a difference in the community'
Ask a Simple Question
March 7, 2013 /in Advocacy/by The Arc
As part of a month-long campaign to make some noise during Developmental Disabilities Awareness Month, The Arc posed an open-ended question to our Facebook audience of just over 9,000 people. We asked them what they would like people to be more aware of when it comes to intellectual and developmental disabilities (I/DD).
As of this writing, just a few hours after posing the question, several dozen of our friends chimed in, offering their answers, liking and commenting on other answers and sharing, sharing and more sharing. What is interesting is that almost every single answer touched on a unique concern or issue.
A challenge The Arc faces in its role as the national organization for people with intellectual and developmental disabilities is attempting to serve and advocate for a group of individuals who may have one or more of over 100 different diagnoses which fall under the umbrella of I/DD at any stage in their lives. This naturally means that we have to work on issues ranging from early intervention and early childhood education, to transition from school to adult life, to inclusion in the community all the way to the most sensitive end-of-life issues.
One just has to glance at the responses to this question to see the scope of this challenge. Men, women and teens are posting about employment issues, under-diagnosed and under-represented conditions, respectful language, Individualized Education Programs (IEPs), the adult service system and what happens after high school, and parents with I/DD raising their children.
But the first step to addressing those challenges is raising awareness. If the responses to our question on Facebook are any indication of the types of conversations that are happening across the country during Developmental Disabilities Awareness Month, then we are well on our way. If you are interested in joining this small army of advocates to raise awareness of what it takes to promote and protect the rights of people with I/DD to live, learn, work and play as participating members of their communities, check us out on Facebook and Twitter, find out more about the issues on our website and learn how you can support the work of The Arc.
Empower Yourself. Empower Someone Else. #DDAware!
https://thearc.org/wp-content/uploads/2019/07/new-blog-default-image.png 377 354 The Arc /wp-content/uploads/2019/07/ArcLogo_Color_Rev_PNG_WEB.png The Arc2013-03-07 16:29:072013-03-07 16:29:07Ask a Simple Question
Empower Yourself, Empower Someone Else
February 28, 2013 /in Advocacy/by The Arc
Twenty-six years ago we successfully advocated for March to be declared National Developmental Disabilities Awareness Month. And, there is no doubt that we have made tremendous strides to promote and protect the rights of people with I/DD to live, learn, work and play as valued and contributing members of their communities, the real strength of our message comes straight from the individuals we serve. No matter how effective our organization's advocacy efforts may be, no one is as powerful an advocate for people with I/DD as a person with I/DD.
So, this year during March, The Arc would like to empower all individuals with I/DD to appoint themselves as their own advocates. As a self-advocate, you can help take the movement for people with I/DD to others in your community. It can start with a simple question. This March, ask everyone you meet: "Did you know that March is Developmental Disabilities Awareness Month?" That may spark a conversation – a teachable moment – when you can share your experience living with a disability with someone else.
All month, we'll be working to raise awareness about the issues important to people with I/DD. As a self-advocate, you can help us "turn up the volume." Take this opportunity to empower yourself and empower someone else with some of these simple suggestions:
Find a local chapter of The Arc and get involved. Or donate to or join The Arc at the national level.
Consider attending The Disability Policy Seminar in Washington, D.C. in April. Each year we spend two days covering current public policy in depth to prepare you for a third day on Capitol Hill actually meeting with your Members of Congress and discussing the issues.
Help us raise awareness about what's important to the I/DD community and why. Read these suggestions for getting the word out and get more information about I/DD at www.thearc.org.
Sign up for The Arc's Action Alerts to keep your finger on the pulse of the movement for I/DD.
Follow the conversation on Facebook (facebook.com/thearcus), Twitter (@thearcus) and here on our blog and be sure to chime in when you have something to say using the hashtag #DDAware.
https://thearc.org/wp-content/uploads/2019/07/new-blog-default-image.png 377 354 The Arc /wp-content/uploads/2019/07/ArcLogo_Color_Rev_PNG_WEB.png The Arc2013-02-28 11:00:192019-02-11 17:27:34Empower Yourself, Empower Someone Else
December 10, 2012 /in Advocacy/by The Arc
This time of year many people are making plans for the future, figuring out what needs to be done in the next year to accomplish their goals and work toward their dreams. The Arc and www.selfadvocacyonline.org, a project of the Research and Training Center on Community Living at The University of Minnesota, had the opportunity to ask several individuals with intellectual and developmental disabilities (I/DD) to share their hopes and dreams for the future with us.
Help People Like Quincy
It is The Arc's goal to help these individuals achieve their goals. We do that directly through the services provided by our national network of chapters and through projects such as HealthMeet™ and Autism NOW. And we work indirectly, advocating for the full inclusion of people with I/DD in society and making sure the appropriate supports are in place to allow that. But we can't do any of those things without you. Find out how you can help real people with I/DD like Quincy, Adonis, Wendy, Joe, Amy, Jill, Ciara, David, Miki, and Sarah turn their dreams into reality through a donation to The Arc. Achieve with us!
Quincy Mwiya
Quincy: To settle down and have a wife and children
Adonis: "I'm working on completing my MBA. When you have a disability it doesn't mean you can't do the same things other people can, but you have limitations….you may have to work a little slower, you may have to do things a little different. My focus is to make sure that the person who is seeking an independent lifestyle has everything that they need, not only on a personal level but on a social level as well. People don't want to come out of institutions and just turn around and go into a little apartment that becomes their whole life. No, they want a fully inclusive life, and that's what I'm preaching. You can't judge a book by its cover. Just looking at a person from the viewpoint of their disability does not tell you what that person is capable of achieving."
Wendy: "Honestly, what I'd really love to do right now is to be a full time self-advocate and work on these issues (related to I/DD)…organize other self-advocates. I love politics. To do stuff with grassroots organizing, I think that would be the most fun job in the world.
Joe: One of my biggest dreams to date is to get healthy again (after a stroke) and try to take care of myself and when I go out into my community, practice what I preach. We learn from each other how to be better people.
Amy: "So far I've met my dreams of getting a job and being self-sufficient and independent. My next one is to own my own home. I should be able to do that in the next year or so. I have always had that dream of the white picket fence and a little house and a garden and I'd like to make that come true. I don't need anything huge, just enough for one or two people. And something so you can feel like you're independent and feel like everybody else."
Jill: "My dreams are to think big and to say that people with I/DD have a lot to offer."
Ciara: "One of my dreams is coming true – I'm getting married next year. One of my goals in the next few years will be thinking about having a family. So, I've got quite a few."
David: My dreams and goals are to go as far as I can. My goal is to be around, maybe not always be a leader, but ensure that things happen for people with intellectual disabilities. I suppose ensuring that people with intellectual disabilities are treated the same as other people. Ideally I'd love to see them have more power."
Miki: "My dream is to get married and to have children."
Sarah: I have so many hopes and dreams. If I had to pick one, probably it would be to go back to college. I have taken classes one at a time. So far I have 15 credits. It's hard for people with disabilities to go to college, it's another reason why I advocate. If I get a degree, it would probably be in media or in – something I have learned recently – advocacy.
NOTE: The Research and Training Center on Community Living at The University of Minnesota | SAO is developed in part through past support by the Nec Foundation and by The MacArthur Foundation. The Research and Training Center on Community Living (RTC) operates with primary funding from the National Institute on Disability and Rehabilitation Research (NIDRR). It also receives funding from the Administration on Developmental Disabilities (ADD) and other federal agencies. The RTC is part of the Institute on Community Integration (ICI), in the College of Education and Human Development at the University of Minnesota.
https://thearc.org/wp-content/uploads/2019/07/new-blog-default-image.png 377 354 The Arc /wp-content/uploads/2019/07/ArcLogo_Color_Rev_PNG_WEB.png The Arc2012-12-10 18:34:112012-12-10 18:34:11Hopes and Dreams
Is Justice For All…Even for Victims with Intellectual Disabilities?
October 24, 2012 /in Advocacy/by TheArcAdmin
Victims of crime who have intellectual and developmental disabilities face significant barriers when accessing the justice system. This became starkly evident in a recent case from Connecticut. Richard Fourtin was convicted of sexually assaulting a twenty-five year old woman with significant intellectual and physical disabilities including cerebral palsy and hydrocephalus. In the case of Fourtin v. Connecticut, the Connecticut Supreme Court overturned the conviction earlier this month, finding that the woman could have used "gestures, biting, kicking and screaming" to indicate her lack of consent to sexual intercourse. In response, The Arc of Connecticut signed onto an amicus curiae brief with other disability agencies and they are working toward revising state laws regarding victims with disabilities.
