As runners, we know how frustrating it can be to put in a ton of miles and wind up injured or at a plateau. After giving some of our best effort, we end up nursing and injury or unable to improve. Injuries or pain while running can be one of the most frustrating situations. Luckily, there are a few things we can do to proactively reduce our risk of injury and continue to improve each week. Many of the most common running injuries are a result of poor hip strength and inactive glutes.
A lot of runners are plagued by these conditions (weak hips and inactive glutes) but have no idea until it is too late. By the time they've figured it out, they are forced to take some time off. Rather than waiting until the damage is done, these easy resistance band exercises focus on strengthening those weak spots and take very little time to complete.
This resistance band workout combines 6 of the best hip strengthening exercises, forcing glute activation and preventing muscle imbalances. The simple addition of the loop band provides resistance when completing these moves, accentuating their affect.
These mini band exercises are all you need to keep your hips and glutes strong and active during training. Completing this resistance band workout takes less than 15 minutes, but will have a huge impact on your running. Keeping your hips and glutes strong will prevent running injuries and knee pain as you continue to improve.
Loop the resistance band around both legs, placing it just above the knees. Spread your feet shoulder width distance apart and lower into a squat position (your quads should be parallel to the floor at the lowest point). Straighten your arms out in front of you, as if you were resting your palms on a wall. Bring yourself back up to standing. Repeat 15 times.
Loop the resistance band around both legs, placing it just above the knees. Squat down slightly and step your right foot out directly to the side. Move your left foot in towards your right foot. Repeat 10 times in one direction, and 10 in the opposite direction.
Loop the resistance band around both legs, placing it just above the ankles. Stand up straight with your feet next to one another. Take a diagonal step forward with your right foot, stretching the band as far as it will go. Without moving your right foot, take a diagonal step forward with your left foot. Repeat 10 steps with each leg.
Loop the resistance band around both legs, placing it just above the ankles. Stand up straight with both feet next to each other. Kick your right foot out directly to the right, stretching the band as far as it will go. Return to standing. Repeat 10 times. Return to standing and kick your right foot out directly in front of you, stretching the band as far as it will go. Return to standing. Repeat 10 times. Return to standing and complete 10 kicks behind you, and 10 kicks to the left. Return to standing and complete all four directions on the opposite foot.
Loop the resistance band around both legs, placing it just above the knees. Begin by lying on your left side. Bend your knees at a 45 degree angle and stack them on top of one another. While your feet remain on top of one another, lift your right knee up, stretching the band as far as it will go. Return to the stacked position. Repeat 15 times, and then switch sides.
Loop the resistance band around both legs, placing it just above the knees. Place your hands and knees on the floor as if you were about to crawl. While keeping a flat back, lift your right foot and knee up in the air, stretching the band as far as it will go. Return your knee and foot to the floor. Repeat 10 times, and then switch legs.
Repeat entire circuit 1 time.
Taking the time to complete hip and glute strengthening may feel like a chore, but once you complete this resistance band workout you will see how easy it is to add to your routine. Complete these mini band exercises after your easy run each week, or incorporate them into your weekly strength workout. Glute activation is key to keeping your body balanced on the run, which will lead you to some of your greatest improvements and running successes.


text:
Stream of conscientiousness: Revived brooks shelter urban life
Neglected for decades, a handful of natural streams in Seoul had turned into open sewers. Given that the water was polluted with urine, chemicals and who-knows-what, it was no surprise that the streams had no bike or pedestrian paths.
Yet a long-running effort by the city's district governments have cleaned up the streams, turning them into outdoor attractions for the urban nature-lover.
Along the Yangjae stream, which flows through southern Seoul, housewives push baby carriages along walking paths and office workers lounge by the waters during their lunch break. In northern Seoul, the recreational areas and rollerblading and bicycle tracks along the Jungrang stream have became popular spots for leisure activities.
The renewal work for the Yangjae stream began in 1994, while that for Jungrang stream started in 2000. But both streams have kept their natural beds, unlike the newly restored Cheongye Stream, which runs though downtown Seoul and is covered in concrete. Other districts and Seoul city are in the process of redeveloping additional streams as well.
The Yangjae stream, which is 15.6 kilometers (9.7 miles) long, starts at Gwacheon and flows through the Seocho and Gangnam districts to the Han River. The Jungrang stream is the longest branch of the Han River, stretching 36.5 kilometers from Uijeongbu, north of Seoul.
