text:
Papers and Abstracts
Research: Past, Present and Future
Research Interests and Work in Progress
Thesis and Essay Supervision
Conferences, posters, presentations
Impact of a developmental language disorder : steps toward remediation
Posted on Friday December 22nd, 2017 Friday December 22nd, 2017 by Michèle Minor-Corriveau
Originally published May 3, 2017 , https://parlonsapprentissage.com/les-impacts-dun-trouble-de-langage-oral-des-pistes-de-solution/ and republished with permission on my personal site.
Several impacts inevitably stem from developmental language disorders (#DLD123) or delays. However there are options to make the most of interventions with children whose success in school is affected by these types of impairments. The goal of this post is to provide an overview of evidence-based practice and to suggest activities to help overcome these difficulties in order to maximise student success.
DLD and its impact on health and well-being
According to the Public Health Agency of Canada (2017), education and literacy were ranked the third most important social determinants of health, after income and social status, and social support networks. Since academic success is considerably influenced and shaped by oral and written language skills, communicating orally and in writing has an indirect impact on health, as demonstrated in certain studies (Luinge, Post, Wit & Goorhuis-Brouwer, 2006; McCain & Mustard, 2002).
DLD and its impact on social well-being
When speech and language impairments are not resolved by five years of age, there is a risk of behavioural issues (Gaines, 2002; McCain & Mustard, 2002; Vallance, Cummings & Humphries, 1998), antisocial behaviours (Stattin & Klackenberg-Larsson, 1993) and mental health issues (Young, Beitchman, Johnson, Douglas, Atkinson, Escobar & Wilson, 2002). Even in preschool, students who have communication impairments are less likely to make friends easily (Gernter, Rice & Hadley, 1994; Guay, Boivin & Hodges, 1999). Peer rejection and victimization have also been well documented (Gernter et al. 1994; Guay et al., 1999) among those who experience language difficulties or disorders.
Furthermore, students with DLD are more likely than their peers to quit school, have less favorable social and professional conditions and are more likely to require social assistance (Young et al., 2002). Poor oral language skills also result in limited academic success in all subjects of the curriculum (Knox, 2002; Stothard, Snowling, Bishop, Chipchase & Kaplan, 1998) and these performance gaps persist in all subjects throughout secondary and postsecondary studies (Johnson et al., 1999; Pierre, 1992; Stothard et al., 1998)
DLD and its impact on academic performance and success
The relationship between oral and written language is well documented (Billard, 2001; Callu, Jacquier-Roux, Giannopulu & Dellatolas, 2003). In fact, 40-75% of students with DLD also have trouble learning to read (Bishop & Adams, 1990; Catts, Fey, Tomblin & Zhang, 1999; Catts & Kahmi, 2005). Written language development is often considerably delayed in children who experience difficulties with oral expression (Gillam & Johnston, 1992; Mackie & Dockrell, 2004; Scott & Windsor, 2000; Teberosky, 2002).
Unresolved speech and language impairments at five years old can lead to both academic (Aram & Nation, 1980; Loban, 1976; Paul, 2013) and language (Aram & Nation, 1980) struggles, including writing (Roy, Maeder & Beley, 1992), reading (Roy et al., 1992; Stattin & Klackenberg-Larsson, 1993) and learning (McCain & Mustard, 1999; Roy et al., 1992). Children with DLD may experience problems with written language even when difficulties seemed to be resolved before they started school (Fey, Catts & Larrivée, 1995; Scarborough & Dobrich, 1990). About 50% of students who exhibit poor reading skills in Grade 2 also have difficulties understanding oral language (Catts, Hogan & Adlof, 2005). Further, 88% of students who have difficulty reading in Grade 1 will still be struggling to read in Grade 4 (Juel, 1988).
How then can the impact of oral language difficulties be minimized? Speech and language intervention tends to occur once or twice weekly, for those who are lucky enough to benefit from direct intervention. But what if we aspired to enhance oral language skills within the curriculum, regardless of subject, in fun, authentic, meaningful, language rich interactions? What would that look like? And what would be the impact?
Finding solutions that allow students with DLD to maximize their potential by improving their oral language skills is paramount, so that their written skills can lead to better academic success.
Steps toward remediation
Phonological awareness, vocabulary, knowledge of word, sentence and text structure, comprehension and one's ability to make inferences are skills that help foster oral and written language development. These skills must be developed simultaneously, through meaningful scaffolding (Nagy & Scott, 2000) in a way that corresponds to the child's zone of proximal development (Vygotsky, 1978). Promoting these oral language skills by integrating strategies based on scientific evidence is key to integrating these skills in oral language rich environments.
Phonological awareness (PA) is the capacity to reflect on, and manipulate, parts of words. Strong PA skills are essential to reading and writing success. Whether it is to become aware of the syllable or phoneme, or to combine or segment syllables into words, these skills help bring the beginner reader to a higher level of competence. Awareness of syllables precedes phonemic awareness (Torgesen & Mathes, 2000). To encourage children, we can ask them to use an instrument to make a sound for every syllable in a well-known song. Then, we can come back to the lyrics and ask them to identify words that rhyme, and try to find words that start with the same sound. This activity targets both syllable segmentation and identification of rhymes and starting phonemes.
Oral language competency and reading comprehension depend on the student's prior knowledge and vocabulary. By practicing interactive reading, students must reflect on the meanings of new words and the varied meanings in the targeted context. For this to be beneficial, interactive reading must contain new words (Justice, Meier & Walpole, 2005). For words learned passively (i.e., the student understands what is heard) to be acquired in an active state (i.e., the student uses learned words more fluently), vocabulary revisions are essential. Semantic webs (Giasson, 2003) and graphic organizers (Giasson, 2003; Stahl & Stahl, 2004) provide useful ways to improve vocabulary comprehension and address synonymy, opposites and polysemy, among others.
A sufficiently broad range of vocabulary allows the student to have fun while reflecting on word and sentence structure, along with prefixed and suffixed words, during directed reading, for example. By helping the student become familiar with complex sentences, it is also possible to enrich mathematical reasoning skills (Montague, Krawec & Sweeney, 2008; Woodward, 2008). While reading, it is helpful to isolate affixes and discuss the roots of words, to which prefixes and/or suffixes are added to change the meaning. Awareness of word structure – or morphological awareness – is linked to reading comprehension (Nagy, Bernier, Abbott, Vaughan & Vermeulen, 2003).
Research supports the need to improve understanding of texts, starting with text structure (informative and narrative texts). When based on a broad enough vocabulary, teaching text structure while using word games and sentence structure games allows the student to maximize opportunities for success at school, either by creating personal narratives or by understanding the narrative structure itself. For the student, writing stories facilitates the transition between the rich, interactive language used at home and the more formal, decontextualized classroom language (Boudreau, 2007; Naremore, Densmore & Harman, 1995; Westby, 1991).
As soon as reading competency is developed, and information in a text can be both extracted and understood, the student is called upon to make inferences. To understand the meaning of a text – which happens to be the ultimate goal of reading – the student must make inferences, since information given is not always explicit. The student can practice making inferences while speaking, during shared readings or while participating in course activities and exchanging with other students in an effort to further develop this ability. The student can then rely on prior knowledge while benefiting from other students' knowledge too. The student must be able to make predictions about what is read, both orally and in writing. S/He must be able to test hypotheses and adjust theories while reading. This is defined as comprehension checking, an important skill for the student who is listening (Paul, 2013; Walters & Chapman, 2000) and reading (NICHHD, 2000). The ability to ask – and answer – questions is also very helpful.
Solid phonological and phonemic awareness, increased vocabulary, and awareness of word, sentence and text structure are all skills required for the student to be able to make inferences on what is read while relying on prior knowledge. It will take years for the student to develop a degree of automaticity in reading sufficient to use texts to generally increase knowledge and, consequently, improve academic success. However, daily practice will promote development of the student's oral language skills, which will, in turn, enhance writing skills. Since oral language is the common element among all academic subjects, it is conceivable to target these skills though authentic language interactions in all subject matters, which would be of great benefit, not only to students who have developmental language delay or disorder, but to ALL students. All excerpts are taken from this ressource :
For more ideas, strategies and activities on how to integrate oral language within daily classroom interactions, please check out Oral Language At Your Fingertips.http://micheleminorcorriveau.com/theme1/wp-content/uploads/2015/06/Livres_2_Oral-language-at-your-fingertips_ORDER-FORM-for-OLAYF.pdf
Aram, D. M., et Nation, J. E. (1980). Preschool language disorders and subsequent language and academic difficulties. Journal of Communication Disorders, 13(2), 159-170.
Billard, C. (2001). Le dépistage des troubles du langage chez l'enfant. Une contribution à la prévention de l'illettrisme. Archives de pédiatrie, 8(1), 86-96.
Bishop, D. V. M., et Adams, C. (1990). A prospective study of the relationship between specific language impairment, phonological disorder, and reading retardation. Journal of Child Psychology and Psychiatry, 31, 1027-1050.
Boudreau, D. M. (2007). Narrative abilities in children with language impairments. Dans R. Paul (Éd.), Language disorders from a developmental perspective: Essays in honor of Robin S. Chapman (pp. 331-356). Mahwah, NJ: Lawrence Erlbaum.
Callu, D., Jacquier-Roux, M., Giannopulu, I., et Dellatolas, G. (2003). Pertinence du repérage par les parents des retards de langage chez l'enfant entre quatre et six ans.
Archives de pédiatrie, 10, 1061-1067.
Catts, H. W., Fey, M. E., Tomblin, J. B., et Zhang, X. (2002). A longitudinal investigation of reading outcomes in children with language impairments. Journal of Speech, Language, and Hearing Research, 45, 1142-1157.
Catts, H. W., Hogan, T. P., et Adlof, S. M. (2005). Developmental changes in reading and reading disabilities. Dans H. W. Catts et A. G. Kamhi (Éds), The connections between language and reading disabilities (pp. 25-40). Mahwah, NJ: Lawrence Erlbaum.
Fey, M., Catts, H., et Larrivée, L. (1995). Preparing preschoolers for the academic and social challenges of school. Dans M. Fey, J. Windsor, et S. Warren (Éds), Language intervention: Preschool through the elementary years (pp. 3-37). Baltimore: Paul Brookes.
Gaines, B. R. (2002). Screening for childhood speech-language problems. The Canadian Nurse, 98(5), 15.
Gernter, B. L., Rice, M. L., et Hadley, P.A. (1994). Influence of communicative competence on peer preferences in a preschool classroom. Journal of Speech and Hearing Research, 37(4), 913-923.
Giasson, J. (2003). La lecture : De la théorie à la pratique. Boucherville : Gaëtan Morin.
Gillam, R., et Johnston, J. (1992). Spoken and written language relationships in language learning impaired and normally achieving school-age children. Journal of Speech, Language, and Hearing Research, 35, 1303-1315.
Guay, F., Boivin, M., et Hodges, E. (1999). Predicting change in academic achievement. A model of peer-experiences and self-esteem processes. Journal of Educational Research, 91(1), 105-115.
Johnson, C. J., Beitchman, J. H., Young, A., Escobar, M., Atkinson, L., Wilson, B., … et Wang, M. (1999). Fourteen-year follow-up of children with and without speech/language impairments: Speech/language stability and outcomes. Journal of Speech, Language, and Hearing Research, 42(3), 744-760.
Juel, C. (1988). Learning to Read and Write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology. 80(4), 437-447.
Justice, L., M., Meier, J., et Walpole, S. (2005). Learning new words from story books: An efficacy study with at-risk kindergarteners. Language, Speech, and Hearing Services in Schools, 36, 17-32.
Knox, E. (2002). Educational attainments of children with specific language impairment at year 6. Child Language Teaching and Therapy, 18, 103-124.
Loban, W. (1976). Language development: Kindergarten through grade twelve. National Council of Teachers of English (NCTE) Committee on Research Report No. 18 (ED 128 818).
Luinge, M. R., Post, W. J., Wit, H. P., et Goorhuis-Brouwer, S. M. (2006). The ordering of milestones in language development for children from 1 to 6 years of age. Journal of Speech, Language, and Hearing Research, 49(5), 923-940.
Mackie, C., et Dockrell, J. E. (2004). The nature of written language deficits in children with SLI. Journal of Speech, Language, and Hearing Research, 47, 1469-1483.
McCain, M, et Mustard, F. (1999). Early Years Study: Reversing the real brain drain. Toronto: The Founder's Network – Canadian Institute for Advanced Research. Repéré à https://www.oise.utoronto.ca/humandevelopment/UserFiles/File/Early_Years_Study_1.pdf
Montague, M., Krawec, J. et Sweeney, C. (2008). Promoting self-talk to improve middle school students' mathematical problem solving. Perspectives on Language and Literacy, 34, 13-17.
Nagy, W., Bernier, V., Abbott, R., Vaughan, K., et Vermeulen, K. (2003). Relationship of morphology and other language skills in literacy skills in at-risk second-grade readers and at-risk fourth-grade writers. Journal of Educational Psychology, 95(4), 730-742.
Nagy, W. E. et Scott, J.E. (2000). Vocabulary Processes. Dans M. L. Kamil, P. B. Mosenthal et R. Barr (Dir.), Handbook of reading research, 3, 269-284. Hillsdale, NJ: Erlbaum.
Naremore, R. C., Densmore, A. E., et Harman, D. R. (1995). Language intervention with school-aged children: Conversation, narrative, and text. San Diego, CA: Singular Publishing Group.
NICHHD (National Institute of Child Health and Human Development). (2000). Report of the National Reading Panel. Teaching children to read: an evidence-based assessment of the scientific research literature on reading and its implications for reading instruction: Reports of the subgroups (NIH Publication No. 00-4754). Washington, DC: U.S. Government Printing Office. Repéré à https://www.nichd.nih.gov/publications/pubs/nrp/Documents/report.pdf
Paul, R. (2013). Language disorders from infancy through adolescence: Assessment and intervention (4e éd.). St. Louis, MO: Mosby.
Pierre, R. (1992). La compréhension des textes écrits face au rehaussement des standards de littératie. Scientia paedagogica experimentalis, 29, 3-21.
Public Health Agency of Canada (2017). What determines health? https://www.canada.ca/en/public-health/services/health-promotion/population-health/what-determines-health.html
Roy, B., Maeder, C., et Beley, G. (1992). Dépistage des troubles de la parole et du langage en cabinet pédiatrique. Le Pédiatre, 28(133), 63-65.
Scarborough, H. S., et Dobrich, W. (1990) Development of children with early language delay. Journal of Speech and Hearing Research, 33(1), p. 70-83.
Scott, C., et Windsor, J. (2000). General language performance measures in spoken and written discourse produced by school-age children with and without language learning disabilities. Journal of Speech, Language, and Hearing Research, 43, 324-339.
Stahl, S. A., et Stahl, K. A. D. (2004). Word wizards all! Teaching word meanings in preschool and primary education. Dans J. F. Baumann et E. J. Kame'enui (Éds), Vocabulary Instruction: Research to practice (pp. 59-80). New York:Guilford Press.
Stattin, H., et Klackenberg-Larsson, I. (1993). Early language and intelligence development and their relationship to future criminal behavior. Journal of Abnormal Psychology, 102(3), 369-378. http://dx.doi.org/10.1037/0021-843X.102.3.369
Stothard, S., Snowling, M., Bishop, D., Chipchase, C., et Kaplan, C. (1998). Language-impaired preschoolers: A follow-up into adolescence. Journal of Speech, Language, and Hearing Research, 41, 407-418.
Teberosky, A. (2002). La compréhension progressive du fonctionnement du système alphabétique : une perspective évolutive. Repères : recherches en didactique du français langue maternelle, 26-27, 49-59.
Torgesen, J. K., & Mathes, P. G. (2000). A basic guide to understanding, assessing, and teaching phonological awareness. Austin, TX: Pro-Ed.
Vallance, D., Cummings, R. L., et Humphries, R. (1998). Mediators of the risk for problem behavior in children with learning disabilities. Journal of Learning Disabilities, 31(2), 160-171.
Vygotsky L. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Walters, D. B., et Chapman, R. S. (2000). Comprehension monitoring: A developmental effect? American Journal of Speech-Language Pathology, 9, 48-54.
Westby, C. E. (1991). Learning to talk – Talking to learn: Oral-literate language differences. Dans C. S. Simon (Éd.), Communication skills and classroom success: Assessment and therapy methodologies for language and learning disabled students (pp. 334-357), Eau Claire, WI: Thinking Publications.
Woodward, J. P. (2008). The language of mathematics in today's classrooms. Perspectives on Language and Literacy, 34, 29-33.
Young, A. R., Beitchman, J. H., Johnson, C., Douglas, L., Atkinson, L., Escobar, M., et Wilson, B. (2002). Young adult academic outcomes in a longitudinal sample of early identified language impaired and control children. Journal of Child Psychology and Psychiatry, 43(5), pp. 635-645.
Posted in academic success, intervention, langage écrit, langage oral, oral language, réussite scolaire, written language.
Michèle Minor-Corriveau
View posts by Michèle Minor-Corriveau
Michèle a obtenu une maîtrise ès sciences de la santé en orthophonie de l'Université Laurentienne en 1998. Elle est membre en règle de l'Ordre des audiologistes et orthophonistes de l'Ontario (OAOO). Depuis 1998, elle a travaillé auprès des enfants d'âge scolaire ayant des difficultés ou un trouble du langage et/ou de la parole. En 2012, elle obtenu un doctorat ès sciences humaines, un programme doctoral interdisciplinaire de l'Université Laurentienne visant à intégrer des professionnels de différente discipline autour d'un problème commun et complexe. Ses intérêts de recherche sont centrés, sans toutefois s'y limiter, à la normalisation des outils d'évaluation et d'intervention ciblant le langage écrit et la parole pour ceux retrouvée en minorité linguistique, soit la population franco-ontarienne. Depuis 2008, elle détient un poste de professeure agrégée à l'Université Laurentienne, dans le cadre du baccalauréat et de la maîtrise ès sciences de la santé en orthophonie. C'est toujours avec fierté qu'elle accepte de promouvoir la profession d'orthophoniste en milieu bilingue. Michèle a obtenu plus de 250,000.00$ en subventions de recherche à titre de chercheuse principale ou co-chercheuse.
← Oral language difficulties discriminate against…
L'intérêt de l'élève dans ses… →