This case ignited fury among disability and victim advocates alike because the prosecution seemed to place blame on the victim for not doing what she either was incapable of doing (many victims freeze when they are being assaulted and are not sure how to respond or wonder if doing so could result in personal injury) or perhaps didn't realize she had a choice to do. She may not have realized the actions against her were criminal. People with disabilities often don't understand or appreciate what is happening to them when a sexual assault occurs, especially when they haven't been taught what acts are considered a crime. Most people with disabilities experience violence more than once throughout their lives, and if they are living in a pattern of abuse, it is especially hard for them to recognize the criminal nature of an offender's behavior.
Ongoing education to prevent sexual violence must be a priority in our advocacy communities due to the sheer number of people this problem affects, and the resulting untold, devastating consequences it has on so many lives. We must also concentrate on educating lawmakers, law enforcement and the courts about issues of victimization of people with I/DD. Consider this data from the National Crime Victim Survey (revised):
In 2010, the victimization rate for people with disabilities was almost twice the rate among people without disabilities.
Serious violence (including rape and sexual assault) accounted for about 50% of violent acts against people with disabilities.
People with cognitive disabilities (which includes intellectual and developmental disabilities) experienced the highest rate of violent victimization.
October is National Crime Prevention Month, it's a great time for chapters of The Arc and other advocates to support crime victims with intellectual disabilities.. Reaching out to local victim assistance agencies and offering education and support in their effort to help crime victims with disabilities is a great first step. Consider partnering together in a media campaign about preventing the victimization of people with disabilities. Support self-advocates who are beginning to speak up for themselves against violence in their lives by helping them develop brief presentations about this topic that they can take to the community (schools, police departments, rape crisis centers). And, let's band together to be sure our support of people with I/DD extends to making sure crime victims are not victimized again by the criminal justice system. Find out more about victimization and criminal justice issues on The Arc's website.
https://thearc.org/wp-content/uploads/2019/07/new-blog-default-image.png 377 354 TheArcAdmin /wp-content/uploads/2019/07/ArcLogo_Color_Rev_PNG_WEB.png TheArcAdmin2012-10-24 18:10:322012-10-24 18:10:32Is Justice For All…Even for Victims with Intellectual Disabilities?
Do You Know What's At Stake in this Election?
October 10, 2012 /in Advocacy/by The Arc
Now that you are registered to vote, do you know what's at stake on November 6th? So many issues facing people with intellectual and developmental disabilities (I/DD) are being debated at the local, state and federal level – you just need to tune in to learn.
Take the Presidential race – did you watch last week's debate in Denver, Colorado on television? Both candidates talked about their views on Medicaid – the lifeline for people with I/DD. And the Affordable Care Act, the new health care law that will bring about comprehensive reforms that will benefit Americans with disabilities by prohibiting discrimination based on health status and improving access to care, was hotly debated. If you missed it, you have two more chances to hear from President Obama and Governor Romney (and their running mates have a debate scheduled too).
In late September, the campaigns sent representatives to speak on their behalf at the National Forum on Disability Issues in Columbus, Ohio. This was the only chance both campaigns had to talk about disability-specific issues in the context of what they would do as President. If you missed watching it live online, you can go to the Forum's website to watch it and find other materials.
You can also educate yourself by going to the candidate's websites:
Now is your last chance to get educated before you cast your ballot in this election – get the facts!
https://thearc.org/wp-content/uploads/2019/07/new-blog-default-image.png 377 354 The Arc /wp-content/uploads/2019/07/ArcLogo_Color_Rev_PNG_WEB.png The Arc2012-10-10 10:00:072012-10-10 10:00:07Do You Know What's At Stake in this Election?
The Affordable Care Act: What Disability Advocates Need to Know
September 6, 2012 /in Advocacy/by The Arc
Now that the U.S. Supreme Court has affirmed the constitutionality of the Affordable Care Act (ACA), the disability community must work to better understand the law and the many benefits it can provide to people with disabilities. This will be critical to the community's role in helping to move states forward with implementation.
Numerous ACA provisions related to both acute care and long term services and supports hold great promise for improving the health and wellbeing of people with disabilities. The Arc's national public policy team has put together this analysis to provide information about the major provisions and the status of their implementation.
This analysis was previously shared with those who are signed up for our Action List. Want to get involved with The Arc's legislative advocacy? Sign up here.
If you require a Word version of this document, please contact Kristen McKiernan, McKiernan@thearc.org.
https://thearc.org/wp-content/uploads/2019/07/new-blog-default-image.png 377 354 The Arc /wp-content/uploads/2019/07/ArcLogo_Color_Rev_PNG_WEB.png The Arc2012-09-06 10:18:152019-02-11 17:21:52The Affordable Care Act: What Disability Advocates Need to Know
Your Help is Needed to Make the National Forum on Disability a Success
August 24, 2012 /in Advocacy/by The Arc
Find out more about how you can help make the National Forum on Disability Issues a success this election year. Read more about it in our Action Center.
The National Forum on Disability Issues is scheduled to take place on September 28, 2012 in Columbus, Ohio. Even if you do not live in Ohio, your support for this momentous event is important! Help us by reaching out to both candidates to request that they make disability related issues a priority and take part in this important Forum.
The Arc has joined more than 40 other national organizations in pledging our support as a co-sponsor of this event. Now we need you to help by reaching out to the candidates today.
Read more about it in our Action Center.
https://thearc.org/wp-content/uploads/2019/07/new-blog-default-image.png 377 354 The Arc /wp-content/uploads/2019/07/ArcLogo_Color_Rev_PNG_WEB.png The Arc2012-08-24 10:00:352012-08-24 10:00:35Your Help is Needed to Make the National Forum on Disability a Success
Finding Your Perfect Summer Job
June 6, 2012 /in Advocacy/by The Arc
With summer's arrival, thousands of teens across the country are looking for their perfect summer job. Individuals with intellectual and developmental disabilities (I/DD) have a lot to consider as they start applying for summer jobs, and we hope the following resources will be useful as they begin the process not only for summer employment, but for a meaningful long-term career.
For a comprehensive list of terms that will help you or your loved one as they begin to look for a job, visit the Autism NOW Center's employment glossary. This compilation will explain some terms that may otherwise be confusing and answer questions about different work environments.
Planning is key. If you break your job search down into a series of small, workable tasks, the process will be more manageable. One way to keep tasks in order is to create a 30-Day Placement Plan. The following brief provides a placement plan form, along with instructions about how to use it: The 30-Day Placement Plan: A Road Map to Employment.
The Arc's Resource Center has a number of links to help you learn about additional programs, and how to utilize the transition services that you already have in place to find employment.
There are also a number of resources available in your community:
Contact your state or local I/DD agency or State Vocational Rehabilitation Agency for information about employment services for people with disabilities in your area. Find your State Vocational Rehabilitation Agency.
If you are a student age 16 or older who receives special education services, your Individualized Education Program, or IEP, should include a transition plan with goals for your transition to adult life, including employment. While you are still in school, you should be learning how to find a job or continue your education after you graduate.
Contact your local chapter of The Arc. They can assist you in finding out what you need to do and who to contact in your area. You can find your local chapter's contact information by visiting www.thearc.org and clicking on Find a Chapter at the top of the page.
https://thearc.org/wp-content/uploads/2019/07/new-blog-default-image.png 377 354 The Arc /wp-content/uploads/2019/07/ArcLogo_Color_Rev_PNG_WEB.png The Arc2012-06-06 18:35:452012-06-06 18:35:45Finding Your Perfect Summer Job
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Below are the requirements according to the American Association of Nurse Anesthetist, in addition to some helpful tips of my own.
Gain employment in a VERY Critical care unit (CSICU, CICU, ETC…) in a large Level 1 teaching hospital.
These 7 items are considered the "GOLDEN STANDARD" for getting into Certified Registered Nurse Anesthetist (CRNA) school. However; there are always exceptions to the rule. The MOST important thing is to know the requirements of the school you are applying for. Many CRNA programs no longer accept ER, Trauma, or PICU experience.
Pay attention to the school requirements and try to tailor yourself as closely as possible to their requirements. Some schools focus heavily on the GRE while others focus on GPA and experience. Do your research and stay ahead of the game. Remember some CRNAs applied five times before they were accepted. It is tough but do not give up.
The Doctorate of Nursing Practice (DNP) standard of practice takes into effect in 2020 for CRNAs. This deadline will give you plenty of time to get into a CRNA masters program before the doctorate degree level of entry becomes mandatory. Good luck!
The reflective journaling for nursing students is doing a great job. Reflective journals for students of nursing improve their skills in observation and recollection as well as improving the ability to record thoughts and experiences in writing. Good job.
Thank you, it's very inspiring and helpful.
Thank you for sharing these tips. It's really helpful.
This is very inspiring. Thank you.
Thanks heavens! I came across this post. I am preparing for this exam and my exam is around the corner. I was looking for some good tips and extra study material for it. I am happy internet has made life so very easy, my friend also prepared for the LSAT online only.
You have explained very well to all student who want to join nursing institute. I like your post and will suggest to my friend also.