"Before [the restoration], the stream didn't mean anything," said Lee Gang-suk, a middle-aged woman who was out walking her dog along the Yangjae stream. "I decided to move to a place near the stream after it was cleaned up, and now I come out here every evening for a walk."
The restoration work involved tackling several projects. District offices built sewage processing facilities and stopped wastewater from flowing into the streams. Paths and bridges were built to provide access to the areas, and for the Yangjae stream, jogging tracks made of polyurethane were laid down. Trees and plants, including golden-bell trees, cherry trees, ditch reeds, rosegold pussy willow and, in Jungrang, rapeseed flowers, were planted alongside the banks. To boost recreational activities, bicycle and rollerblading tracks, basketball and volleyball courts and, in Yangjae, water parks were also constructed. There are even small rice paddies along banks of the Yangjae stream so that students can learn about nature by planting rice.
After the streams were cleaned up and the water quality improved, the animals returned. Herons and green-winged teals have been seen in Yangjae, feeding off the fish that swim in the stream. The Seocho district office said that in 1998, eight types of fish were found to be living in the Yangjae stream; by 2001, that number had risen to 20. In the Jungrang stream, carp have been spotted swimming upstream to spawn. "This shows how much the water quality has improved," said Hwang Min-ha, a Jungrang district official.
With the noxious odor that once plagued the areas long gone, more people have started visiting the streams. "It used to stink pretty badly," said Jeong Tae-yeol, a resident of Sanggye-dong, who came down to rollerblade at the tracks near Jungrang Stream. "There has been great progress in improving the environment. The water is clearer than before and I can see the bed of the stream."
The Jungrang district, which has the largest portion of streamside area of the seven districts the stream runs through, built two large rollerblading racing tracks near Ihwa Bridge in 2004. One of them is enormous: 200 meters (218 yards) in circumference.
"There used be no rollerblading tracks around this area. There weren't many parks either. It's a good thing that we can take advantage of these kinds of facilities," said Bae Jong-pil, a special education teacher from a school for students with developmental disorders in Nowon district. Mr. Bae took students to the tracks and taught them how to rollerblade.
Planted along the side of the stream by the rollerblade tracks are beds of rapeseed flowers, which turn yellow in late spring. Since several types of flowers were planted, it is possible to see different flowers blossom in different seasons. In the upper stream, between the Nowon and Changdong bridges, golden-bell trees paint long straight yellow lines along the banks. Cherry blossoms adorn the stream between the Jungrang and Gunja bridges.
On the southern side of the Yangjae stream, between the second and third Yeongdong bridges, golden-bell and cherry trees are planted along the foot paths. The stream also has stepping stones so pedestrians can cross to the other side, although be prepared for a long trip: At its narrowest, the stream is 66 meters wide (the Jungrang stream is around 150 meters wide, so there are no stepping stones).
With a large number of schools around Yangjae, the stream has also become an educational tool. Last week, for instance, about 25 students from Sookmyung Girls' Middle School came to take photos of wild flowers along the stream on the banks.
"We come here for after-school activities from time to time," said Lee Myung-jik, a physical education teacher. Mr. Lee said he organizes student trips to the stream to photograph wild flowers, and that many other schools in the area do so as well.
He called the stream's renewal "remarkable," and added that he plans to bring his students out to the stream for physical education classes.
The Yangjae stream may be popular during the day, but it buzzes with life in the evening. Having finished their long hours in the office, people line up along the footpaths by the Fourth Yeongdong Bridge for guided stretching; an instructor provides free lessons for onlookers.
The successful revitalization of the two natural streams has led other districts and the Seoul metropolitan government to start renovating other urban streams in their jurisdiction. The Hongje Jeongreung stream in currently being renovated, and plans are being drafted to renovate the Seongbuk, Dobong, Dorim and Uyi streams.