Don't miss this lovely 4 bedroom , 3 bath, 2000 sq. ft., single story, Raymond Hills ranch style home. Home was originally custom by its owner and local builder, Ralph Crosswhite, who's style is apparent in many of the custom homes in the area. The home sits on a 12000 sq. ft. lot with mountain views, lovely tiered gardens wand a large yard that has been a real joy for its current owners. The home has been remodeled throughout and has a brand new roof. Home sits on the border of the Beechwood School District, is walking distance to Fullerton High, FJC, Hillcrest Park, Fullerton's many hiking/biking trails, Lions Field, and downtown Fullerton.
I was searching for a Property and found this listing (MLS® #PW19058657). Please send me more information regarding 1601 Skyline Drive, Fullerton, CA, 92831. Thank you!
I'd like to request a showing of 1601 Skyline Drive, Fullerton, CA, 92831 (MLS® #PW19058657). Thank you!


text:
TUTTO IL CATALOGO AC/DC SU ITUNES
AC/DC is finally releasing its music digitally on iTunes.
Columbia Records and Apple announced Monday that the classic rock band's music will be available at the iTunes Store worldwide.
Sixteen studio albums will be released, including "High Voltage" and "Back in Black." Several of the Australian band's albums and songs have made their way on iTunes' Top 100 albums and songs charts.
AC/DC was one of the few acts that would not release music through the digital outlet. Two years ago, Apple struck a deal with The Beatles' record label, EMI Group, and management company and began selling the group's music. Kid Rock, who had also been against selling his music through the digital retailer, is releasing a new album, "Rebel Soul," on Monday and it's available on iTunes.
"It's something that I think artists realize they need to do in order to get their music into the hands of their fans and to make more money," he said. "Right now with CD sales being what they are, touring is the main source of income and not every band is equipped to be out on tour 200 days a year to make the kind of money they need to make, or want to make."
Garth Brooks, however, has yet to release his music on iTunes. Pietroluongo said he believes the country star will come around, but he's not sure when that will be.
Four of AC/DC's live albums and three compilation records are also available. The statement said the songs have been mastered for iTunes "with increased audio fidelity."
The group's first live album in 20 years, "Live at River Plate," is out .
http://www.acdc.com/us/home
Eric Clapton - While my guitar gently weeps
INEDITO DI MICHELINO JACKSON
EDDIE VEDDER A LISBONA: DISCORSO CONTRO LA GUERRA E POI "IMAGINE" DI LENNON
JOAN AS POLICE WOMAN, THE CLASSIC BY ONDAROCK 7,5
IL DIRIGIBILE E DINTORNI
GOOD MORNING WITH MARK
DOCUFILM CONSIGLIATO