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fermentum felis. Proin fermentum massa ac
quam. Sed diam turpis, molestie vitae, placerat a, molestie nec, leo~\cite{Bland2001} Maecenas lacinia. Nam ipsum ligula, eleifend
at, accumsan nec, suscipit a, ipsum. Morbi blandit ligula feugiat magna. Nunc eleifend consequat lorem.

Example for bibliography citations cite~\citep{Kosugi2009}, cites~\cite{Stix2004}

Quisque ullamcorper placerat ipsum. Cras nibh~\cite{Kosugi2009,Stix2004} Morbi vel justo vitae lacus tincidunt ultrices. Lorem ipsum dolor sit
amet, consectetuer adipiscing elit. In hac habitasse platea dictumst. Integer tempus convallis augue. Etiam facilisis.
Nunc elementum fermentum wisi.
\begin{eqnarray}
s(nT_{s}) &= &s(t)\times \sum\limits_{n=0}^{N-1} \delta (t-nT_{s}) \xleftrightarrow{\mathrm{DFT}}  S \left(\frac{m}{NT_{s}}\right) \nonumber\\
&= &\frac{1}{N} \sum\limits_{n=0}^{N-1} \sum\limits_{k=-N/2}^{N/2-1} s_{k} e^{\mathrm{j}2\pi k\Delta fnT_{s}} e^{-j\frac{2\pi}{N}mn}
\end{eqnarray}
Fusce mauris. Vestibulum luctus nibh at lectus. Sed bibendum, nulla a faucibus semper, leo velit ultricies tellus, ac
venenatis arcu wisi vel Vestibulum diam.

\begin{figure*}[t]
\centerline{\includegraphics[width=342pt,height=9pc,draft]{empty}}
\caption{This is the sample figure caption.\label{fig1}}
\end{figure*}

Sed commodo posuere pede. Mauris ut est. Ut quis purus. Sed ac odio. Sed vehicula hendrerit sem. Duis non
odio. Morbi ut dui.

\subsection{Example for second level head}

Pellentesque habitant morbi tristique senectus et netus et malesuada fames ac turpis egestas. Donec odio elit, dictum
in, hendrerit sit amet, egestas sed, leo.

Morbi luctus, wisi viverra faucibus pretium, nibh est placerat odio, nec commodo wisi enim eget quam. Quisque
libero justo, consectetuer a, feugiat vitae, porttitor eu, libero. Suspendisse sed mauris vitae elit sollicitudin malesuada.

\begin{quote}
This is an example~\citep{Bettonvil2003,Rutten2007} for quote text. This is an example for quote text. This is an example for quote text. This is an example for quote text~\cite{Rutten2007}. This is an example for quote text. This is an example for quote text. This is an example for quote text~\cite{Rutten2007}. This is an example for quote text. This is an example for quote text. This is an example for quote text.
\end{quote}

\section{Sample for next first level head}\label{sec3}

\subsection{Example for another second level head}

Suspendisse vitae elit. Aliquam arcu neque, ornare in, ullamcorper quis, commodo eu, libero. Fusce sagittis erat at
erat tristique mollis. Maecenas sapien libero, molestie et, lobortis in, sodales eget, dui.

Sed feugiat. Cum sociis natoque penatibus et magnis dis parturient montes, nascetur ridiculus mus. Ut pellentesque
augue sed urna. Vestibulum diam eros, fringilla et, consectetuer eu, nonummy id, sapien.

\subsection{Second level head text}

Etiam euismod. Fusce facilisis lacinia dui. Suspendisse potenti. In mi erat, cursus id, nonummy sed, ullamcorper
eget, sapien. Praesent pretium, magna in eleifend egestas, pede pede pretium lorem, quis consectetuer tortor sapien
facilisis magna.

\subsubsection{Third level head text}

Aliquam lectus. Vivamus leo. Quisque ornare tellus ullamcorper nulla. Mauris porttitor pharetra tortor. Sed fringilla
justo sed mauris. Mauris tellus. Sed non leo. Nullam elementum, magna in cursus sodales, augue est scelerisque
sapien, venenatis congue nulla arcu et pede.

Etiam ac leo a risus tristique nonummy. Donec dignissim tincidunt nulla. Vestibulum rhoncus molestie odio. Sed
lobortis, justo et pretium lobortis, mauris turpis condimentum augue, nec ultricies nibh arcu pretium enim.

\begin{boxtext}
\section*{Example of Boxtext}%
This is sample for boxtext this is sample for boxtext this is sample for boxtext this is sample for boxtext this is sample for boxtext this is sample for boxtext this is sample for boxtext this is sample for boxtext this is sample for boxtext this is sample for boxtext this is sample for boxtext this is sample for boxtext this is sample for boxtext this is sample for boxtext.
\end{boxtext}

\paragraph{Fourth level head text}

Sed feugiat. Cum sociis natoque penatibus et magnis dis parturient montes, nascetur ridiculus mus. Ut pellentesque
augue sed urna. Vestibulum diam eros, fringilla et, consectetuer eu, nonummy id, sapien.

Etiam euismod. Fusce facilisis lacinia dui. Suspendisse potenti. In mi erat, cursus id, nonummy sed, ullamcorper
eget, sapien. Praesent pretium, magna in eleifend egestas, pede pede pretium lorem, quis consectetuer tortor sapien
facilisis magna.

\subparagraph{Fifth level head text}

Aliquam lectus. Vivamus leo. Quisque ornare tellus ullamcorper nulla. Mauris porttitor pharetra
tortor. Sed fringilla justo sed mauris. Mauris tellus. Sed non leo. Nullam elementum, magna in cursus sodales, augue
est scelerisque sapien, venenatis congue nulla arcu et pede. Ut suscipit enim vel sapien.

Nulla in ipsum. Praesent eros nulla, congue vitae, euismod ut, commodo a, wisi. Pellentesque habitant morbi
tristique senectus et netus et malesuada fames ac turpis egestas. Aenean nonummy magna non leo.

Nulla in ipsum. Praesent eros nulla, congue vitae, euismod ut, commodo a, wisi. Pellentesque habitant morbi
tristique senectus et netus et malesuada fames ac turpis egestas. Aenean nonummy magna non leo.

\begin{figure}[t]
	\centerline{\includegraphics[width=78mm,height=9pc,draft]{empty}}
	\caption{This is the sample figure caption.\label{fig2}}
\end{figure}

\begin{center}
\begin{table*}[t]%
\caption{This is sample table caption.\label{tab1}}
\centering
\begin{tabular*}{500pt}{@{\extracolsep\fill}lccD{.}{.}{3}c@{\extracolsep\fill}}
\toprule
&\multicolumn{2}{@{}c@{}}{\textbf{Spanned heading\tnote{1}}} & \multicolumn{2}{@{}c@{}}{\textbf{Spanned heading\tnote{2}}} \\\cmidrule{2-3}\cmidrule{4-5}
\textbf{col1 head} & \textbf{col2 head}  & \textbf{col3 head}  & \multicolumn{1}{@{}l@{}}{\textbf{col4 head}}  & \textbf{col5 head}   \\
\midrule
col1 text & col2 text  & col3 text  & 12.34  & col5 text\tnote{1}   \\
col1 text & col2 text  & col3 text  & 1.62  & col5 text\tnote{2}   \\
col1 text & col2 text  & col3 text  & 51.809  & col5 text   \\
\bottomrule
\end{tabular*}
\begin{tablenotes
\item Source: Example for table source text.
\item[1] Example for a first table footnote.
\item[2] Example for a second table footnote.
\end{tablenotes}
\end{table*}
\end{center}

\begin{center}
\begin{table}[t]%
\centering
\caption{This is sample table caption.\label{tab2}}%
\tabcolsep=0pt%
\begin{tabular*}{20pc}{@{\extracolsep\fill}lcccc@{\extracolsep\fill}}
\toprule
\textbf{col1 head} & \textbf{col2 head}  & \textbf{col3 head}  & \textbf{col4 head}  & \textbf{col5 head} \\
\midrule
col1 text & col2 text  & col3 text  & col4 text  & col5 text\tnote{$\dagger$}   \\
col1 text & col2 text  & col3 text  & col4 text  & col5 text   \\
col1 text & col2 text  & col3 text  & col4 text  & col5 text\tnote{$\ddagger$}   \\
\bottomrule
\end{tabular*}
\begin{tablenotes}
\item Source: Example for table source text.
\item[$\dagger$] Example for a first table footnote.
\item[$\ddagger$] Example for a second table footnote.
\end{tablenotes}
\end{table}
\end{center}

Below is the example~\cite{Paivio1975} for bulleted list. Below is the example for bulleted list. Below is the example for bulleted list. Below is the example for bulleted list.\footnote{This is an example for footnote.}:
\begin{itemize}
\item bulleted list entry sample bulleted list entry~\cite{Strunk1979} sample list entry text.
\item bulleted list entry sample bulleted list entry. bulleted list entry sample bulleted list entry. bulleted list entry sample bulleted list entry.
\item bulleted list entry sample bulleted list entry~\cite{Paivio1975} bulleted list entry sample bulleted list entry~\citet{Rutten2007} sample list entry text.  bulleted list entry sample bulleted list entry.
\item sample list entry text. sample list entry text.
\end{itemize}

Suspendisse vel felis. Ut lorem lorem, interdum eu, tincidunt sit amet, laoreet vitae, arcu. Aenean faucibus pede eu
ante. Praesent enim elit, rutrum at, molestie non, nonummy vel, nisl. Ut lectus eros, malesuada sit amet, fermentum
eu, sodales cursus, magna.

\noindent\textbf{Description sample:}

\begin{description}
\item[first entry] description text. description text. description text. description text. description text. description text. description text.
\item[second long entry] description text. description text. description text. description text. description text. description text. description text.
\item[third entry] description text. description text. description text. description text. description text.
\item[fourth entry] description text. description text.
\end{description}

Below is the sample for description list. Below is the example for description list. Below is the example for description list. Below is the example for description list. Below is the example for description list. Below is the example for description list:\\[12pt]

\noindent\textbf{Numbered list items sample:}

\begin{enumerate}[1.]
\item First level numbered list entry. sample numbered list entry.