Why is this so imporant? "Natural streams disperse heat in summer and provide green areas for residents," Park Jong-seok, a Seoul city employee said.
by Limb Jae-un
Prosecutors indict 17 for drugs, including chaebol scions
Hanwha Solutions to supply solar modules to Microsoft suppliers
Korea's childbirths hit record low in November
Government to support SMEs' exports with 259.7 billion won investment
Police raid Mindeulle media outlet for disclosing list of Itaewon crush victims

redpajama_set_name: RedPajamaCommonCrawl


text:
Detail Page «
Roller Coaster Model
written by Michael R. Gallis
edited by Wolfgang Christian
content provider: Barbara Christian, Anne Cox, and Mario Belloni
The EJS Roller Coaster model explores the relationship between kinetic, potential, and total energy as a cart travels along a roller coaster. Students can choose from five track configurations or create their own roller coaster curve and observe the resulting motion. As the simulation plays, energy bar graphs show the changing levels of kinetic and potential energy. Switch to "stepped motion" to see points at which both forms of energy reach maximum and minimum levels. Users can also control the initial speed of the cart and add friction, enabling the resource to be adaptable to a range of levels from middle school through high school.
This item was created with Easy Java Simulations (EJS), a modeling tool that allows users without formal programming experience to generate computer models and simulations. To run the simulation, simply click the Java Archive file below.
Please note that this resource requires at least version 1.5 of Java (JRE).
Editor's Note: Don't miss the lesson plan with accompanying guide sheets for both teachers and students. Click "Supplemental Documents" below. See Annotations for additional background information on the physics of roller coasters, recommended by The Physics Front editors.
.jar
download 3368kb .jar
Last Modified: June 12, 2014
4 supplemental documents are available
Roller Coaster Energy Model: Teacher Version
The EJS Roller Coaster Energy Model: Teacher Version shows the motion and energy of a car on a roller coaster track. You can change the track shape and add friction. EJS Roller Coaster Energy Model is a simulation for physical science (middle and high) school … The EJS Roller Coaster Energy Model: Teacher Version shows the motion and energy of a car on a roller coaster track. You can change the track shape and add friction. EJS Roller Coaster Energy Model is a simulation for physical science (middle and high) school students. It is distributed as a ready-to-run (compiled) Java archive. Double clicking the ejs_middle_school_teacher_RollerCoasterEnergy.jar file will run the program if Java is installed. It includes a teacher lesson plan (and answer key).
Roller Coaster Energy Model: Student Version
The EJS Roller Coaster Energy Model: Student Version is a simulation for physical science (middle and high) school students. It shows the motion and energy of a car on a roller coaster track. You can change the track shape and add friction. It is distributed as a … The EJS Roller Coaster Energy Model: Student Version is a simulation for physical science (middle and high) school students. It shows the motion and energy of a car on a roller coaster track. You can change the track shape and add friction. It is distributed as a ready-to-run (compiled) Java archive. Double clicking the ejs_middle_school_RollerCoasterEnergy.jar file will run the program if Java is installed.
download 996kb .jar
Roller Coaster Energy Model: Lesson Plan
A pdf file with a teacher lesson plan for use with the Roller Coaster Energy Model. This lesson plan is also packaged within the teacher version of the ready-to-run jar file.
download 145kb .pdf
Roller Coaster Energy Model: Student Worksheet
A pdf file with a student worksheet for use with the Roller Coaster Energy Model. This worksheet is also packaged within the student version of the ready-to-run jar file.
download 88kb .pdf
1 source code document is available
Roller Coaster Model source code
The source code zip archive contains an XML representation of the Roller Coaster Model. Unzip this archive in your Ejs workspace to compile and run this model using Ejs.
download 361kb .zip
- Motion in One Dimension
- Work and Energy
= Conservation of Energy
- Computational Physics
- High School
- Lower Undergraduate
- Middle School
- Instructional Material
= Model
= Simulation
Appropriate Courses
- Physical Science
- Physics First
- Conceptual Physics
- Algebra-based Physics
- AP Physics
- Lesson Plan
- Activity
- Assessment
- New teachers
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Intended Users:
application/java
This material is released under a GNU General Public License Version 3 license.
Rights Holder:
Michael Gallis
Merlot:
friction, gravity, normal force, kinetic energy, roller coaster, thermal energy
Record Cloner:
Metadata instance created October 27, 2008 by Wolfgang Christian
Record Updated:
October 13, 2015 by Wolfgang Christian
when Cataloged:
Other Collections:
The PSRC
The Physics Source
The Open Source Physics
Exllent
Author: Ahmedelshfie
Posted: March 23, 2010 at 8:59AM
Source: The Open Source Physics collection
Is really exllent simulation
Made a remixed here
Author: lookang
Posted: April 16, 2009 at 11:24PM
http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=1088.msg4133#msg4133
Is it legal to remix?
I read this but i am still not sure.
* a) The work must carry prominent notices stating that you modified it, and giving a relevant date.