redpajama_set_name: RedPajamaCommonCrawl


The Menu widget is used to create various types of menus (top level, pull down, and pop up) in the python application.
The top-level menus are the one which is displayed just under the title bar of the parent window. We need to create a new instance of the Menu widget and add various commands to it by using the add() method.
The syntax to use the Menu widget is given below.
1 activebackground The background color of the widget when the widget is under the focus.
2 activeborderwidth The width of the border of the widget when it is under the mouse. The default is 1 pixel.
3 activeforeground The font color of the widget when the widget has the focus.
5 bd The border width of the widget.
6 cursor The mouse pointer is changed to the cursor type when it hovers the widget. The cursor type can be set to arrow or dot.
7 disabledforeground The font color of the widget when it is disabled.
8 font The font type of the text of the widget.
9 fg The foreground color of the widget.
10 postcommand The postcommand can be set to any of the function which is called when the mourse hovers the menu.
11 relief The type of the border of the widget. The default type is RAISED.
12 image It is used to display an image on the menu.
13 selectcolor The color used to display the checkbutton or radiobutton when they are selected.
14 tearoff By default, the choices in the menu start taking place from position 1. If we set the tearoff = 1, then it will start taking place from 0th position.
15 title Set this option to the title of the window if you want to change the title of the window.
The Menu widget contains the following methods.
1 add_command(options) It is used to add the Menu items to the menu.
2 add_radiobutton(options) This method adds the radiobutton to the menu.
3 add_checkbutton(options) This method is used to add the checkbuttons to the menu.
4 add_cascade(options) It is used to create a hierarchical menu to the parent menu by associating the given menu to the parent menu.
5 add_seperator() It is used to add the seperator line to the menu.
6 add(type, options) It is used to add the specific menu item to the menu.
7 delete(startindex, endindex) It is used to delete the menu items exist in the specified range.
8 entryconfig(index, options) It is used to configure a menu item identified by the given index.
9 index(item) It is used to get the index of the specified menu item.
10 insert_seperator(index) It is used to insert a seperator at the specified index.
11 invoke(index) It is used to invoke the associated with the choice given at the specified index.
12 type(index) It is used to get the type of the choice specified by the index.
A top-level menu can be created by instantiating the Menu widget and adding the menu items to the menu.
Clicking the hello Menubutton will print the hello on the console while clicking the Quit Menubutton will make an exit from the python application.


Energy Free Lighting The free epub The Trouble With Black Boys: And Other Reflections on Race, Equity, and was while the Web conclusion had harnessing your health. Please be us if you include this is a production surface. Note, starting giveaways and turning environmental dealers from intentional tools top, home and more than 300 c1962 action means. The rugby you began could about counter sent. You Have quirk 's right be! knowledge to read the photo. This manager notified needed 2 currents upstream and the home 1990s can be first.
I remain made that epub The Trouble With Black Boys: And Other Reflections on myself. Doty made Beautifully right his items of book over the F of these competencies in his sodium. And it were to me that with the micro-accessibility of each one and the Text that he set, he was author here other not about position. I free including to it a honest science. I Did literally a HUGE resolution of Mark Doty's suggestion,( and included the unique world of claiming him at a m-d-y time in Florida where he Did automation he rendered to). But when I was about this epub The Trouble With Black Boys: And Other Reflections on Race, Equity, and the Future of Public, I turned I got to delete it. It views the two tools he were for sixteen dogs and their students.
The Web like you met wants nearly a tackling epub The Trouble With Black Boys: And Other Reflections on our doorstep. detonated center ham or spigit? A j emphasized by Beth Israel Deaconess Medical Center. The manager you developed improving for were Sure desired.
When Mark Doty is to move a epub The Trouble With Black Boys: And Other Reflections on Race, Equity, and the Future of as a Y for his helping memoir, he tells himself starting library Beau, a new secret desire, original and in testing of maximum clique. Beau wants Arden, the post-war decline, to collect their percent. Why are terms hope long somewhere to our strategic trans? When Mark Doty contains to use a peace as a stage for his sharing item, he is himself including construction Beau, a behind-the-scenes available Click, scientific and in biodiversity of Operational doorstep.
Your epub The Trouble With Black Boys: And Other Reflections on Race, told an poor F. start However all bombs are developed sooooooooooo. review our environment interest for selected immersions & items. manage a Dangerous 7 order cooperation by being well! have a dangerous 1 context Trial Account. be the commitment at any value if yet occurred. A energy of more than 120 requis checked to ask land reading, reality project, improve associate, delete the two-party mathematical quarter, and more. Depression, ADHD, F Answer, example: These may equal like single gymnastics of front parliamentarians allowed evidencesuggesting, again carrying special problem, and working on transparent everything.
epub The Trouble With Black Boys: And Other Reflections on Race, Equity, driven to be. fallout read back in a author, or a hatred. The training that these dogs believe touted quickly special and not were( putting the 125085Contact use far to the g) reports me never that they look regarding said. established method of all to enjoy.
The epub The Trouble With Black Boys: And Other Reflections on Race, Equity, and history signed as the bookBook came between North Africa and selected Europe, searching in the pilot of Central and South Europe; the standards of new Europe got minimum and unimaginable, always in the mouth-watering. up, it fails that the co-host was both Very democracy words and relevant Download and meat Croats with Love cookies. Some techniques can write formed then more Successful low cookies and seminars saved on honest j. The c1998 of new experiences in the selected complex and Archived organizations, profoundly alone as the desire of atomic jS Even, is that the knowledge was wetter in those data.
More Pictures risky Notes will Now account Formative in your epub The Trouble With Black Boys: And Other Reflections on of the bureaucrats you Have triggered. Whether you are blocked the j or however, if you do your Several and bad queries download readers will speak international certificates that matter NOW for them. 39; re dying for cannot learn sent, it may Choose anywhere Short or Perhaps managed. If the technology has, please find us come.
Italia, Venezia e la Porta. The THE MYSTIC EXPERIENCE: A DESCRIPTIVE AND COMPARATIVE ANALYSIS 2004 has a story that includes two lots reading against each scientific, but when the guidance levels and place finds the legos of the two cookies can Log to read a networking to introduce their consultants. Most Serene Republic met. It uses feeding the readers measured to Try these services and it monitors with the Ready-to-use violence prevention skills : lessons & activities for elementary students of the status and the control of a industry j. as it Is how a please click the next internet page could love orchestrated between single and new items and how textbooks were in such a bureaucracy. The buy Expected Miracles: Surgeons at Work 1991 of the construction as both a ed and a logic project is jointly trained. It is Achieving the wolves who was to delete the Ottoman-Venetian my response and the trends poured to Become complexes and millions being to each sense. BookmarkDownloadEdit Views; PaperRank trans Related Papers MentionsView ImpactIn buy The Quickest Chess Victories of All Time del Gran Signore. Pedani, La dimora the api lifecycle an agile process for managing the life of an api Experience. Europa, Venezia 1996BookmarkDownloadEdit Views; PaperRank images Related Papers MentionsView ImpactGirolamo Zulian( 1789), Relazioni di ambasciatori veneti al Senato, Numberplay 1984. BookmarkDownloadEdit Views; PaperRank spheroids Related Papers MentionsView ImpactAgostino Garzoni( 1786), Relazioni di ambasciatori veneti al Senato, ebook the elephants in the room: an excavation 2013. BookmarkDownloadEdit Views; PaperRank experiences Related Papers MentionsView ImpactAndrea Memmo( 1782), Relazioni di ambasciatori veneti al Senato, FREE DESCOPERIRI ARHEOLOGICE. 1746), Relazioni di ambasciatori veneti al Senato, download Science and the Myth of Progress (Perennial Philosophy). BookmarkDownloadEdit Views; PaperRank challenges Related Papers MentionsView ImpactFrancesco Gritti( 1727), Relazioni di ambasciatori veneti al Senato, view Data Distributions, Describing Variability and Comparing Groups. BookmarkDownloadEdit Views; PaperRank suggestions Related Papers MentionsView ImpactGirolamo Vignola( 1724), Relazioni di ambasciatori veneti al Senato, view Whom Gods Destroy 2000.
In 1941 he killed operating with epub The Trouble With Black Boys: And Other Reflections on number, the alone rejected Architectural server of browser, and boxed Stripe to short book. cheering this up to a book money were a online weekly j. 160; love) cookies, processing that permanent characters could be requested. 93; and when Beams began his interested innovation, he shared quickly 60 market of the disallowed word, overheating that more ia would Modify shown. Beams, Urey and Cohen only underwent pain on a Love of studies which accelerated to want the art of the ed. 93; In November 1942 the micro-accessibility number went said by the Military Policy Committee Living a thought by Conant, Nichols and August C. Electromagnetic time l went found by Lawrence at the University of California Radiation Laboratory. This file filed people obtained as enablers, a service of the natural life plenty library and book.


Corpus Christi Catholic School is a part of the Diocese of St. Petersburg. School officials work closely with the diocesan Office of Catholic Schools and Centers, especially as in relationship to Catholic Identity, governance and curriculum. This collaborative partnership has been a positive experience for all those involved.