\item First numbered list entry. sample numbered list entry. Numbered list entry. sample numbered list entry. Numbered list entry. sample numbered list entry.

\begin{enumerate}[a.]
\item Second level alpabetical list entry. Second level alpabetical list entry. Second level alpabetical list entry~\citet{Rutten2007} Second level alpabetical list entry.

\item Second level alpabetical list entry. Second level alpabetical list entry~\citet{Bettonvil2003,Rutten2007}.

\begin{enumerate}[ii.]
\item Third level lowercase roman numeral list entry. Third level lowercase roman numeral list entry. Third level lowercase roman numeral list entry.

\item Third level lowercase roman numeral list entry. Third level lowercase roman numeral list entry~\cite{Paivio1975}.
\end{enumerate}

\item Second level alpabetical list entry. Second level alpabetical list entry~\cite{Strunk1979}.
\end{enumerate}

\item First level numbered list entry. sample numbered list entry. Numbered list entry. sample numbered list entry. Numbered list entry.

\item Another first level numbered list entry. sample numbered list entry. Numbered list entry. sample numbered list entry. Numbered list entry.
\end{enumerate}

\noindent\textbf{un-numbered list items sample:}

\begin{enumerate}[]
\item Sample unnumberd list text..
\item Sample unnumberd list text.
\item sample unnumberd list text.
\item Sample unnumberd list text.
\end{enumerate}

\section{Examples for enunciations}\label{sec4}

\begin{theorem}[Theorem subhead]\label{thm1}
Example theorem text. Example theorem text. Example theorem text. Example theorem text. Example theorem text. Example theorem text. Example theorem text. Example theorem text. Example theorem text. Example theorem text. Example theorem text.
\end{theorem}

Quisque ullamcorper placerat ipsum. Cras nibh. Morbi vel justo vitae lacus tincidunt ultrices. Lorem ipsum dolor sit
amet, consectetuer adipiscing elit. In hac habitasse platea dictumst.

Mauris tempor ligula sed lacus. Duis cursus enim ut augue. Cras ac magna. Cras nulla.
Nulla egestas. Curabitur a leo. Quisque egestas wisi eget nunc. Nam feugiat lacus vel est.

\begin{proposition}
Example proposition text. Example proposition text. Example proposition text. Example proposition text. Example proposition text. Example proposition text.
\end{proposition}

Nulla malesuada porttitor diam. Donec felis erat, congue non, volutpat at, tincidunt tristique, libero. Vivamus
viverra fermentum felis. Donec nonummy pellentesque ante. Phasellus adipiscing semper elit.

Quisque ullamcorper placerat ipsum. Cras nibh. Morbi vel justo vitae lacus tincidunt ultrices. Lorem ipsum dolor sit
amet, consectetuer adipiscing elit.

\begin{definition}[Definition sub head]
Example definition text. Example definition text. Example definition text. Example definition text. Example definition text. Example definition text. Example definition text. Example definition text. Example definition text. Example definition text. Example definition text.
\end{definition}

Sed commodo posuere pede. Mauris ut est. Ut quis purus. Sed ac odio. Sed vehicula hendrerit sem. Duis non
odio. Morbi ut dui.

Pellentesque habitant morbi tristique senectus et netus et malesuada fames ac turpis egestas. Donec odio elit,
dictum in, hendrerit sit amet, egestas sed, leo.

\begin{proof}
Example for proof text. Example for proof text. Example for proof text. Example for proof text. Example for proof text. Example for proof text. Example for proof text. Example for proof text. Example for proof text. Example for proof text.
\end{proof}

Nam dui ligula, fringilla a, euismod sodales, sollicitudin vel, wisi. Morbi auctor lorem non justo. Nam lacus libero,
pretium at, lobortis vitae, ultricies et, tellus. Donec aliquet, tortor sed accumsan bibendum, erat ligula aliquet magna,
vitae ornare odio metus a mi.

Nulla malesuada porttitor diam. Donec felis erat, congue non, volutpat at, tincidunt tristique, libero. Vivamus
viverra fermentum felis.

\begin{proof}[Proof of Theorem~\ref{thm1}]
Example for proof text. Example for proof text. Example for proof text. Example for proof text. Example for proof text. Example for proof text. Example for proof text. Example for proof text. Example for proof text. Example for proof text.
\end{proof}

\begin{algorithm}
\caption{Pseudocode for our algorithm}\label{alg1}
\begin{algorithmic}
  \For each frame
  \For water particles $f_{i}$
  \State compute fluid flow~\cite{Strunk1979}
  \State compute fluid--solid interaction~\cite{Paivio1975}
  \State apply adhesion and surface tension~\cite{Rutten2007}
  \EndFor
   \For solid particles $s_{i}$
   \For neighboring water particles $f_{j}$
   \State compute virtual water film \\(see Section~\ref{sec3})
   \EndFor
   \EndFor
   \For solid particles $s_{i}$
   \For neighboring water particles $f_{j}$
   \State compute growth direction vector \\(see Section~\ref{sec2})
   \EndFor
   \EndFor
   \For solid particles $s_{i}$
   \For neighboring water particles $f_{j}$
   \State compute $F_{\theta}$ (see Section~\ref{sec1})
   \State compute $CE(s_{i},f_{j})$ \\(see Section~\ref{sec3})
   \If $CE(b_{i}, f_{j})$ $>$ glaze threshold
   \State $j$th water particle's phase $\Leftarrow$ ICE
   \EndIf
   \If $CE(c_{i}, f_{j})$ $>$ icicle threshold
   \State $j$th water particle's phase $\Leftarrow$ ICE
   \EndIf
   \EndFor
   \EndFor
  \EndFor
\end{algorithmic}
\end{algorithm}

Etiam euismod. Fusce facilisis lacinia dui. Suspendisse potenti. In mi erat, cursus id, nonummy sed, ullamcorper
eget, sapien. Praesent pretium, magna in eleifend egestas, pede pede pretium lorem, quis consectetuer tortor sapien
facilisis magna.

Pellentesque habitant morbi tristique senectus et netus et malesuada fames ac turpis egestas. Donec odio elit,
dictum in, hendrerit sit amet, egestas sed, leo. Praesent feugiat sapien aliquet odio. Integer vitae justo.

\begin{sidewaystable
\caption{Sideways table caption. For decimal alignment refer column 4 to 9 in tabular* preamble.\label{tab3}}%
\begin{tabular*}{\textheight}{@{\extracolsep\fill}lccD{.}{.}{4}D{.}{.}{4}D{.}{.}{4}D{.}{.}{4}D{.}{.}{4}D{.}{.}{4}@{\extracolsep\fill}}%
\toprule
  & \textbf{col2 head} & \textbf{col3 head} & \multicolumn{1}{c}{\textbf{10}} &\multicolumn{1}{c}{\textbf{20}} &\multicolumn{1}{c}{\textbf{30}} &\multicolumn{1}{c}{\textbf{10}} &\multicolumn{1}{c}{\textbf{20}} &\multicolumn{1}{c}{\textbf{30}} \\
\midrule
  &col2 text &col3 text &0.7568&1.0530&1.2642&0.9919&1.3541&1.6108 \\
  & &col2 text &12.5701 &19.6603&25.6809&18.0689&28.4865&37.3011 \\
3 &col2 text  & col3 text &0.7426&1.0393&1.2507&0.9095&1.2524&1.4958 \\
  & &col3 text &12.8008&19.9620&26.0324&16.6347&26.0843&34.0765 \\
  & col2 text & col3 text &0.7285&1.0257&1.2374&0.8195&1.1407&1.3691\tnote{*} \\
  & & col3 text &13.0360&20.2690&26.3895&15.0812&23.4932&30.6060\tnote{\dagger} \\
\bottomrule
\end{tabular*}
\begin{tablenotes
\item[*] First sideways table footnote. Sideways table footnote. Sideways table footnote. Sideways table footnote.
\item[$\dagger$] Second sideways table footnote. Sideways table footnote. Sideways table footnote. Sideways table footnote.
\end{tablenotes}
\end{sidewaystable}

\begin{sidewaysfigure}
\centerline{\includegraphics[width=542pt,height=9pc,draft]{empty}}
\caption{Sideways figure caption. Sideways figure caption. Sideways figure caption. Sideways figure caption. Sideways figure caption. Sideways figure caption.\label{fig3}}
\end{sidewaysfigure}

Morbi ut tellus ut pede tincidunt porta. Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Etiam congue neque id dolor.

Donec et nisl at wisi luctus bibendum. Nam interdum tellus ac libero. Sed sem justo, laoreet vitae, fringilla at,
adipiscing ut, nibh. Etiam id tortor ac mauris porta vulputate.
Integer porta neque vitae massa~\cite{Bettonvil2003}. Maecenas tempus libero a libero posuere dictum. Vivamus rhoncus tincidunt libero.
Etiam elementum pretium justo. Vivamus est. Morbi a tellus eget pede tristique commodo~\cite{Rutten2007} Nulla nisl. Vestibulum
sed nisl eu sapien cursus rutrum.

\section{Conclusions}\label{sec5}

Lorem ipsum dolor sit amet, consectetuer adipiscing elit. Ut purus elit, vestibulum ut, placerat ac, adipiscing vitae,
felis. Curabitur dictum gravida mauris.

Nam dui ligula, fringilla a, euismod sodales, sollicitudin vel, wisi. Morbi auctor lorem non justo. Nam lacus libero,
pretium at, lobortis vitae, ultricies et, tellus. Donec aliquet, tortor sed accumsan bibendum, erat ligula aliquet magna,
vitae ornare odio metus a mi.