* b) The work must carry prominent notices stating that it is released under this License and any conditions added under section 7. This requirement modifies the requirement in section 4 to "keep intact all notices".
* c) You must license the entire work, as a whole, under this License to anyone who comes into possession of a copy. This License will therefore apply, along with any applicable section 7 additional terms, to the whole of the work, and all its parts, regardless of how they are packaged. This License gives no permission to license the work in any other way, but it does not invalidate such permission if you have separately received it.
* d) If the work has interactive user interfaces, each must display Appropriate Legal Notices; however, if the Program has interactive interfaces that do not display Appropriate Legal Notices, your work need not make them do so.
A compilation of a covered work with other separate and independent works, which are not by their nature extensions of the covered work, and which are not combined with it such as to form a larger program, in or on a volume of a storage or distribution medium, is called an "aggregate" if the compilation and its resulting copyright are not used to limit the access or legal rights of the compilation's users beyond what the individual works permit. Inclusion of a covered work in an aggregate does not cause this License to apply to the other parts of the aggregate.
Re: Made a remixed here
Posted: Jul 31, 2009 at 2:28AM
Got a reply from Prof Wolfgang, reproduced here for closure of whether open source allows others to edit and put back to the community.
What you have done with the roller coaster model is perfectly legal. Michael and I are happy that you are using improving the model. This is the whole idea behind open source.
Post a new comment on this item
Standards (35)
Energy (MS-PS3)
Students who demonstrate understanding can: (6-8)
Construct, use, and present arguments to support the claim that when the motion energy of an object changes, energy is transferred to or from the object. (MS-PS3-5)
Disciplinary Core Ideas (K-12)
Forces and Motion (PS2.A)
The motion of an object is determined by the sum of the forces acting on it; if the total force on the object is not zero, its motion will change. The greater the mass of the object, the greater the force needed to achieve the same change in motion. For any given object, a larger force causes a larger change in motion. (6-8)
Definitions of Energy (PS3.A)
Motion energy is properly called kinetic energy; it is proportional to the mass of the moving object and grows with the square of its speed. (6-8)
A system of objects may also contain stored (potential) energy, depending on their relative positions. (6-8)
Energy is a quantitative property of a system that depends on the motion and interactions of matter and radiation within that system. That there is a single quantity called energy is due to the fact that a system's total energy is conserved, even as, within the system, energy is continually transferred from one object to another and between its various possible forms. (9-12)
Conservation of Energy and Energy Transfer (PS3.B)
Conservation of energy means that the total change of energy in any system is always equal to the total energy transferred into or out of the system. (9-12)
Energy cannot be created or destroyed, but it can be transported from one place to another and transferred between systems. (9-12)
Mathematical expressions, which quantify how the stored energy in a system depends on its configuration (e.g. relative positions of charged particles, compression of a spring) and how kinetic energy depends on mass and speed, allow the concept of conservation of energy to be used to predict and describe system behavior. (9-12)
Relationship Between Energy and Forces (PS3.C)
When two objects interact, each one exerts a force on the other that can cause energy to be transferred to or from the object. (6-8)
Crosscutting Concepts (K-12)
Systems and System Models (K-12)
Models can be used to represent systems and their interactions—such as inputs, processes and outputs—and energy and matter flows within systems. (6-8)
When investigating or describing a system, the boundaries and initial conditions of the system need to be defined and their inputs and outputs analyzed and described using models. (9-12)
Models (e.g., physical, mathematical, computer models) can be used to simulate systems and interactions—including energy, matter, and information flows—within and between systems at different scales. (9-12)
Energy and Matter (2-12)
The transfer of energy can be tracked as energy flows through a designed or natural system. (6-8)
Energy cannot be created or destroyed—it only moves between one place and another place, between objects and/or fields, or between systems. (9-12)
Science is a Human Endeavor (3-12)
Science is a result of human endeavors, imagination, and creativity. (9-12)
NGSS Science and Engineering Practices (K-12)
Analyzing and Interpreting Data (K-12)
Analyzing data in 6–8 builds on K–5 and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. (6-8)
Analyze and interpret data to provide evidence for phenomena. (6-8)
Analyzing data in 9–12 builds on K–8 and progresses to introducing more detailed statistical analysis, the comparison of data sets for consistency, and the use of models to generate and analyze data. (9-12)
Analyze data using tools, technologies, and/or models (e.g., computational, mathematical) in order to make valid and reliable scientific claims or determine an optimal design solution. (9-12)
Developing and Using Models (K-12)
Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems. (6-8)
Develop a model to predict and/or describe phenomena. (6-8)
Modeling in 9–12 builds on K–8 and progresses to using, synthesizing, and developing models to predict and show relationships among variables between systems and their components in the natural and designed worlds. (9-12)
Use a model to provide mechanistic accounts of phenomena. (9-12)
AAAS Benchmark Alignments (2008 Version)
4. The Physical Setting
4E. Energy Transformations
6-8: 4E/M1. Whenever energy appears in one place, it must have disappeared from another. Whenever energy is lost from somewhere, it must have gone somewhere else. Sometimes when energy appears to be lost, it actually has been transferred to a system that is so large that the effect of the transferred energy is imperceptible.