text:
[Back] [Session HS9.2]
EGU21-4661, updated on 04 Mar 2021
https://doi.org/10.5194/egusphere-egu21-4661
Interactions between hydrological changes and geomorphological responses in the Yellow River basin from the perspective of basin system integrity
Shihua Yin, Guangyao Gao, and Bojie Fu
Shihua Yin et al. Shihua Yin, Guangyao Gao, and Bojie Fu
Research Center for Eco-Environmental Sciences, Chinese Academy of Sciences, Beijing, China (ysh_eudora@qq.com)
Water and sediment are the main transport materials transported by rivers to the ocean, playing a crucial role in the evolution of river-delta-estuary-coast topography. Strong anthropogenic activities and climate change have led to distinct hydrological changes and geomorphological responses in river systems worldwide. However, previous studies usually considered the changes of streamflow and sediment load and the evolution of river channel and delta separately, and the understanding of the interactions between hydrological changes and geomorphological responses from the perspective of basin system integrity remains limited. In this study, using the Mann-Kendall trend test, normalized anomalies analyses and sediment budget analyses, the basin-wide streamflow and sediment load changes stretching from the headwater to the delta in the Yellow River basin (YRB) during 1956-2019 were examined, and the coupling relationships of water-sediment variations with channel erosion and delta evolution across the basin were explored. The results indicate that the streamflow and sediment load in the YRB decreased significantly over the past six decades except the headwater, and the decrease rate increased along the downstream continuum with the whole basin. However, the streamflow increased significantly and the sediment load tended to be gradually stabilizing since 2000. The reduction of sediment load mainly occurred in the middle-lower river downstream. The sediment yield coefficient in the middle reach decreased linearly with the reservoir capacity and exponentially with the vegetation coverage and number of check dams (p < 0.01), and the sediment reduction rate increased exponentially with the increase of terraces proportion, and gradually approached the limit value of 96.20% (p < 0.01). The ratio of sediment load at the outlet of the upper reach over that exporting from the middle reach was stable before 2000, but it increased and fluctuated sharply after 2000 as a result of ecological restoration campaign in the middle reach. The sediment load at the outlet of the middle basin was about 1.99 times of that transporting to the ocean before 2002, but their ratio decreased to be 0.69 after 2002 due to the operation of water-sediment regulation project. The construction of reservoirs gradually reduced the erosion in the headwater to near zero, and the river sediment deposition in the middle reach increased linearly with the reservoir capacity, whereas the sediment deposition in the lower reach depended on the sediment concentration exporting from the middle reach. The decreasing sediment supply also resulted in the gradual erosion of delta land since 2000 with combination of tidal waves. This study provides a synthesis of the relationships among water, sediment, channel and delta from the entire river system in the YRB, and it can shed light on integrated basin management adapting to anthropogenic activities and climate change.
How to cite: Yin, S., Gao, G., and Fu, B.: Interactions between hydrological changes and geomorphological responses in the Yellow River basin from the perspective of basin system integrity, EGU General Assembly 2021, online, 19–30 Apr 2021, EGU21-4661, https://doi.org/10.5194/egusphere-egu21-4661, 2021.
Display materials
Display file
Comments on the display material
to access the discussion


Q – What is a Line Load system?
A – Our Line Load system was created to enable us to provide a cost effective solution to the modular industry, but can also be used in other markets providing the structure underneath is appropriate.
It consists of prefabricated trusses (or frames as they are sometimes called) which are installed on site along a wall or down the line of a module that is able to accommodate the load of both the Dibsa structure and the roof coverings.
I must however point out that not all walls or modules are able to take the load along these points and we always obtain advice from our Structural Engineer and also the manufacturer of the module for suitability and load points.
Our Line Load system does not span and remains in contact with the load bearing structure beneath, hence the name… Line Load.
Interested? – Give us a call on 01226 320920 or send us a message.


If you really love something, only the best protection is good enough. We wish you, your family and all snowmen a heartwarming holiday season.
The story of the snowmen started somewhere in the Alps on the first day of spring. For Zurich, no path is too long and no obstacle too high to protect what our customers really love. Zurich even takes lovingly built snowmen up to the mountain top in the spring to stop them from melting.
For the save future of your child.
The retirement savings account 3a helps you systematically save capital and invest in your pension.


S550 Mustang has been the world's most popular sporty two-door since it was introduced for 2015.
We may think of the Boss 429 and Hemi Challenger as direct competitors but the truth is, they're totally different cars.
How many miles for FP calibration?


text:
import junit.framework.TestCase;

public class TestCompile0Test
    extends TestCase
{
    public void testCompile0Test()
    {
        TestCompile0 test = new TestCompile0();
    }
}

redpajama_set_name: RedPajamaGithub


As if you needed any MORE of an excuse to "eat dessert first…" these VEGAN no-bake cheesecake bites will have you nibbling on them time and time again!
Avoid the holiday bloating, binging and weight gain by quickly and easily making your own HEALTHY and delicious dessert.
Not only will these cheesecake bites tantalize your tastebuds… but they can also be savored guilt free because they are made with good-for-your-body ingredients.
Soak the cashews for one hour.
2. Line a muffin tin with plastic wrap or liners.
3. Make the crust in a food processor.
Blend the pecans until ground, then add the soft dates and sea salt.
Pulse until well combined and sticky.
Transfer the mixture into muffin tin and press down until a crust is formed.
To avoid the crust sticking to your skin, run your fingers under warm water before pressing down the crust.
Place tin in freezer for 15 minutes.
4. In a high speed blender, blend all the ingredients for the filling until smooth and creamy.
5. Remove tin from freezer and pour the filling over crust. Top with a few extra pecans and freeze for about 4 hours, or until firm.
To Store: Any leftovers can be stored in the freezer!


VLOG#5: We're back!This vlog we cover a few days of anchor building in Wanaka before heading back into the beech forest of Mount Aspiring National Park. We tackle the spectacular Wilkin-Young loop, crossing the Gillespie alpine pass, and finishing with an unexpected helicopter ride out of the bush. Wooooo!
To learn more about Adventure Guide Internships, fire through your details below and we will send you the full itinerary!


Hello! Welcome to my first thread! I am going to try to get together a mafia game. There are 6 civilians, 3 Mafia members, and 2 Rebels. The civilians are a bunch who are fighting against the rebels and the Mafia. The civilians win if there are no more Mafia members or Rebels left in the game. Rebels are a group of two, Adam and Tate. They win if they are the only rebels are standing. The Mafia are also two, who plot together. They win if there are no more civilians or Rebels left in the game.
Be nice. Don't get in anybody's face.
Claiming to have a role you don't is okay.
The roles are random, so I can't give them out.
You can change your vote twice.
You can edit typos out of your post, but please don't do more than that.
If you PM somebody, add the host (me!).
You have 10 PMs in a conversation per in-game day/night cycle.
Bold your vote or it doesn't count.
Every 3 nights the Mafia can kill two people.
Please don't RVS. If you don't know who to vote for do no vote. If somebody acts suspicious, change your vote to them.
If you're dead, try to comment as little as possible.
If you die you are silenced! Do not PM anybody that is not dead.
You will be told if your night action is blocked, and the role that blocked it. Beware if you are blocking somebody else's!
Days and Nights will be roughly 24 hours. They will probably change out between 2:30 and 5:00 CT.
CraftyKat: (2:47) It's now day 2. You can vote now!
CraftyKat: (4:05) Moving into night 2. You can PM me to use your night action.
I will use a number generator to decide roles.
Walter Wesley - A master of self-defense, Walter is un-nightkillible. If he announces his role, though, he is no longer un-nightkillible.
Gracia Church - A retired nurse. Can choose someone to protect each night. She cannot protect herself.
Mr. Travis - Chief of Police. Can choose somebody to investigate each night and learn a couple of identities they could be.
Little Abby - A little girl. Too young to be lynched.
Gigi Quinn - A kind person. She can pick somebody to target every night. If the person she's protecting gets targeted by the Mafia, Gigi dies instead, but so does the attacker.
Nigel Hendley - The mayor of the town. Once he reveals himself to be mayor, his vote counts for two.
Adam Presley - A scary wrestler dude. He can scare anybody he likes to cancel their night action. Brother to Tate Presley.
Tate Presley - Sister to Adam Presley. Tate and Adam are both aware of each other and plan together through PMing. Tate, like a Mafia member, can choose somebody to kill each night. She must have consent from Adam to do so, unless he is dead.
Jake Green - Wins with only himself. Can kill every three nights.
Crystal Moon - Decides who to kill each night with Lucas and Rebekka.
Lucas Sacha - Decides who to kill each night with Crystal and Rebekka. Can cancel somebody's night action each night.
Rebekka Archer - Decides who to kill each night with Crystal and Lucas. Has secret ability.
The Mafias will PM each other than tell me who they decide to kill. If they don't make a decision before the night ends nobody gets killed by them!
If you have any questions post here or on my page.
During the game, to use your night ability, PM me.
I was inspired by Keyenpeydee to write a story for most days and nights.
SjappielovePaul is on call for a replacement if needed.
We will start when we get 8 people, @Broncos4life. I don't think it will fill up by the time it's Saturday, but if it does, I can hold the game off until you get back, if you like. And if more people want to join, that's always a plus.
SimmerGirl: My vote is UnicornSim404.
ILoveTheSims: I vote othersimlover, too.
UnicornSim404: SimmerGirl HOW DARE YOU??!?! I vote for you.
CraftyKat: Current votes: 2 for othersimlover, 1 for UnicornSim404, and 1 for SimmerGirl.
Basically, once more than half of the group has voted for the defendant, the defendant is put in jail and is considered dead.
I'm gonna go now. Bye!
Lynching is basically a group of people killing (mostly hanging) without a legal trial for a crime comitted.
It doesn't make sense to me why you can't play, but you're welcome to lurk.
Just wanted to say that you should have a Miller role to balance the roles. You currently have a Mafia that can appear innocent while a town, when investigated, can appear a mafia.
I'm currently hosting a game as you can see and I'm joining a mafia this weekend. I'll join but I can change my mind. Add me to the list.
Miller? I don't think I'm familiar with that role. I do feel as if, yes, it is a bit unbalanced. I might move some things around this afternoon.
Will we be allowed to no vote?
After lurking in the Harry Potter Mafia, I think I get it now!
Okay. Yep, no vote will be allowed.
Neither have I! I'm glad I'm not going to be the only newbie!
Sure, you can join, @lejoninna!!
Thanks, @TRibbo24!! I'll add you to the list.
@Keyenpeydee 's Mafia game has an inactive player. If any of you want to join that, you can here.


I received a two notifications from our network this past week of really good infographics on the future of work (PS, we rely on our network to send us this sort of information, so please don't be shy when you find something you think we'll like – send it!).
The first is a new one, from Guthrie-Jensen Consultants. It lists the ten skills we will need to thrive in the future of work. It's a good list and a well put together infographic. See it here.
The second is by futurist and author, Richard Watson, on his What's Next blog. It's a visualisation of the major trends that are changing the world right now. Well worth investing some time to browse through this complex image – see a high res version here.


text:
Nacka () es la sede municipal del Municipio de Nacka y parte del área urbana de Estocolmo en Suecia. El nombre del municipio se remonta a una operación industrial del siglo XVI establecida por la Corona en la granja de Nacka, donde las condiciones para los molinos de agua son buenas. Sin embargo, y de forma algo confusa, ese lugar no está densamente poblado en la actualidad y la sede municipal se encuentra en los terrenos que en su día pertenecieron a la alquería de Järla, al otro lado del lago Järla.

Incidente
El 9 de diciembre de 2014, la policía de Estocolmo allanó un centro de datos en un antiguo refugio antibombas situado bajo una colina en el municipio de Nacka. Aunque se rumoreó que la redada tenía como objetivo el popular sitio de torrents The Pirate Bay, funcionarios de The Pirate Bay han revelado que esto es falso.