\section*{Acknowledgments}

This is acknowledgment text~\cite{Paivio1975}. Provide text here. This is acknowledgment text. Provide text here. This is acknowledgment text. Provide text here. This is acknowledgment text. Provide text here.

This work was performed under the auspices of the \fundingAgency{National Nuclear Security Administration} of the US Department of Energy at Los Alamos National Laboratory under Contract No. \fundingNumber{DE-AC52-06NA25396} and supported. The authors acknowledge the partial support of the \fundingAgency{DOE Office of Science ASCR Program} under Contract No. \fundingNumber{SJS-AC52-06NA25968}. This work was partially supported by the \fundingAgency{Czech Technical University} grant \fundingNumber{SGS16/247/OHK4/3T/14}, the \fundingAgency{Czech Science Foundation} project \fundingNumber{14-21318S} and by the \fundingAgency{Czech Ministry of Education} project \fundingNumber{RVO 68407700}.

\subsection*{Author contributions}

This is an author contribution text. This is an author contribution text. This is an author contribution text.

\subsection*{Financial disclosure}

None reported.

\subsection*{Conflict of interest}

The authors declare no potential conflict of interests.

\section*{Supporting information}

The following supporting information is available as part of the online article:

\noindent
\textbf{Figure S1.}
{500{\uns}hPa geopotential anomalies for GC2C calculated against the ERA Interim reanalysis. The period is 1989--2008.}

\noindent
\textbf{Figure S2.}
{The SST anomalies for GC2C calculated against the observations (OIsst).}

\section{Introduction}\label{sec1}

The jets are triggered around supermassive black holes in Active Galactic Nuclei (AGN) via the extraction of rotational energy from the black hole-accretion disk systems that sit at the core of those galaxies \citep{1977MNRAS.179..433B,2019ApJ...875L...1E}. Jets become relativistic and super(magneto)sonic beyond the acceleration region, thus triggering shocks in the galactic interstellar medium (ISM) during the first stages of propagation through the host galaxy.

The role of shocks is certainly relevant for the subsequent evolution of the host galaxy. On the one hand, shocks heat and ionize the ISM, providing it with momentum and triggering outflows of ISM gas \citep[e.g.,][and references therein]{2016A&A...593A..30M,2018A&ARv..26....4M,2021A&A...647A..63S}. These outflows could eventually extract large amounts of ISM gas from the galaxy, with the consequent quenching of star formation \citep[see, e.g.,][]{2011ApJ...743...42P,2014MNRAS.445.1462P}. On the other hand, there is debate about the possibility that the compression induced by shocks could cause a burst of star formation, although heated up ISM would increase the turbulence in its molecular gas, which would prevent the collapse of the star foming cloud \citep[see the discussion in, e.g.][]{2012ApJ...757..136W}.

During the last years, a number of numerical simulations have tackled the evolution of jets through the two-phase, inhomogeneous media expected within the inner kiloparsecs of host galaxies \citep{2011ApJ...728...29W,2012ApJ...757..136W,2016MNRAS.461..967M,2018MNRAS.475.3493B,2019MNRAS.489.4944Z}. These works have shown that jet evolution can be strongly modified by the presence of local, dense inhomogeneities and these are shocked and destroyed by jets in time-scales that could allow star formation. Although the physical conditions of shocked clouds are complex and more detailed, specific studies should be performed.

\begin{table*}[t]%
\caption{Simulation parameters. $v$ is velocity, $\rho_j/\bar{\rho_a}$ is the density ratio, $T$ is temperature, $L_j$ is jet power, and $n$ is the number density. \label{tab1}}
\centering
\begin{tabular*}{500pt}{@{\extracolsep\fill}lccccccc{c}{c}{c}c@{\extracolsep\fill}}
\toprule
&\multicolumn{4}{@{}c@{}}{\textbf{Jet properties}} & \multicolumn{3}{@{}c@{}}{\textbf{ISM properties}} \\\cmidrule{2-5}\cmidrule{6-8}
\textbf{Model} & $v\,(c)$  & $\rho_j / \bar{\rho_a} $  & $T\, {\rm (K)}$  & $L_j$ (${\rm erg\, s^{-1}}$)
$\bar{n_a} (\rm cm^{-3})^\tnote{*}$   & $\rho\,({\rm m_p\, cm^{-3}})^{**}$ & T (K)$^{**}$\\
\midrule
J46a & 0.98  & $10^{-4}$  & $2 \times 10^{12}$  & $10^{46}$ & 0.1 & $10^{-3}\,-\,10^{1}$ & $10^3-10^8$ \\
J44a & 0.98  & $10^{-5}$  & $2 \times 10^{11}$  & $10^{44}$ &  0.1 & $10^{-3}\,-\,10^{1}$& $10^3-10^8$ \\
J46b & 0.98  & $10^{-5}$  & $2 \times 10^{12}$  & $10^{46}$ &  1 &$10^{-2}\,-\,10^{2}$ & $10^3-10^8$\\
\bottomrule
\end{tabular*}
\begin{tablenotes
\item[* ] Peak of the log-normal number density distribution.
\item[** ] These numbers indicate the ranges of values with largest occurrence in the grid, i.e., smaller or larger values occur with a very small probability and include a negligible number of cells.
\end{tablenotes}
\end{table*}

In this work, we present our first simulations to study the role of jets within their host galaxies. The novelty of these numerical experiments is the addition of atomic hydrogen as a species to our simulations, along with the effects of cooling and recombination of hydrogen in terms of radiative losses.

\begin{figure}
\includegraphics[width=\columnwidth]{density2.png}
\caption{Initial setup, including a slice of density (bottom) and atomic hydrogen clouds (top).  \label{fig3}}
\end{figure}

\section{Numerical simulations}\label{sims}
With the aim to run numerical simulations that account for ionisation of hydrogen, we have modified the code \emph{Ratpenat} \citep{2010A&A...519A..41P,2019MNRAS.482.3718P} to include atomic hydrogen and ionization terms from \citet{2015A&A...580A.110V}. We have chosen to implement the non-equilibrium conditions, because of the low densities in both AGN jets and the ISM. Therefore, ionisaton plays a role as a source of 1) energetic losses, which means a source term to include the collisional ionisation cooling and the radiative recombination in the energy conservation equation, and 2) the particle number densities, i.e., it appears as a source term in the conservation equation of the different species. We have kept the Synge Equation of State (EoS) for the jet flow, composed of pairs with high internal energies. The selection of the EoS for each cell is based on the presence or not of atomic hydrogen (see Perucho et al., in preparation, for details on the code). In contrast to the work by \citet{2015A&A...580A.110V}, we have not included neither atomic helium nor molecular hydrogen in this first step of our project. The energy density of the gas is thus determined by the translational energy of hydrogen alone \citep[see][]{2015A&A...580A.110V} and the thermodynamical relations become trivial.

Despite the lack of analytic solutions for relativistic shock propagation in combination with hydrogen ionisation\footnote{\citet{2015A&A...580A.110V} limit their work to classical flows.}, we have run a number of tests that have been successfully passed by the code (Perucho et al., in preparation), and compare well with those presented in \citet{2015A&A...580A.110V}.

The simulations were run in 512 cores at Tirant, the local supercomputer at the University of Val\`encia. The grid size is $512\times512\times512$~cells, with a resolution of 6 cells/$R_{\rm j}$, and $R_{\rm j} = 6\,{\rm pc}$ at injection. This means that the simulation follows the jet evolution along 512~pc, from the point where the jet radius is the selected one (i.e., $\sim 60$~pc from the active nucleus).

The initial 3D density distribution was set by means of the PyFC fractal code \citep{2011ApJ...728...29W}. This algorithm implements an iterative process such that density inhomogeneities follow a log-normal single-point statistics in space ($\mu=1.0,\sigma^2=5.0$). The fractal structure of the scalar field is achieved multiplying the Fourier-transformed distribution by a Kolmogorov power-law with spectral index $\beta=-5/3$. The scale of the largest cloud in the box is approximately 16\,pc, which corresponds to a minimum sampling wave-number, $k_\mathrm{min}=17$. The medium is set in pressure equilibrium to a given value ($P_{\rm ISM}= 3.4\times10^{-10} - 3.4\times10^{-11}\,{\rm erg\,cm^{-3}}$), depending on the mean ambient density, by adapting temperatures. Once temperatures are fixed, we use Saha equilibrium equations to set an initial value for hydrogen density. The medium is obviously out from the equilibrium required by Saha, and is thus dynamic, in the sense that the hydrogen density changes with time due to cooling. The numerical box is assumed to be optically thin, so all the energy lost via cooling is assumed to be radiated away.

We have run three numerical simulations: J46a, J46b and J44a. Simulations J46 share the same jet properties and gas distribution, but the ISM mean density is scaled up by an order of magnitude in simulation J46b with respect to J46a. Simulation J44a shares the ambient medium properties with J46a, but the jet injected in J44a is two orders of magnitude lower in power with respect to J46a. Table \ref{tab1} shows the parameters used in these simulations. The jets are all purely leptonic at injection. A tracer has been set to 1 at the densest and coldest regions and 0 for the rest of the grid, with the aim to track the original material in ISM clouds. Figure~\ref{fig3} shows three-dimensional contours of atomic hydrogen density in the grid prior to jet injection. We have used LLNL VisIt \citep{Childs} to produce the figures.