6-8: 4E/M4. Energy appears in different forms and can be transformed within a system. Motion energy is associated with the speed of an object. Thermal energy is associated with the temperature of an object. Gravitational energy is associated with the height of an object above a reference point. Elastic energy is associated with the stretching or compressing of an elastic object. Chemical energy is associated with the composition of a substance. Electrical energy is associated with an electric current in a circuit. Light energy is associated with the frequency of electromagnetic waves.
9-12: 4E/H1. Although the various forms of energy appear very different, each can be measured in a way that makes it possible to keep track of how much of one form is converted into another. Whenever the amount of energy in one place diminishes, the amount in other places or forms increases by the same amount.
9-12: 4E/H9. Many forms of energy can be considered to be either kinetic energy, which is the energy of motion, or potential energy, which depends on the separation between mutually attracting or repelling objects.
4F. Motion
6-8: 4F/M3a. An unbalanced force acting on an object changes its speed or direction of motion, or both.
9-12: 4F/H7. In most familiar situations, frictional forces complicate the description of motion, although the basic principles still apply.
11. Common Themes
11B. Models
6-8: 11B/M1. Models are often used to think about processes that happen too slowly, too quickly, or on too small a scale to observe directly. They are also used for processes that are too vast, too complex, or too dangerous to study.
6-8: 11B/M2. Mathematical models can be displayed on a computer and then modified to see what happens.
6-8: 11B/M4. Simulations are often useful in modeling events and processes.
12. Habits of Mind
12C. Manipulation and Observation
6-8: 12C/M3. Make accurate measurements of length, volume, weight, elapsed time, rates, and temperature by using appropriate devices.
Common Core State Standards for Mathematics Alignments
Standards for Mathematical Practice (K-12)
MP.4 Model with mathematics.
Ratios and Proportional Relationships (6-7)
Understand ratio concepts and use ratio reasoning to solve problems. (6)
6.RP.1 Understand the concept of a ratio and use ratio language to describe a ratio relationship between two quantities.
Expressions and Equations (6-8)
Reason about and solve one-variable equations and inequalities. (6)
6.EE.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.
Work with radicals and integer exponents. (8)
8.EE.2 Use square root and cube root symbols to represent solutions to equations of the form x² = p and x³ = p, where p is a positive rational number. Evaluate square roots of small perfect squares and cube roots of small perfect cubes. Know that ?2 is irrational.
Use functions to model relationships between quantities. (8)
8.F.5 Describe qualitatively the functional relationship between two quantities by analyzing a graph (e.g., where the function is increasing or decreasing, linear or nonlinear). Sketch a graph that exhibits the qualitative features of a function that has been described verbally.
NSES Content Standards
Con.B: Physical Science
5-8: Transfer of Energy
The Physics Classroom: Energy Transformation on a Roller Coaster (Editor: Caroline Hall)
This animated tutorial is part of The Physics Classroom collection, and provides additional background information on the transformation of energy on a roller coaster and a good explanation of why mechanical energy is conserved.
The Physics Classroom: Energy Transformation on a Roller Coaster (html)
This resource is part of 2 Physics Front Topical Units.
Topic: Kinematics: The Physics of Motion
Unit Title: The Case of Roller Coasters
Roller coasters offer an inherently interesting way to study energy transformation in a system. This simulation lets students choose from 5 track configurations or create their own design, then watch the resulting motion. Energy bar graphs are simultaneously displayed as the coaster runs its course. Students can adjust the initial speed and friction, or switch to stepped motion to see exact points where kinetic and potential energy reach maximum and minimum levels. Includes lesson plan and student guide.