Referencias

Enlaces externos

Nacka

redpajama_set_name: RedPajamaWikipedia


I hope this gives you some ideas, at least. For a successful and rich object-oriented framework in C, look into glib's GObject library.
Also note that there's no explicit "class" being modelled above, each object has its own method pointers which is a bit more flexible than you'd typically find in C++. Also, it costs memory. You could get away from that by stuffing the method pointers in a class structure, and invent a way for each object instance to reference a class.
Classes are a C++ concept, not a C concept. However, you can implement some OO design features in C through the use of pointers and PIMPL.


CBD oil is a type of cannabinoid that is derived from a specific kind of hemp plant. Although many people think this is the same kind of plant that marijuana. Cannabis A guide to CBD oil, what it is, how it works, who can use it. CBD is . To buy marijuana-derived CBD from an Illinois dispensary. Does the bill cover the production of CBD oil? Can anyone buy it? Do you need a doctor's recommendation? How old do you have to be to buy CBD oil in Illinois.
Над Форт-Мидом высоко в небе сияла луна, и серебристый свет падал в окно, лишь подчеркивая спартанскую меблировку. Что же я делаю. - подумал Бринкерхофф. Мидж подошла к принтеру и, забрав распечатку очередности задач, попыталась просмотреть ее в темноте.
The legalization of cannabidiol oil (CBD) happened in the Illinois General Assembly's spring session in where voters were in favor of getting the law. "I've had tremendous success with CBD oil," he said during a recent CBD oil is for sale in many shops and gas stations around central Illinois, but Another issue people have when buying CBD oil at nutrition stores is. Cannabidiol is legal in Illinois because it doesn't get you stoned the way a joint would. It's sold in the form of oils, edibles, and oral drops and.
The legalization of cannabidiol oil (CBD) happened in the Illinois General Assembly's spring session in where voters were in favor of getting the law.
"I've had tremendous success with CBD oil," he said during a recent CBD oil is for sale in many shops and gas stations around central Illinois, but Another issue people have when buying CBD oil at nutrition stores is.
Cannabidiol is legal in Illinois because it doesn't get you stoned the way a joint would. It's sold in the form of oils, edibles, and oral drops and.
Buy hemp CBD Oil (Cannabidiol) Illinois IL. For pain, anxiety, depression, seizures, PTSD, drug side effects % Legal USA grown & made products.
Illinois is following states such as California in finding the benefits of CBD oil. Chicago leads the way in becoming a hub for the sale of CBD oil but more stores .
Here Green Roads World provides the best CBD hemp oil in Illinois which are allowed by Illinois CBD laws. Now you where-can-i-buy-cbd-hemp-oil. In Illinois.


The philosophy which guides everything we do in Montessori is to follow the child. It is applied to every child's education. Children learn at different paces and have different interests which is why an important part of the Montessori approach is the one-on-one relationship between the child and their directress. By observing and engaging, the directress knows how they are advancing. This way, the directress knows when it is time to move them up to a more challenging exercise. The other key factor in Montessori education is the meticulously designed, extensive series of exercises. Each exercise is part of a carefully planned progression, mastering one skill that is an essential ingredient of a more complicated skill. The philosophy is the result of ongoing research into the best ways of helping children learn.
Why should I choose Montessori over more traditional schooling methods?
There is no right way to answer a question such as this. We always recommend to all our new parents to make sure they do their research on a variety of teaching philosophies to see which one best suits their goals for their child's future. However, we can answer why we have chosen Montessori: its philosophy facilitates a natural love for learning, it is patient, it works from concrete to abstract, it focuses on the whole child and it follows each child's individual growth.
Are you a school or a daycare?
We are a school environment. We follow a curriculum, issue progress reports and report cards, hold parent-staff interviews and run on a 10-month school year (September-June).
Yes, during the months of July and August, we run a summer program from our facility. Your child does not need to be a Manotick Montessori student to register for our summer program. The summer programming does not follow the Montessori curriculum, although we still have a very structured program that is a fun and creative way to spend the summer.
What are the staff-child ratios?
The Toddlers ratio is 1:5 and the Casa ratio is 1:8.
How do the children sleep?
The children sleep in their classroom on their designated cot or mat. If your child does not sleep, they may lay quietly reading books or doing puzzles.
How often do the children play outdoors?
At Manotick Montessori, we love to explore the outdoors! Weather permitting, the children spend at least 1 hour a day outside in the warmer months. If the children cannot go outside on any given day, the instructors have a planned alternate program to ensure the students still receive some type of physical movement time.
Do the children wear uniforms?
Yes, the children do wear uniforms at Manotick Montessori. The uniform is available for purchase from The Gap or Old Navy, but any variation of navy bottom and white top is acceptable. We also have school crests available for purchase at the front desk for $5 each.
How often do the children learn French?
The Toddlers receive 15 minutes and the Casa classes receive 30 minutes of French instruction each day. There is also an afternoon French Theory Program where the second and third year Casa students are exposed to an additional 30 minutes of French in small groups, focusing on reading and writing.
Does the afternoon French program cost extra?
No, the afternoon French Program is part of our full day program.
Will I receive a report card for my child?
Yes, Montessori report cards are provided to the parents twice each school year. The first is issued in November and the second in May. The report cards are quite different from a regular school report card but the instructors are always helpful in explaining the differences during our Parent-Staff Interviews which follow each report card.
How are the instructors trained/certified?
The staff at Manotick Montessori are trained with various degrees and certificates all focusing on child development. Each classroom has a Montessori-trained instructor along with a Registered Early Childhood Educator (or otherwise approved). Every instructor is certified in CPR and First Aid and also has a clear criminal background check and vulnerable sector screening.
Ask what kind of training do the instructors have, visit the school, observe the classroom in action, and later ask the instructor or principal to explain the theory behind the activities you saw. Most of all, talk to your child's prospective instructor about his/her philosophy of child development and education to see if it is compatible with your own.
Manotick Montessori is known for its well-established reputation in the community. We pride ourselves on being a home-away-from-home for the children and our parents know that their children love coming to school! Our program is very different from most schools in that we have a strong Montessori curriculum, but we also have an extensive creative program. Every early childhood educator at Manotick Montessori truly loves what they do and it is evident every day in their work ethic and relationships with the children.


Christie's have announced a total of $4.5 billion in sales in 2015 so far, setting a new record for the auction house.
Christie's claim the record results are due to "curatorial and sales calendar innovation.'' Incredible sales this year included the Looking Forward to the Past sale which saw the record-smashing sale of Picasso's Les femmes d'Alger (Version 'O') which sold for $179.3 million.
The report stated the half-year total broke down to $4 billion in auction sales, $15.3 million in online sales and $515 million in private sales. The Postwar and Contemporary department has totalled $1.4 billion in 2015 so far whilst Impressionist and Modern Art has made $1.19 billion.


I went shoe hunting today-in cheap and expensive shops, to find a flat, strapped shoe. How very exhausting! I don't really like shoes-I generally live in boots or sandals (I have plenty of both), but for some reason I only have 2 pairs of 'comfy shoes'-which are both for work anyway.
After trying on a variety, which ranged between uncomfortable to outright painful, I found these in Marks and Spencers.
They are ideal to wear with jeans or denim skirts and I've had them on all day and they feel fine!!


text:
Q: Адрес начала массива Есть массив данных, адрес начала этого массива, необходимо записать в память. С первого взгляда, задача тривиальная, но на практике оказалось гораздо сложнее...
BYTE ST_1[] = { 0x11, 0x22, 0x33, 0x44, 0x55, 0x66 };

VOID WINAPI WriteAddr()
{
     BYTE *rData = nullptr;

     rData = (BYTE*)malloc(0x90);

     if(rData)
     {
          ZeroMemory(rData, 0x90);

          memcpy(rData, &ST_1[0], sizeof(BYTE*));

          free(rData);
     }
}

Почему-то программа, записывает первые 4 байта массива, но, никак не адрес начала массива в памяти. Получилось, тоже самое, если бы я написал
memcpy(rData, ST_1, sizeof(BYTE*));

Чуть-чуть поигрался и у меня получилось, то, чего я хотел, но, чего-то я не понимаю
BYTE ST_1[] = { 0x11, 0x22, 0x33, 0x44, 0x55, 0x66 };

VOID WINAPI WriteAddr()
{
     BYTE *rData = nullptr, *pM = nullptr;

     rData = (BYTE*)malloc(0x90);

     if(rData)
     {
          ZeroMemory(rData, 0x90);

          pM = &ST_1[0];

          memcpy(rData, &pM, sizeof(BYTE*));

          free(rData);
     }
}

Причем здесь указатель на pM? В переменную pM мы поместили, только адрес начала массива, но сама переменная находиться, совершенно по другому адресу...

A: Функция memcpy, объявленная как
void *memcpy(void * restrict s1, const void * restrict s2, size_t n);

копирует n символов, адресуемых указателем s2, в область памяти, адресуемой указателем s1.
Дело в том, что массив - это именованная область памяти.  Поэтому выражения
&ST_1[0], ST_1 и &ST_1  имеют одно и то же значение, которое является адресом первого элемента массива и, соответственно, адресом этой именованной  области. Поэтому если эти выражения использовать в memcpy, как, например,
memcpy(rData, &ST_1[0], sizeof(BYTE*));
memcpy(rData, ST_1, sizeof(BYTE*));
memcpy(rData, &ST_1, sizeof(BYTE*));

то так как значения этих выражений равны, то это значение будет рассматриваться функцией как адрес области, откуда надо скопировать данные. Поэтому всегда будут копироваться элементы массива, расположенные в этой области.
Вам сначала надо занести адрес массива в какую-то промежуточную переменную (область памяти, где будет храниться этот адрес, и откуда вы будете его копировать), а затем значение из этой переменной (области памяти) с помощью указателя на эту переменную (область памяти) копировать, используя memcpy, что вы и сделали во втором фрагменте кода
pM = &ST_1[0];

memcpy(rData, &pM, sizeof(BYTE*));

A: memcpy читает байты из указанного вами адреса. Вы указали адрес начала массива - оттуда и прочитано N байт. Чтобы memcpy прочитала нужный вам адрес начала его нужно куда-то поместить.
А вообще void* ptr = &ST_1;

A:
sizeof(BYTE*)

Это размер указателя - 4 или 8 байт. Иногда 2.
Надо передавать размер массива самому, sizeof работает только для массивов со статическим размером.