\section{Preliminary Results} \label{res}

Figure~\ref{fig4} shows, for the last snapshot of simulation J46b, the projected 3D distribution of pressure contours (red and dark blue) indicating the position of the bow-shock and hot-spot; a leptonic fraction contour (orange) indicating the jet surface; a tracer contour (pink) indicating the location of material originally sitting in the densest and coldest regions that has been shock-ionized; and contours showing the atomic hydrogen density in two different sets: the blueish contours indicate hydrogen outside the bow shock, whereas the green/yellow contours indicate hydrogen inside the red surface. Altogether, the image shows how the inhomogeneous density of the ISM forces an irregular structure in the bow-shock. The distortion and expansion that the passage of the shock and, mainly, close passage by the jet, forces in the cloud material, as shown by the pink spots at the centre of the image, is remarkable. Images not shown here provide evidence of strong mixing and chaotic motions inside the shocked region, causing an efficient mixing between the original cloud gas and the dilute, hotter ISM. The original gas inside the clouds is thus scattered through larger volumes, as revealed by the image.

The jet in simulation J46a crossed the grid in $\sim 5100$~years, which implies an advance velocity of $\simeq 0.3\,c$. In the case of J46b, the simulation time is $\sim 6700$~years (advance speed $\simeq 0.25\,c$), whereas in the case of J44a (not shown), it is $\sim 9000$~years (advance speed $\simeq 0.18\,c$). These advance velocities are just slightly above those observed by \citet{1998A&A...337...69O,2003PASA...20...69P} for Compact Symmetric Objects, probably due to the dilute media used in these initial simulations.

\begin{figure}[t!]

\includegraphics[width=\columnwidth]{ji02_all0013.png}
\caption{Last frame of simulation J46b, within a 512~pc side box. Pressure contours are red at the bow-shock ($P=10^{-4}\, c^2$), and dark blue at the hot-spot ($P=6\times 10^{-3}\, c^2$); leptonic fraction contour is orange ($x_e=0.5$); tracer contour is pink ($f=0.5$), and those showing the atomic hydrogen density inside and outside the bow shock, are green/yellow ($n_H=0.1$ and $n_H=1\,{\rm cm^{-3}}$) and purple ($10\,{\rm cm^{-3}}$), respectively. \label{fig4}}

\end{figure}

All the green/yellow spots lie close to the bow-shock discontinuity, showing that all the atomic hydrogen gets completely ionized as the shock crosses the cloud. This result has been confirmed by histograms (not shown here) of the number of cells with atomic hydrogen embedded inside a given pressure. These histograms show that the cells containing atomic hydrogen rapidly tend to zero with increasing pressure, close to the isobaric surface shown in red in the image, as temperatures reach $10^4 - 10^5$~K. The same behaviour found in J46a is seen in both J46b and J44a: atomic hydrogen seems to be ionized as the shock crosses the clouds.

The temperatures measured inside the shocked regions are extremely high ($\sim10^{10}-10^{11}$~K), which makes it impossible for the ionised gas to cool and recombine within the simulation time-scales. The heating is due to both the shock and mixing with shocked jet material, and the high temperatures in the relatively dilute space between cold clouds (as forced by the large span of ISM density values and the imposed pressure equilibrium in the ambient medium, see Table~\ref{tab1}). These initially already high temperatures get increased by the shock, and facilitate reaching the observed values within the shocked region via mixing.

\begin{figure}
\begin{center}
\includegraphics[trim=4.5cm 4cm 0 0,width=0.9\columnwidth]{histo_vzc0004.png}
\end{center}
\caption{Histogram of the number of cells ($\times 10^6$) within the bow-shock with a given $v_z$ ($\times 10^3\,{\rm km/s}$), weighted with density, thus revealing transversal velocities with respect to the jet flow direction of the densest shocked regions. Blue columns stand for simulation J46a and red for J46b. \label{fig5}}
\end{figure}

We have computed histograms of transversal (see, e.g., Fig.~\ref{fig5}) and longitudinal velocities (with respect to the jet direction) in cells inside the shocked region. The count has been weighted with density in order to focus on the cells with a larger densities (and original cloud material). The results show that, in J46b, where the jet propagates through a denser medium, the most common velocities are $\leq 5000~{\rm km/s}$ (also in the case of J44a, not shown), with the largest columns indicating velocities $\sim10^{2-3}$~km/s, whereas a significant number of cells reach up to $10^4$~km/s in J46a. The longitudinal velocity distributions also show the trend towards narrower wings (smaller velocities) in J46b and J44a.

The axial velocity distributions show fairly symmetric profiles around zero, which implies that the shocked ISM is involved in both forward motions and backflow towards the galactic nucleus, probably when mixed with the shocked jet gas. Altogether, this reveals chaotic motions, which translates in the ideal scenario for turbulence.

These results show that, in the lower velocity limit, our simulations are capable of reproducing the observed kinematics in Compact Steep Spectrum (CSS) sources such as those reported in \citet{labiano05} and \citet{reynaldi16} through ionised gas observations. Furthermore, the structure and distribution of the ionized clouds (pink contours in Fig. 2) is consistent with the ionised fast clouds observed in CSS  \citep[see also e.g.,][]{Shih13,Holt11,ODea02}. A refinement on both the ISM initial conditions and jet properties are mandatory in order reach the velocity ranges with which the ionized gas is observed in CSS sources.

\section*{Acknowledgments}

\footnotesize{Computer simulations have been carried out in the the supercomputer Tirant, at the Servei d'Inform\`atica de la Universitat de Val\`encia.  This work has been supported by the Spanish Ministry of Science through Grants PID2019-105510GB-C31, PID2019-107427GB-C33, PID2019-106280GB-I00 (MCIU/AEI/FEDER,UE), and from the Generalitat Valenciana through grant PROMETEU/2019/071. A.L. acknowledges the support from Comunidad de Madrid through the Atracción de Talento Investigador Grant 2017-T1/TIC-5213. JLM acknowledges the support of a fellowship from 'La Caixa' Foundation (ID 100010434). The fellowship code is LCF/BQ/DR19/11740030. V.R. acknowledges the support from Universidad Nacional de La Plata through grant 11/G153.}

\nocite{*}

\section{Introduction}\label{sec1}

Many authors submitting to NJD (New Journal Design) journals use \LaTeXe\ to
prepare their papers. This paper describes the
\textsf{WileyASNA-v1.cls} class file which can be used to convert
articles produced with other \LaTeXe\ class files into the correct
form for publication in \emph{Wiley NJD Journals}.

The \textsf{WileyASNA-v1.cls} class file preserves much of the standard
\LaTeXe\ interface so that any document which was produced using
the standard \LaTeXe\ \textsf{article} style can easily be
converted to work with the \textsf{WileyASNA-v1} style. However, the
width of text and typesize will vary from that of
\textsf{article.cls}; therefore, \emph{line breaks will change}
and it is likely that displayed mathematics and tabular material
will need re-setting.

In the following sections we describe how to lay out your code to
use \textsf{WileyASNA-v1.cls} to reproduce the typographical look of
\emph{Wiley NJD Journals}.

\subsection{The Three Golden Rules}

Before we proceed, we would like to
stress \emph{three golden rules} that need to be followed to
enable the most efficient use of your code at the typesetting
stage:
\begin{enumerate}
\item[(i)] keep your own macros to an absolute minimum;

\item[(ii)] as \TeX\ is designed to make sensible spacing
decisions by itself, do \emph{not} use explicit horizontal or
vertical spacing commands, except in a few accepted (mostly
mathematical) situations, such as \verb"\," before a
differential~d, or \verb"\quad" to separate an equation from its
qualifier;

\item[(iii)] follow the \emph{NJD} reference style for ASNA: wiley-ASNA.

\end{enumerate}

\section{Getting Started} The \textsf{WileyASNA-v1.cls} class file should run
on any standard \LaTeXe\ installation. If any of the fonts, class
files or packages it requires are missing from your installation,
they can be found on the \emph{\TeX\ Live} CD-ROMs or from CTAN.

\section{The Article Header Information}
The heading for any file using \textsf{WileyASNA-v1.cls} is shown in
Figure~\ref{F1}.

\subsection{Remarks}

\begin{enumerate}[(I).]

\item Use \verb"\title{<title> \protect\thanks{<title footnotes}}" for article title and title footnote.
\item Use \verb"\authormark{}" for running heads.

\item Note the use of \verb"\author[<link>]{<name>}" and \verb"\address[<link>]{<name>}" to
link names and addresses. The author for correspondence is marked
by ``*'' and \verb"\corres{}" is used to give that
author's address, which will be printed besides abstract, prefaced by
`Correspondence to:'.

\item For submitting a double-spaced manuscript, add
\verb"doublespace" as an option to the documentclass line. \verb"\documentclass[doublespace]{WileyASNA-v1}"

\item Use \verb"\presentaddress{}" for present address.

\item In abstract \verb"\abstract[<title>]{abstract paragraph}" use optional parameter for title followed by abstract paragraph.

\item For Keywords use \verb"\keywords{}".

\item For how to site use \verb"\jnlcitation{\cname{\author{<author name>},"

\verb"\ctitle{<title>}, \cjournal{<Journal name>}, \cvol{<vol>}.}}".