Link to Unit:
Physical Sciences K-8 The Case of Roller Coasters Unit
Physics First The Case of Roller Coasters Unit
Conceptual Physics The Case of Roller Coasters Unit
Topic: Conservation of Energy
Unit Title: Conservation of Energy
Roller coasters offer an inherently interesting way to study energy transformation. This scaffolded activity lets students choose from 5 track configurations or create their own design, then observe the resulting motion. Energy bar graphs are simultaneously displayed as the roller coaster runs its course. Students can adjust the initial speed of the car, add friction, or switch to stepped motion to see the exact points at which kinetic and potential energy reach maximum and minimum levels. Includes lesson plan and student guide.
Physical Sciences K-8 Conservation of Energy Unit
Physics First Conservation of Energy Unit
Conceptual Physics Conservation of Energy Unit
Algebra-Based Physics Conservation of Energy Unit
AP/Calculus-Based Physics Conservation of Energy Unit
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@misc{ Author = "Michael Gallis", Title = {Roller Coaster Model}, Month = {October}, Year = {2008} }
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%A Michael Gallis
%T Roller Coaster Model
%E Wolfgang Christian, (ed)
%D October 27, 2008
%U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=8228&DocID=873
%O application/java
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%A Gallis, Michael
%E Christian, Wolfgang
%8 October 27, 2008
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Related Materials (12)
Roller Coaster Model:
Same topic as PBS Learning Media: Energy Transfer in a Roller Coaster
In this self-paced multimedia tutorial for middle school, students develop literacy skills as they explore kinetic and potential energy in a roller coaster.
relation by Caroline Hall
Same topic as Teach Engineering: Physics of Roller Coasters
In this hands-on activity for grades 7-9, students build a physical model of a roller coaster with foam pipe insulation and marbles. Includes assessments, rubric, and worksheet.
Is Based On Easy Java Simulations Modeling and Authoring Tool
The Easy Java Simulations Modeling and Authoring Tool is needed to explore the computational model used in the Roller Coaster.
relation by Mario Belloni
Is a Teaching Guide For Physics Classroom: Roller Coasters and Amusement Park Physics
Is a Teaching Guide For Physics Classroom: The Centripetal Force Requirement
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text:
Pragmatic theory applied to Christian mission in Africa: with special reference to Luo responses to 'bad' in Gem, Kenya
Harries, James Osmar (2007). Pragmatic theory applied to Christian mission in Africa: with special reference to Luo responses to 'bad' in Gem, Kenya. University of Birmingham. Ph.D.
Harries07PhD.pdf
PDF (Adobe Acrobat 7.0.9)
Linguistic research showing dependence on context in deriving language meaning discloses the integral linking of the Luo language with their departed ancestors and the upholding of customary laws. Meaning and impact being transformed in the process of translation from one context to another explains the severe limitations found in previous attempts at cross-cultural understanding between Western and Luo (African) peoples. Studying Luo people's understanding of 'bad' in the light of the above reveals much that often remains invisible to Westerners. 'Bad' arises from the activities of ghosts acting through people's hearts often as a result of breaking taboos. Cleansing, especially of ghosts, through prayer, keeping customary laws and salvation are used to counteract such 'bad'. Conventional Biblical and mission hermeneutics are, in failing to account for pragmatic linguistics, found seriously wanting. Forces and powers being spiritually based in a monistic worldview amongst the Luo render clear cross-cultural communication with a rationalist and monotheist West impossible. Theological education based on African languages is advocated as the way to engage the challenges of Christianity with Luo ways of life in a way that will result in a deeply rooted African church, and a moral, vibrant, intellectually and economically active African society.
Anderson, Allan UNSPECIFIED UNSPECIFIED
Schools (1998 to 2008) > School of Historical Studies
Andover Baptist Church, Church of God
P Language and Literature > PL Languages and literatures of Eastern Asia, Africa, Oceania
http://etheses.bham.ac.uk/id/eprint/15


What is a mortar board?
Mortar boards, also called trenchers, graduation hats, or graduation caps, have a sculpted crown which goes over the head, topped by a square shaped board and tassel attached to the top of the cap.
Graduation bonnets, also called Tudor bonnets or PhD hats, are generally made using velvet and lined with satin. They feature a broad rim surrounding the soft body of the crown. A coloured cord with two tassel ends is attached to the rim of the crown.