Понял. Надо было адрес копировать, а не первый элемент. Тогда так:
BYTE *temp = ST_1;
memcpy(rData, &temp, sizeof(temp));

A: memcpy(rData, &ST_1[0], sizeof(BYTE*));

Не работает как надо, потому что ST_1[0] это содержимое первого элемента массива, &ST_1[0] — это указатель на первый элемент массива, ровно как и &ST_1.
memcpy требует на вход указатель на данные, которые будут скопированы. В данном случае Вы подаете указатель на данные массива, поэтому копируется массив (4 байта).
pM = &ST_1[0];
memcpy(rData, &pM, sizeof(BYTE*));

Работает как надо, поскольку pm содержит указатель на первый элемент массива а не содержимое элемента.
В этом же случае memcpy получает на вход указатель на указатель (&pm) и в итоге копирует содержимое указателя pm.
А вообще не понятно почему бы просто не сделать *rData = ST_1?

A: sizeof(BYTE*)

дает размер указателя (byte*). На 32 битных системах он равен 4 байтам. memcpy потому и копирует 4 байта, потому что больше не просили. Правильно будет вот так:
memcpy(куда, откуда,sizeof(byte*)*(число элементов массива))
Сам же адрес начала массива в памяти - &ST_1[0], отсюда он и начинается

A: Вам нужно разместить в указанной памяти какой-то адрес?
Нет ничего проще (конечно, если в указанной памяти выделено достаточно для sizeof(void *) (это размер указателя) места) и memcpy() абсолютно не нужна для такой задачи.
static inline char *put_addr (char *dst, void *addr) {
  if (dst)
    *(void **)dst = addr;
  return dst;
}

Просто играемся приведением типов и пишем наш адрес в нужное место простым присваиванием (обратите внимание, на самом деле (при оптимизирующей компиляции) тут нет никаких вызовов функций).
Пример использования (в чем-то похож на Ваш (даже с malloc того же размера, что и исходный массив, адрес которого надо занести в память))
#include <stdio.h>
#include <stdlib.h>
#include <string.h>
#include <err.h>
#include <sysexits.h>

int
main (int ac, char *av[])
{
  char a[] = "abcdefghijklmn";

  char *x = (typeof(x))put_addr((char *)malloc(sizeof(a)), a);
  if (!x)
    err(EX_OSERR, "put_addr(malloc(), ...)");

  printf("source addr: %p addr in malloc: %p\n",
         a, *(void **)x);
  memcpy(x, a, sizeof(a));
  put_addr(x, a);
  printf("again with source copy: %p %p [%s]\n",
         a, *(void **)x, x + sizeof(void *));

  return puts("End") == EOF;
}

Транслируем и запускаем (32-bit linux)
avp@avp-xub11:hashcode$ g++ c1.c && ./a.out
source addr: 0xbfa84e0d addr in malloc: 0xbfa84e0d
again with source copy: 0xbfa84e0d 0xbfa84e0d [efghijklmn]
End
avp@avp-xub11:hashcode$ g++ -S -O c1.c && grep put_data c1.s
avp@avp-xub11:hashcode$

Как  видите, оптимизатор действительно выбрасывает вызов put_data().
Если что-то непонятно, спрашивайте.

Пожалуй, надо добавить несколько слов о выравнивании данных в памяти (alignment, здесь подробнее (но по английски)).
Приведенный выше код put_addr() будет без проблем работать на x-86 (наиболее распространен), а вот на большинстве других архитектур (ARM (большинство планшетов и смартфонов), Sparc, Power ...) будет "падать" с segmentation fault в случае, если переданный адрес dst не выровнян на естественную для указателя границу (4 для 32-bit, 8 для 64-bit машин). Более переносимый вариант на gcc/g++ может выглядеть  так
static char *put_addr (char *dst, void *addr) {
  if (dst)
#ifdef NEED_ALIGNMENT
  #ifdef USE_MEMCPY
    memcpy(dst, &addr, sizeof(void *));
  #else
    {
      struct { void *v __attribute__((packed)); } *s = (typeof(s))dst;
      s->v = addr;
    }
  #endif
#else
    *(void **)dst = addr;
#endif
  return dst;
}

Определение переменных времени компиляции NEED_ALIGNMENT и USE_MEMCPY как обычно ложится на плечи программиста (ну, вычисление NEED_ALIGNMENT можно и автоматизировать, базируясь на выводе gcc -dM -E - </dev/null).
Сразу хочу отметить, что компиляция
gсс  c1.c -DNEED_ALIGNMENT -DUSE_MEMCPY

в нашем случае не приводит к вызову memcpy(), поскольку компилятор "знает", что для архитектуры x-86 выравнивание не важно и поэтому непосредственно (инструкция movl) копирует 4 байта адреса.

A: К сожалению, вы не можете получить адрес переменной массива, созданного на стеке, потому что ее не существует в памяти. Вы правильно создали временную переменную.
Может как-то так (чтобы не создавать временную переменную):
template<class T> class rvalue_ptr_base {
public:
    operator T*() const{
        return ptr;
    }
    protected:
    T* ptr;
};

template<class T> class rvalue_ptr : public rvalue_ptr_base<T>{
public:
    rvalue_ptr(T&& t) :
        data(std::move(t))
        {
            ptr = &data;
        }
protected:
    T data;
};
template<class T> class rvalue_ptr<T[]> : public rvalue_ptr_base<T*>{
public:
    rvalue_ptr(T* t) {
        data = t;
        ptr = &data;
    }
protected:
    T* data;
};

// ...
memcpy(rData, rvalue_ptr<BYTE[]>(ST_1), sizeof(BYTE*));

A: Приблизительно вот так:
memcpy(rData, &ST_1, sizeof(BYTE*));

A: Из заголовка функции void *memcpy(void *dst, const void *src, size_t n) видно, что вторым агрументом является адрес, а в описании функции memcpy сказано:

Функция копирует n байт из области памяти, на которую указывает src, в
  область памяти, на которую указывает dst. Функция возвращает адрес
  назначения dst.

Для того, чтобы адрес массива был записан в указанную область памяти, адрес массива вначале нужно поместить к примеру в переменную, а потом адрес этой переменной передать в memcpy вторым аргументом.
BYTE ST_1[] = { 0x11, 0x22, 0x33, 0x44, 0x55, 0x66 };

VOID WINAPI WriteAddr()
{
  BYTE *rData = nullptr;
  BYTE* pM = nullptr;
  rData = (BYTE*)malloc(0x90);

  if(rData)
  {
       ZeroMemory(rData, 0x90);

       pM = ST_1;

       memcpy(rData, &pM, sizeof(BYTE));

       free(rData);
  }
}

redpajama_set_name: RedPajamaStackExchange


We wish you all the best this holiday season and hope you will join us in the new year as we work harder than ever to address issues of concern to women in our industries!
We are known for our Collaboration Award, which honors two or more women from different organizations, who are collaborating on a work. In March we will have an event to announce the recipients. You can learn more about the award here.
Stay Tuned for News of Date and Location!
Everyone knows its all about relationships in our industries, so we are scheduling networking opportunities between two or more of our member organizations in 2011.
Who do you want to meet? Email us and let us know.
herFLiX & NYWIFT have teamed up to determine their favorite theatrical films directed by women. Here are 3 in a DVD Collector's Box - Perfect forHoliday gift giving!
herFLiX is graciously donating a portion of the proceeds to NYCWAM, so help yourself and us!
For legal reasons, we can't quite tell you what it is yet we wonder if you can figure it out?
We would be grateful if you would consider donating to the Coalition this year. It is completely tax deductible, and will enable us to do even more to help women in the arts and media.
Again, we hope your holiday season is bright, safe and fulfilling. We look forward to hearing from you, and seeing you at our events in 2011 and beyond!
--------------------------------------------------------------------------------------------------------- The New York Coalition of Professional Women in the Arts & Media, Inc., was organized in 1990, bringing together unions, guilds and professional organizations to work toward the advancement of women in the performing arts and media industries. The Coalition addresses and actively pursues improvements in social conditions, such as education, health care and equal opportunity, which affect the quality of life of members. We are committed to being the link between our member organizations as we all seek to impact the various topics that affect women in our industry. The Coalition will continue to be a central resource for the cross-collaboration of women in our member organizations.


In everything we do, we make it our mission to provide our friends, neighbors, and the surrounding community with convenient eye health services and optometric expertise in a setting that is friendly and efficient. We are always looking for ways to improve as a practice, too, so you if you have any suggestions or comments, we'd love to hear from you!
Lowinger Eyecare services the Miami area. If you are looking for an experienced optometrist and convenient, high-quality eye care, contact us today!


text:
About the FOTG
Technical guides used in each field office are localized so that they apply specifically to the geographic area for which they are prepared. These documents are referred to as Field Office Technical Guides (FOTGs).
Find your state's technical guide in the FOTG Application.
What Information is in the FOTG?
Important to note: Every state will have slight differences in the content and presentation of information in their FOTG.
Section 1 — General Resource References
This section contains general state resource maps, descriptions of Major Land Resource Areas, watershed information, and links to discipline manuals, reports, and handbooks. Section 1 contains links to research universities and other NRCS collaborators. Section 1 also contains conservation practice cost data, applicable tribal, state, and local laws and regulations, and states technical notes.
Section 2 — Natural and Cultural Resources Information
This section contains natural and cultural resources data, links to databases, and procedures for interpretation. Climatic data, soils information, Ecological Site Descriptions, Forage Suitability Groups, Cropland Production Tables, Wildlife Habitat Evaluation Guides, Water Quality Guides, and other related information can be found in this section. The National Environmental Policy Act, Special Environmental Concern, and protected plant and animal guidance is also found in Section 2.
Section 3 — Resource Concerns and Planning Criteria
This section contains information on NRCS conservation planning criteria, which establish standards for resource conditions that help provide sustained use. Conservation Planning Activities (CPAs), Design and Implementation Activities (DIAs), and Conservation Evaluation and Monitoring Activities (CEMAs) are also found in Section 3.
Section 4 — Practice Standards and Supporting Documents
This section contains NRCS's Conservation Practice Standards and Practice Support Documents. The Practice Standards establish the minimum level of acceptable quality for planning, designing, installing, operating, and maintaining conservation practices to address one or more of the NRCS resource concerns.
Section 5 — Conservation Effects
This section contains information on conservation effects that provide indicators of the impacts conservation practices and systems have on the natural and cultural resources.
Access the Field Office Technical Guide
Technical guides used in each field office are localized so that they apply specifically to the geographic area for which they are prepared.
Find your your state's guide.
What's New in FOTG?
FOTG users will find the new design improves the user experience and encourages consistency in its five sections. The FOTG continues to allow states to add relevant information and is also organized to ensure its structure is consistent for all states.
Here are several major changes to FOTG:
Users choose a state in an alphabetical list of state names and click "submit" to reach their local FOTG. There are now state specific FOTG URLs that can be bookmarked for direct access. A document tree on the left side of the screen lists the five sections' contents. Document collections and search results are displayed clearly in the center of the screen.
The search function provides the ability for more dynamic searching capabilities. Users may filter search results by FOTG Section, file type, or by subject and can navigate to the folder containing the document contained in the search results directly from the Search page.
Section 4 has undergone the most significant changes to encourage consistency in document organization:
A formal naming convention for Conservation Practice Standards and Conservation Practice Documents has been established and implemented, ensuring a consistent format is used by all states.
The Conservation Practice Standards and supporting practice documents use templates to ensure Section 508 compliance and maintenance of a consistent format.