\item For title page abbreviations use \verb"\footnotetext{<\textbf{Abbreviation title:} Abbreviations>}"

\item Use \verb"\articletype{<article category}" for article header information

\item Use \verb"\received{<received date>} \revised{<revised date>} \accepted{<accepted date>}" for history dates.

\end{enumerate}

\begin{figure}[p]
\setlength{\fboxsep}{0pt}%
\setlength{\fboxrule}{0pt}%
\begin{center}
\begin{boxedverbatim}

\documentclass[demo]{WileyASNA-v1}

\articletype{Article Type}

\received{26 April 2016}
\revised{6 June 2016}
\accepted{6 June 2016}

\begin{document}

\title{<Initial cap, lower case>\protect\thanks{<title footnote.>}}

\author[<address link>]{<Author name><corresponding author*>}

\author[<address link>,<address link>]{Author Name}

\authormark{AUTHOR ONE \textsc{et al}}

\address[<address link>]{\orgdiv{<Org Division>}, \orgname{<Org name>},
\orgaddress{\state{<State name>}, \country{<Country name>}}}
\address[<address link>]{\orgdiv{<Org Division>}, \orgname{<Org name>},
 \orgaddress{\state{<State name>}, \country{<Country name>}}}

\corres{<corresponding author link*> <author name, address.
 \email{<authorone@email.com>}}

\presentaddress{<Present address>}

\abstract[<Abstract heading>]{<Abstract paragraph>}

\keywords{<keyword1>, <keyword2>,...}

\jnlcitation{\cname{%
\author{<author name>},
\author{<author name>},
\author{<author name>},
\author{<author name>},  and
\author{<author name>}} (\cyear{<year>}),
\ctitle{<journal title>}, \cjournal{<journal name>} <year> <vol> Page <xxx>-<xxx>}

\footnotetext{\textbf{<abbreviation head:>} <abbreviations> ..}

\maketitle

\section{Introduction}
.
.
.
\end{boxedverbatim}
\end{center}
\caption{Example for title page.\label{F1}}
\end{figure}

\section{The Body of the Article}

\subsection{Section headings}

\begin{enumerate}[(H1)]
\item Section --- use \verb"\section{}"
\item SubSection--- use \verb"\subsection{}"
\item SubSubSectioin--- use \verb"\subsubsection{}"
\item Paragraph--- use \verb"\paragraph{}"
\item Subparagraph--- use \verb"\subparagraph{}"
\end{enumerate}

\subsection{Mathematics} \textsf{WileyASNA-v1.cls} makes the full
functionality of \AmS\/\TeX\ available. We encourage the use of
the \verb"align", \verb"gather" and \verb"multline" environments
for displayed mathematics.

\subsection{Figures and Tables}

\textsf{WileyASNA-v1.cls} uses the
\textsf{graphicx} package for handling figures.

Figures are called in as follows:
\begin{verbatim}
\begin{figure}
\centering
\includegraphics{<figure name>}
\caption{<Figure caption>}
\end{figure}
\end{verbatim}

The standard coding for a table is shown in Figure~\ref{F2}.

\begin{figure}[h]
\setlength{\fboxsep}{0pt}%
\setlength{\fboxrule}{0pt}%
\begin{center}
\begin{boxedverbatim}
\begin{table}
\caption{<Table caption>}
\centering
\begin{tabular}{<table alignment>}
\toprule
<column headings>\\
\midrule
<table entries
(separated by & as usual)>\\
<table entries>\\
.
.
.\\
\bottomrule
\end{tabular}
\begin{tablenotes}
\item Source: xxx.
\item[1] xxx.
\item[2] xxx.
\end{tablenotes}
\end{table}
\end{boxedverbatim}
\end{center}
\caption{Example for table layout.\label{F2}}
\end{figure}

\subsection{Cross-referencing}
The use of the \LaTeX\ cross-reference system
for figures, tables, equations, etc., is encouraged
(using \verb"\ref{<name>}" and \verb"\label{<name>}").

\subsection{Box text}

\begin{verbatim}
\begin{boxtext}
\section*{<title>}%
Paragraph
\end{boxtext}
\end{verbatim}

\subsection{List items}

\subsubsection{Enumerate list styles}
\begin{verbatim}
\begin{enumerate}[1]
\item
\end{enumerate}

\begin{enumerate}[1.]
\item
\end{enumerate}

\begin{enumerate}[(1)]
\item
\end{enumerate}

\begin{enumerate}[I]
\item
\end{enumerate}

\begin{enumerate}[i]
\item
\end{enumerate}

\begin{enumerate}[a]
\item
\end{enumerate}

\end{verbatim}

\subsubsection{Bullet list styles}

\begin{verbatim}
\begin{itemize}
\item
\end{itemize}
\end{verbatim}

\subsubsection{Description list}

\begin{verbatim}
\begin{description}
\item[<entry>] description text.
\end{description}
\end{verbatim}

\subsection{Enunciations}

\begin{verbatim}
\begin{theorem}[<Theorem subhead>]\label{thm1}
<theorem text>.
\end{theorem}

\begin{proposition}[<proposition subhead>]\label{pro1}
<proposition text>.
\end{proposition}

\begin{definition}[<definition subhead>]\label{dfn1}
<definition text>.
\end{definition}

\begin{proof}
<proof text>.
\end{proof}

\begin{proof}[Proof of Theorem~\ref{thm1}]
<proof text>.
\end{proof}

\end{verbatim}

\subsection{Program codes}

Use \verb+\begin{verbatim}...\end{verbatim}+ for program codes without math. Use \verb+\begin{alltt}...\end{alltt}+ for program codes with math. Based on the text provided inside the optional argument of \verb+\begin{code}[Psecode|Listing|Box|Code|+\hfill\break \verb+Specification|Procedure|Sourcecode|Program]...+ \verb+\end{code}+ tag corresponding boxed like floats are generated. Also note that \verb+\begin{code}[Code|Listing]...+ \verb+\end{code}+ tag with either Code or Listing text as optional argument text are set with computer modern typewriter font.  All other code environments are set with normal text font. Refer below example:

\begin{verbatim}
\begin{lstlisting}[caption={Descriptive Caption Text},label=DescriptiveLabel]
for i:=maxint to 0 do
begin
{ do nothing }
end;
Write('Case insensitive ');
WritE('Pascal keywords.');
\end{lstlisting}
\end{verbatim}

\subsection{Acknowledgements} An Acknowledgements section is started with \verb"\ack" or
\verb"\acks" for \textit{Acknowledgement} or
\textit{Acknowledgements}, respectively. It must be placed just
before the References.

\subsection{Bibliography}

\begin{enumerate}[1]
\item Use \verb"

redpajama_set_name: RedPajamaArXiv


A FieldServer protocol gateway that provides data exchange between SNMP Standard MIB and BACnet MSTP.
The SNMP-STD driver allows the FieldServer to transfer data to and from devices over Ethernet using the SNMP Version V1 or V2c protocol.
The BACnet Master-Slave/Token-Passing (MSTP) driver implements a data link protocol that uses the services of the RS-485 physical layer.
The BACnet Master-Slave/Token-Passing (MS/TP) driver implements a data link protocol that uses the services of the RS-485 physical layer. See the FieldServer BACnet PIC statement for the level of conformance that this driver implements.
All information in a BACnet system is represented in terms of objects. The Object_Identifier is a 32-bit code that identifies the type of Object (also identified by the Object_Type Property) and its "Instance" number, which together uniquely identify the Object within its BACnet device. Theoretically, a BACnet device could have over four million Objects of a particular type. The Object_Name is a text string, which has a unique capability. BACnet devices may broadcast queries for devices that contain Objects with a specific Object_Name. This can greatly simplify project setup.
Standard object types are used to hold real time data and other information. Each Object Type is referenced by a number, for example 0 represents an Analog Input.
Each Object consists of a number of prescribed properties, the main property being the Present_Value. Objects are monitored and controlled through their properties. The Analog Input Object is representative of the Objects involved directly with control elements and many of its Properties reflect this.
The SNMP-STD driver allows the FieldServer to transfer data to and from devices over Ethernet using the SNMP Version V1 or V2c protocol. The FieldServer can emulate a Server (SNMP Agent) or Client (NMS Network Management Station).
The FieldServer provides a generic MIB (Management Information Base) file that sets out the OID (Object Identifiers) structure. The FieldServer Enterprise ID is 6347. A selection of standard MIB-2 OID's are supported to allow interaction with popular Network Management packages.
When configured as an SNMP Agent (Server) the SNMP-STD driver allows SNMP Get, GetNext (walk) and Set commands to access Data Arrays using the Integer type. The SNMP v1 protocol does not make provision for Floats.
The SNMP-STD driver can send SNMP traps. The structure for SNMP Traps is provided in the FieldServer's generic MIB file.
The FieldServer also supports custom MIBs and the automatic generation of the MIB file. It supports setting a custom enterprise ID, object names and custom traps or informs. In custom configurations the FieldServer supports various data types as specified in Section 6.1 of the Manual.
When configured as a Client, the FieldServer can read objects from the Server using Get, GetNext (walk) or GetBulk commands. The GetBulk command is very useful to transfer large amounts of data. The FieldServer can update objects in Agent using the Set command.
The FieldServer can accept any trap or inform as long as all the objects in the message are encoded with a full OID.
The Client side of the driver is considered as a custom configuration.
A BACnet Router is used to connect MSTP trunks to BACNetIP systems. The router itself is a device on the IP and on the MSTP side. The router can also act as BBMD device allowing messages to cross from one subnet to another.
BACnet messages cannot cross from one subnet to another except under special circumstances.
Most BACnet sequenc es of messages begin with a broadcast called 'who is'. All devices respond with 'I am'. That is how they are discovered. It is also how many system confirm the device is still there.
Broadcasts can't cross routers (they are blocked) and therefore devices on the other side of a router cannot e discovered.
BBMD is the name of the BACNet technology that resolves these issues. The BACNet ROuter sold by CAS provides BBMD services as do all FieldServer BACNet products when configured as clients.
What can go wrong with 485 and BACnet MSTP ?


one of my favourite quotes: A setback is just a setup for future accomplishments!
Insightful! It's sad that so many often give up when they experience a setback. Let's stay positive! Thank you!
I try to keep positive!


I'm all Smiles and I don't know anyone that can permanently break that!!! I'm too Powerful!!!
Who you got winning champions league ?
Hope is not a resting place but a starting point - a #cactus , not a cushion H. Jackson Brown, Jr.
Quotes for good is an easy way to help nonprofits in our community. For every quote my team and you complete from April-June, we'll donate $10 to PATH! Call for a quote and share this post! 323-522-3066 /Tara @taracasares com - Link in bio! @pathpartners : In 2013, Dianna was forced to move out of her apartment of 10 years, after the complex was sold. She was working full time, but was unable to find a home as rent in the city had doubled. ⠀ ⠀ With no home, Dianna spent her nights couchsurfing, living in an RV, or in her car in parked at a church parking lot. With four pets, she found it difficult to find an apartment that allowed animals. ⠀ ⠀ Dianna connected with PATH San Jose and shares that, "PATH helped me by believing in me, giving me resources, a list of affordable housing and the courage and strength to pick up the phone and start calling. We did practice calls and put together a list of questions to ask. Then I started the calls on my own."⠀ ⠀ In October, Dianna moved into her own apartment! She is looking forward to having a place to come home to at the end of every day, and picking up old hobbies. Welcome Home, Dianna!
Jesus came to our sinful world and placed God's stamp of grace on it. On this Good Friday, we praise the one who came to reverse the powers of decay, death, and destruction, and put in their place permanence, life, and salvation!
When you have one of the nights where you wish you were a kid again and didn't need to have responsibilities lol.
Been in LA for close to two years now, so I decided to be a tourist for the day and finally made my way up to see the Hollywood sign.


text:
Akston Biosciences has entered into a strategic partnership with US-based contract research, development, and manufacturing organisation (CRDMO) LakePharma to manufacture second-generation Covid-19 vaccine.
LakePharma will manufacture Akston's adjuvated Covid-19 vaccine candidate. (Credit: Gerhard G. from Pixabay)
Under the deal, LakePharma will produce Akston's adjuvanted Covid-19 vaccine candidate (AKS-452), which is slated to start phase 1/2 clinical testing later this month.
LakePharma president and CEO Dr Hua Tu said: "LakePharma started working on various Covid-19 activities in February 2020, and was among the first companies to provide a set of recombinantly-produced SARS-CoV-2 spike proteins for diagnostic and therapeutic development."
AKS-452 is claimed to be the most advanced Covid-19-specific Fc fusion protein vaccine under development.
The vaccine candidate has been designed to induce or accelerate a Th1/Th2 mixed immune response in patients against the Receptor Binding Domain (RBD) of the novel SARS-CoV-2 coronavirus spike protein.
The inherent nature of the vaccine candidate's construct is said to provide a unique combination of benefits compared to nucleic acid, viral-vectored, and inactivated virus vaccines.
AKS-452 has been demonstrated to be shelf-stable for weeks at up to 37 °C (95°F) compared to other vaccines must be kept refrigerated or even deep-frozen for transport and storage, said the company.
Akston has designed AKS-452 to use conventional antibody manufacturing techniques. With multiple batches over one year, a single 2,000-liter production train holds the capacity to produce more than one billion doses.
Akston Biosciences president and CEO Todd Zion said: "Our team realized early on that our fusion protein platform could be used to design a vaccine that checked all the boxes – transportable at ambient temperatures, produced at very low cost, and suitable for repeated dosing if immunity wanes.
"Partnering with LakePharma gives us great confidence that we can ramp up quickly to deliver large quantities of AKS-452 on a commercial basis."
In September 2020, Johnson & Johnson (J&J) company Janssen Pharmaceuticals partnered with injectable contract development and manufacturing organisation (CDMO) Grand River Aseptic Manufacturing (GRAM) to produce its SARS-CoV-2 vaccine candidate.
Related whitepaper
Dissolved Oxygen Measuring Systems
EIB launches €50m Africa pharmaceutical manufacturing initiative

redpajama_set_name: RedPajamaCommonCrawl


text:
Buffalo Springs
Idalou
Smyer
Fox Pest Control Sponsors 26th Annual Caprock Classic Car Show
We love to support groups that take their passions and turn them into channels for charity and good within the community, allowing them to truly enjoy and share their love with others. The Caprock Classic Car Club of Lubbock has been turning their love of cars and community into an annual fundraiser for more than 25 years. And, we're excited to announce that we're helping out with this year's event.
Fox Pest Control is now a sponsor of the 2022 Caprock Classic Car Show! This year's event is scheduled for Friday, July 15, and Saturday, July 16th, at the Rip Griffin Center on the campus of Lubbock Christian University.
The goal of the event is to raise money to help organizations that are supporting and serving the Lubbock Community. Since the first Car Show in 1996, the Car Club has raised and donated more than $125,000.
Several members of our Fox Pest Control Family in the Lubbock Branch are car enthusiasts, so they're really looking forward to attending this year's event. The Car Show isn't just for car enthusiasts. Besides classic cars, attendees will enjoy local food trucks, a corn hole tournament, cookout, music and awards. Additionally, there are numerous activities for kids.
Learn more about the Caprock Classic Car Club and Car Show here.
Fox Pest Control Joins As Mission Partner For Team Luke Hope For Minds June 1, 2022 Read More
Fox Pest Control Sponsors The Inside Out Foundation's West Texas Shootout Fundraiser May 1, 2022 Read More
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US Census survey: How to apply for field census job
By Steve Campion
The challenges and perks of working for the 2020 Census
The 2020 Census has a wide variety of positions requiring various levels of experience and training. According to the Census Bureau, the salary range for the job is from $19 to $24.50 an hour. They add that there are 5,000 positions available in Harris County.
The Census Bureau also offers part-time and full-time positions with benefits.
For details on how to apply, call 1-855-562-2020 (1-855-JOB-2020) or visit 2020census.gov/jobs for more information.
The survey stipulated by federal law requires that vital information be taken of every person living in the country. The survey takes a count of population and background in order to determine how funds are dispersed in smaller communities.
For the first time in the census' history, people can submit survey answers electronically. But even given the new-school wrinkle, the survey will still depend on an old-school method: the door-to-door questionnaire. For that to be done, the U.S. Census Bureau will need survey-takers in the field, and that position can be filled by people in the community.
SEE ALSO: 2020 census: Why it matters
The Census Bureau has six different regional offices that cover different parts of the country. Texas, for example, reports to a regional office located in Denver, Colorado.
Outside of the Decennial Census, which happens only every 10 years, the Denver office oversees hiring of Field Representatives for not only Texas, but for Arizona, Colorado, Kansas, Montana, Nebraska, New Mexico, North Dakota, Oklahoma, South Dakota, Utah, and Wyoming.
Field Representative applicants must be U.S. citizens who have a physical residence within the area of consideration. They must also be 18 years old and older and must pass a background investigation. (Other stipulations can be found here.)
From there, the applicant must complete three forms: the U.S. Census Employment Application, Additional Applicant Information, and the U.S. Census Jobs Assessment Booklet. Those forms can be obtained by contacting the regional office.
The completed forms would then have to be mailed by pre-paid envelope to the following address: U.S. Census Bureau - Denver Regional Office/Recruiting, 6950 W. Jefferson Boulevard, Suite 250, Denver, CO 80235.
If you end up with an offer of employment, you must be willing to work days, evenings and weekends; must have use of an automobile with a valid driver's license; must have access to the internet; and must be willing to travel overnight for work assignments, training and other functions.
The bureau also encourages bilingual survey-takers. It asks applicants to indicate the languages that you speak, read, and write fluently.
There are other full-time positions beyond the field representative open at the Census Bureau. You can find a full list on the usajobs.gov.
With many new faces showing up to your door this year, Houston-area police are giving advice on how to make sure the person at your door is a legitimate census worker.
Census employees work 9 a.m. - 9 p.m.
Field workers should always have an ID badge and a letter on official Census Bureau letterhead.
You can also check their status by calling the Census Bureau regional office in Denver.
Remember, Census workers will never ask for your full social security number, bank account number or passwords.
Census data collection is running through Oct. 11.
RELATED: From 'deaf and dumb' to 'octoroon': Census questions that did not meet the test of time
A questionnaire from the 1880 U.S. Census asks residents about their health and whether they are considered 'deaf and dumb', 'idiotic' or 'insane'. (U.S. Census)
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