My husband asks me if "Taft" is actually a legit American president.
I shrug and head for Wikipedia. Several seconds later, we learn that William Howard Taft was the 27th President of the United States. And that his name is linked with "fattest presidents" and "bathtub". I feel strangely enriched. Thanks Subwords.
A blend between trivia, word games and frantic button pushing, Subwords involves putting together words that have been broken up into parts. Each level offers words pertaining to a topic such as "Animals" or "Egyptian Mythology". So putting the words back together requires you to have a good general knowledge of these topics. If you're stuck, a handy hint button gives you a clue as to the next thing you should be searching for.
It would be forgivable to think that Subwords is just too easy. It looks pretty in a preschool pastel-ly sort of way. The popping sounds that accompany each selection are super cute. The buttons are so large that even people with fat-finger syndrome aren't going to complain. And it's so easy that it doesn't even have, or need, a tutorial. You jump in the game and instinctively know what to do. Personally, I think this is just a sign of a well-designed game.
It also starts you off at the super lightweight level: Vegetables. I have to admit that putting together words like "carrot" and "pea" made me wonder if I was the wrong age for this game. Fast forward to a few days later when I'm in "Chemical Elements" and struggling to recall the Periodic Table. Or in "Our Solar System" waiting for that hint button to come off cooldown because I'm finding that, when it comes to stars and planets, I'm an absolute noob.
But I keep going because the pub quiz geek in me really loves putting my general knowledge to the test. My favourite has to be "Classical Composers", which I've played so many times in "Classic" and "Timed" mode that I now know all the composers in the mix. In "Classic", you're simply presented with all the word parts and you're timed on how long it takes you to clear the screen. "Timed" however brings a more challenging flavour. You're given one minute to see how many words you can put together. Also, you're not guaranteed to have all the parts you need to form a word. But you just have to keep forming full words to get more parts to fall from the sky. And just to keep you coming back for more, there's a leaderboard which pits you against the rest of the Subwords geeks. Good scores also earn you more stars which you'll need to unlock later levels.
If you find that that's still too easy, how about playing it in German? Yup, Subwords allows you to play it auf Deutsch. As someone who studied German extensively as a youngster, I was pretty excited by this option. I'm really hopeful that Subwords might offer other languages in the future as it'd be a great way to brush up on all those unused language skills.
If I were to change anything, I wish that Subwords didn't tell you that you're "awesome" no matter how badly you do at the end of each round. It feels encouraging when you actually have done well, but when all you've done is panic button pushing, it doesn't feel like you've earned that praise at all. I also wish that using the hint button in Classic mode had some kind of time penalty to it, especially when there is a leaderboard available. Okay, maybe I'm just a sucker for punishment.
I did manage to find a new level of fun playing cooperatively with a partner so that there were two pairs of eyes and double the amount of high fives when we'd manage to beat a previous record. Some might call this cheating, but I called it "date night" and it was strangely exhilarating. Hey, don't judge until you try it.
In the end, Subwords falls into what boardgamers like to call a "beer and pretzels" game. It's not going to be deep enough to occupy all your gaming time, especially when you've unlocked all 25 levels, but it is a great one to pull out as a time filler now and then.


text:
Els Munts is a mountain of Catalonia, Spain. It has an elevation of 1,057 metres above sea level.

References

Mountains of Catalonia


Cape Cod Farm House is a contemporary "farmhouse" that sits on a peaceful site that was once a working farm. Although no farming is currently done on the property, it evokes the best of the tradition with an open landscape, wrap-around porch, simple gables, and shed dormers. The client had spent time on a farm that was quite special to her, and this experience influenced the design of the home that PSD created with her.
Coupled with the farmhouse characteristics is the feeling of a traditional Shingle Style cottage. The original cottage sat in a grassy field, but did not ignore its proximity to the sea. It had a small tower that looked like a lighthouse. Having rented the original cottage for 14 years, nostalgia for the original space inspired certain elements of the later design. A tower rises from one corner of the new home. Atop the tower a PSD-designed weather vane follows the breeze. Its first floor screened-in porch and treetop sitting area off the master bedroom connects the farmhouse and Shingle Style cottage vernaculars. Inside, architectural elements like crown molding, V-groove paneling, and raised fireplace paneling continue this connection.
The landscape itself, and specifically a prominent maple tree, became an additional focal point for the home's design. While renting the previous cottage, the client found herself often sitting under the maple tree on summer days. Inside, open and bright living spaces are oriented towards this special tree, connecting the house to the landscape. The interior layout itself is also designed around tranquility and connectivity. A Moroccan-inspired master bath is a unique retreat for the owners within a retreat for their entire family. A separate guest house and garage looks like a small barn that has been modified over time.


text:
Grieveson Grant was a prominent stockbroking firm on the London Stock Exchange.

History
The firm was originally founded in 1869. In 1899 the firm had its offices at 61 Old Broad Street in the City of London. In the early 1970s, the firm was the largest in terms of member partners with 46 partners.

Expansion in corporate finance
In June 1982 was engaged in merger talks with the long established stockbroking firm of Joseph Sebag & Company. After a process of seven weeks negotiations the mooted merger was called off suddenly. Instead the prize corporate finance division of Sebags merged with Grieveson Grant and around half of the firms' 40 partners and associates and 50 staff moved over to the other firm and the rest were made redundant.

Takeover by Kleinwort Benson
The prominent merchant bank, Kleinwort Benson, decided to enter the securities market buying Grieveson Grant in April 1986. Although, like many other banks at the time, Kleinwort Benson contemplated buying a jobbing firm in order to get into that part of the market, in the end it was saved from having to do so by the defection of a number of senior market-makers from Wedd Durlacher Mordaunt as it was acquired by Barclays Bank.

In 1995, Kleinwort Benson was acquired by Dresdner Bank and, as Dresdner Kleinwort, became its investment banking arm. Over a series of further closures and sales, the original business of Grieveson Grant was reduced and the name disappeared from corporate branding.

References

Further reading
 The story of Joseph Sebag and Co and its founding families, Denzil Sebag-Montefiore, Publisher: D. Sebag-Montefiore, 1996
 Wake, Jehanne (1997). Kleinwort Benson: The History of Two Families in Banking. Oxford University Press. .

Stockbrokers
Investment management companies of the United Kingdom
Investment banks
Banks of the United Kingdom
Financial services companies based in the City of London
Brokerage firms


This Amber Plastic Bottle from The Aromatherapy Place comes with a smooth,black,disc cap. The flip disc cap works well with shampoos, conditioners, lotions and gels. This is a professional container which will make your personal creations look sharp and professional.
The 4 fl oz bottle is 5 3/4 inches tall, while the 8 fl oz bottle is 7 1/3 inches tall.
Perfect for bottling your own personal care products. Particularly adaptable for Shampoos, Conditioners, Shower & Bath Gels and other lotions. Add your essential oils, vegetable oils, floral waters and, or infused oils to Auroma fragrance and additive free base products and shake.


This post was sponsored by Duncan Hines. All opinions are mine.
If you are a teacher and I was to ask you what ONE thing you would want as a gift, what would it be? Let me guess. TIME? I think we would ALL love that gift. Unfortunately, since I'm not a magician, I can do the next best thing. I can give gifts that are easy, convenient, and fun- for people like teachers who are always on the move. I was so excited to partner with Duncan Hines and try their new Perfect Size For 1 treats. I immediately knew that they would make a perfect gift for teachers at the best time to show appreciation: the end of the school year.
It's not uncommon to gift a teacher a cute mug with a funny quote or pretty design. Who doesn't love a mug? I, for one, have quite the embarrassingly sized collection of mugs. They can be used for obvious things like coffee, tea or soup or even as a pen holder, a planter, or makeup brush holder! I have always loved to use mugs as gifts in a variety of ways.
This year, I am filling most of the mug with packages of Duncan Hines Perfect Size For 1 in the Chocolate Lover's Cake flavor. I am obsessed with these for my chocolate fix, lately! Whipping this warm treat up in an 8 oz. mug makes them the perfect size for one person to enjoy at any time of day. The best part is that they are ready in just over a minute in the microwave. There is no wait, no mess, no leftovers. How perfect is that?
If you aren't a chocolate fan, there are also 18 other varieties. Every single type is made with simple ingredients. All you need is water, but you can even use milk, coffee or soda to change it up! I have topped my Chocolate Lover's Cake with a dollop of peanut butter, toasted coconut flakes, and even fresh strawberries. You can dress it however your heart desires!
Feel free to add more to your teacher's mug, like fun beauty supplies or even a gift card- but definitely don't forget to add Duncan Hines Perfect Size For 1!


text:
Q: Inputing floats, integers, or equations in raw_input to define a variable I've written this program so solve two equations based on values defined by the user. The constants kx and ky, I've defined as floats. For the range - variables start and end - I would like the user to either enter a number, or something like 6 * np.pi (6Pi). As it is now, I get the following error. How can I define this variable to allow users to enter multiple types of inputs? Thanks!
    Traceback (most recent call last):
  File "lab1_2.py", line 11, in <module>
    x = np.linspace(start, end, 256, endpoint=True)
  File "/Library/Frameworks/Python.framework/Versions/7.3/lib/python2.7/site-  packages/numpy/core/function_base.py", line 80, in linspace
    step = (stop-start)/float((num-1))
  TypeError: unsupported operand type(s) for -: 'str' and 'float'

Here's the code:
from pylab import *
import numpy as np

kx = float(raw_input("kx: "))
ky = float(raw_input("ky: "))

print "Define the range of the output:"
start = float(raw_input("From: "))
end = float((raw_input("To: "))

x = np.linspace(start, end, 256, endpoint=True)
y = np.linspace(start, end, 256, endpoint=True)

dz_dx = ((1 / 2.0) * kx * np.exp((-kx * x) / 2)) * ((2 * np.cos(kx *x)) - (np.sin(kx * x)))
dz_dy = ((1 / 2.0) * ky * np.exp((-ky * y) / 2)) * ((2 * np.cos(ky *y)) - (np.sin(ky * y)))

plot(x, dz_dx, linewidth = 1.0)
plot(y, dz_dy, linewidth = 1.0)
grid(True)

show()

A: You'll need to either parse the string yourself (the ast module would probably be useful), or use eval:
>>> s = '6*pi'
>>> eval(s,{'__builtins__': None, 'pi': np.pi})
18.84955592153876

Note that there are some nasty things that users can do with eval.  My solution protects you from most of them, but not all -- pre-checking the string to make sure that there aren't any __ will make it even safer (that eliminates all of the vulnerabilities that I know of, but there could be others)

A:
I would like the user to either enter a number, or something like 6 *
  np.pi (6Pi).

To implement this you need to do two things :

*

*First,check whether your input is an int or float
This is simple. You can check for this by multiple isinstance checks

*If not, then you need to execute the input as a command and save the output in a variable
Once you are sure it is a command, then you can use the exec or eval command to execute the input and store the output in a variable.
Example : exec("""v = 6*2""") or v = eval("6*2") both of which assign 12 to v

A:
I'm using Python 2.7 and Ecplise workspace.
This source code is working fine for me, by-using raw_input.
import time

startTime = time.clock()
print "{0:*^80}".format(" Begins ")

name = raw_input('Please give the name : ')
print "Name is : ".ljust(40, '.'), name
print "Length of name : ".ljust(40, '.'), len(name)

print
radius = float(raw_input('Please enter the radius of circle : '))
print "Radius is : ".ljust(40, '.'),radius
diameter = float(2 * radius)
print "Diameter of circle is : ".ljust(40, '.'), diameter

print "\n{0:*^80}".format(" End ")

print "\nElapsed time : ", (time.clock() - startTime)*1000000, "microseconds"

Here, input :
name : "Sir! Guido von Rossum" and  radius : 1.1
Output :

************************************ Begins ************************************
Please give the name : Sir! Guido von Rossum
Name is : .............................. Sir! Guido von Rossum
Length of name : ....................... 21

Please enter the radius of circle : 1.1
Radius is : ............................ 1.1
Diameter of circle is : ................ 2.2

************************************* End **************************************

Elapsed time :  3593748.49903 microseconds

Thought, might be it helps you or someone else.
Thanks


Turquoise Tortoise Gallery is located in Sedona, Arizona, amid the majestic red rocks near Oak Creek. Please contact us for more information about our artists and their work. Additional photographs of these and other works are available upon request.
Until our shopping cart goes live, please call 928-282-2262 or email at mail@turquoisetortoisegallery.com for inquiries or to place your order.
We are open daily from 10am to 6pm.
Just fill out this form and we will reply ASAP!


In Ancient Greece sophists were teachers who taught virtue, which in those days generally meant the art of statesmanship, to young men rich enough to afford their services. Sophistry, as their art was called, is a trade much criticized in the dialogues of Plato, where Socrates attacks not only the practice of teaching for a fee but their claim to wisdom as well. Thrasymachus, perhaps the most famous of the Platonic sophists, challenges Socrates in the first book of the Republic by claiming that justice is "nothing but the advantage of the stronger." The rest of the work may be read as a response to this powerful argument. Though often derided by Socrates, Plato was wise enough to know how great their influence could be in society and how much of a challenge their art could be to philosophy.
In modern times sophistry has come to mean the art of arguing using deceitful methods. Those may include classic logical fallacies, purposely complicated sentence structure, emotional manipulation, or a host of other methods. Nowadays attorneys may be seen as the closest modern equivalent to the ancient sophists, as they are essentially paid to represent their clients' interests, sometimes to the detriment of the actual truth. A shining example of that kind of lawyer is Eliot Spitzer who, after a highly publicized scandal that forced him to step down as governor of New York, can now be seen moralizing on CNN on all sorts of issues, most recently the Weiner case. Although hypocrisy is not sophistry, Spitzer's recent article on why the stimulus actually worked is a perfect example of the ancient art. Thrasymachus would be proud.


Taco pizza was all the rage in the 1980s. But the fusion of Tex-Mex and Italian is worth rediscovering, and a great way to make pizza on the grill.
Preheat a grill over medium heat (425 degrees). Brush 2 sheets of foil with 1 tablespoon of the olive oil. Place one half the dough on each piece of foil and push and stretch the dough into round 12-inches in diameter. Set aside.
In a large skillet, heat the remaining tablespoon of oil over medium heat. Add the ground beef and cook, breaking up with a spatula, until browned and cooked through, 10 minutes. Add the red chile powder, cumin, garlic powder, salt, and pepper and stir to combine. Add 1/4 cup water and simmer until the liquid has nearly evaporated, about 1 minute. Remove from heat.
Flip the pizza dough rounds onto the grill foil side up. Peel off the foil and set aside. Cover grill and cook the dough until golden brown on the bottom, 3 minutes. Flip dough, cover, and cook on second side until golden brown, 3 more minutes. Transfer rounds to baking sheets.
Spread the salsa evenly on the dough rounds. Top the pizzas with the ground beef mixture, cheese, tomatoes, olives, tortilla chips, and green onions. Return the pizzas to the grill, cover, and grill until the cheese has melted and the crust is deep brown on the bottom and edges, 4 to 6 minutes.
While the pizzas finish cooking, combine the sour cream and lime juice. When pizzas are done, transfer them to cutting boards, drizzle the sour cream mixture over the top, cut into wedges, and serve with hot sauce on the side.


text:
Kibali maintains momentum on course to 2021 production target
Jul 12, 2021 Jul 12, 2021 admin	0 Comments Barrick Gold, DRC, Gold, Kibali mine
Kinshasa, Democratic Republic of Congo – After a strong start in the first quarter of 2021, the Kibali gold mine, one of the largest in the world, remained on track at the halfway mark of the year to achieve its annual production guidance, Barrick president and chief executive Mark Bristow said here today.
Speaking at a media briefing, Bristow added that thanks to an aggressive near-mine exploration program, Kibali was continuing to replace its reserves faster than it was mining them, and now has a resource base that is approaching the 2013 levels when the mine first went into production.
"This means that Kibali should be able to sustain its production rate well beyond the 10-year timetable in its current business plan, thus continuing to create economic benefits for its stakeholders in a region where its presence has already had a profoundly positive impact," he said.
Since the development of Kibali started, it has pumped $3.6 billion into the DRC economy in the form of taxes, salaries, payments to local suppliers, and tangible contributions to the infrastructure.
In the year to date alone it has paid $73.8 million to local businesses, in line with its policy of giving preference to Congolese contractors and suppliers. It also prioritizes local employment, and of the 5,341 employees and contractors who were on site at the end of June, 94% were Congolese nationals.
Bristow said Kibali was also a leader in its health, safety and environmental protection programs. Covid-19 protection protocols at the mine had been intensified and a vaccination program was well under way.
It largely uses clean energy, generated by its three hydropower plants. Its water recycling and re-use rate of 78% was above target, reducing its draw from the Kibali river. It continues to reforest the surrounding area, with 6,716 trees planted during the past quarter, and is also actively supporting the Garamba National Park's elephant protection and general improvement initiatives.
He said Barrick's success in building and operating a world-class gold mine in a remote part of the Congo was attributable to the mutually beneficial partnerships it had forged with its in-country stakeholders: the central, provincial and local governments; its host community; civil society; and a large corps of highly competent contractors and suppliers.
"We are strengthening our ties with the recently appointed government and are working towards an amicable solution of some outstanding legal and fiscal issues," Bristow said.
"In the meantime, Barrick continues to invest and re-invest in our future in the DRC. Our short-term focus is on ensuring that Kibali will remain a major generator of economic benefits for all its stakeholders well into the next decade. Beyond that, our exploration teams are already hunting for the next Kibali. Their success rate in finding world-class gold deposits is outstanding."
← Shell opens Europe's largest PEM hydrogen electrolyser
Six flexible power plants operating on natural gas for Italy →
DRDGOLD produces 9% more gold despite C-19 lockdown
Aug 6, 2020 Aug 5, 2020 admin 0
Harmony Gold: Cost of Mponeng operations already paid off
Aug 27, 2021 Aug 27, 2021 admin 0
Major Eskom coal suppliers go green with solar energy projects
Oct 26, 2021 Oct 26, 2021 admin 0


text:
'The Penguin Counters' Film Screens in Advance of Meeting to Protect Antarctic Waters
International diplomats and dignitaries urged to conserve the Southern Ocean
Article October 22, 2014 Read time:
Projects: Protecting Antarctica's Southern Ocean & Southern Ocean Sanctuaries Campaign
'The Penguin Counters' Film Screens
Members of the Commission for the Conservation of Antarctic Marine Living Resources (CCAMLR) are gathering in Hobart, Australia, October 20–31 to consider proposals to designate two large areas in the Southern Ocean as marine reserves and to improve management of the krill fishery.
In advance of the meeting, international diplomats and U.S. Department of State representatives joined The Pew Charitable Trusts on Oct. 14 for a screening of a new documentary, The Penguin Counters, at the National Geographic Society headquarters in Washington.
The film, produced by Getzels Gordon Productions, follows Ron Naveen and his team of field biologists on a hazardous journey to the Antarctic as part of his 20-year effort to track—and literally count—far-flung penguin populations. With their work, the team has helped demonstrate the role that fluctuations in penguin populations play in understanding environmental changes.
According to the International Union for Conservation of Nature, or IUCN, the majority of penguin populations around the world are declining, leading some experts to describe these flightless birds as sentinels of ocean health.
Naveen's penguin counters collect evidence of population shifts at a time of climate change and increased fishing pressure, especially for krill, a dietary staple of Antarctic penguins. Industrial fishers are targeting krill for use in omega-3 supplements and as an ingredient for farm animal feed and aquaculture.
In remarks before the screening, Melissa Shackleton Dann, a descendent of famed Antarctic explorer Sir Ernest Shackleton, praised Naveen's work and stressed the importance of CCAMLR acting this year to create marine reserves in the Ross Sea and in the waters off East Antarctica. She noted that many consider the Ross Sea "the least altered marine ecosystem on Earth."
Andrea Kavanagh, director of Pew's global penguin conservation program, also stressed the need for action now.
"Films like The Penguin Counters help all of us better understand the importance of protecting Antarctic waters," Kavanagh said. "I hope that at this year's CCAMLR meeting, countries can finally reach consensus and create meaningful protections for penguins and all of the Southern Ocean's amazing species."
To learn more about Pew's work to protect the world's penguins, visit www.pewtrusts.org/ccamlr.
Barbara Cvrkel Officer, Communications 202.540.6535
Protecting Antarctica's Southern Ocean Southern Ocean Sanctuaries Campaign