With mortar boards and trenchers, the tassel will fall over the cap, and depending on the university, the tassel should be placed on either side of the front face of the board. The brim of the crown should be bordered by a grosgrain or ribbed trim. Our graduation caps are made using wool.
Note that few universities prescribe mortar boards rather than bonnets for PhD graduates. The colour of the bonnet cord and tassels will differ according to university academic dress specifications. In some cases such as Chancellor bonnets, the tassels may be made using gold or silver bullion. While most PhD bonnets are black, some Australian universities prescribe navy or other colours for bonnets.
Who should wear a mortar board?
The graduation cap is typically worn by bachelor and masters graduates, however, some university academic dress rules may only prescribe graduation caps for masters graduates. In fact, some universities will prescribe a mortar board for PhD graduates also (as opposed to a bonnet).
What is the difference between a hard crown mortar board and a soft crown collapsing mortar board?
A hard-crown graduation cap is made so that the crown is rigid. The wool of the crown is processed so it keeps its shape when not worn. These are made in specific sizes, ranging from 51 to 62 cm diameter. So sizing of hard-cap mortars is more specific to the individual. Our hard-crown mortar boards are black and made using quality wool.
A soft-crown graduation cap means the wool of the crown is less processed so it may collapse flat for easy storage and portability. Our soft-cap mortar boards feature an inner crown elasticized rim so the hat will have some grip, although the crown still features the same grosgrain or ribbed trim on the outside of the cap. When the crown is open, our soft-crown graduation caps look just like a hard crown graduation cap.
How do I choose my size of mortar board or bonnet?
For assistance with selecting the size of your academic headwear, refer to the mortar board and bonnet sizing information tab at the bottom of each product detail page.


text:
Dr Benjamin Kilian
Dr. Benjamin Kilian
The Crop Trust
Benjamin Kilian is a scientist and project manager, and in charge of all pre-breeding projects at the Global Crop Diversity Trust. Benjamin has a particular interest in exploring ways in which crop wild relatives and landrace diversity can be used in breeding programs more effectively by better linking genebanks to breeders. Benjamin completed his PhD training at the Max Planck Institute for Plant Breeding Research (MPIPZ), Cologne, Germany. He has led various research projects at the Leibniz Institute for Plant Genetics and Crop Plant Research (IPK), Gatersleben, Germany on genetics and genomics of plant genetic resources, especially in wheat and barley and their wild relatives. Subsequently, Benjamin worked in the private sector aiming at making crop diversity available to breeding. His scientific interest focuses on the domestication, conservation and use of agrobiodiversity, and the role it can play for sustainable development and food security.
Homepage: www.croptrust.org
ResearchGate: https://www.researchgate.net/profile/Benjamin_Kilian2


There will come a time in your car's life that it will be needing repair or replacement of some of its parts. This is also true with your car brakes. You can bring your car to an auto body shop for repair and perhaps you will be charged a hefty price for the job. But, brake repair is very essential for the proper functioning of your car. If you notice some noise in your brakes or if it is not functioning properly, then it is time to take your car to a good and qualified mechanic.
Most good mechanics start with a thorough inspection of your car parts before even recommending what should be done to your car. Brakes are very important if you want to give your family a safe drive. This makes regular brake maintenance very important. If your brakes will fail to function when you are on the road, then it can give you serious consequences. When a car loses his brake, a terrible car accident can happen. If you make sure that your brakes are working properly everytime your ride it, then you can avoid these types of car accidents. A good mechanic will clean and repair your brake so that it can function accordingly.
Your car brake pads should be changed at regular intervals because they do wear out. If your budget for a car brake pad is small, then you can find an auto repair shop or a garage where they sell generic brake pads which are cheap. Generic brake pads also function like regular brake pads except that they are very much affordable and they are safe too. However, if you would want the expensive brake pads for your classy and luxurious car, then you can find them sold in most car dealership shops.
Before letting a mechanic fix your brakes, there are some important questions that you should ask him. It is important for you to know what the mechanic found out in his inspection, about the real problem of your brakes and the proper way of fixing it. The duration of the job is something that you would also want to find out. You need to know beforehand a cost estimate of the brake repair. Make sure that the shop offers service warranty. Future problems can be fixed with no cost if there is a service warranty. Make sure that the warranty is set in writing. Then check the warranty period before committing your vehicle to their services.
The time to repair car brakes is relatively short. If you use a good brake repair service, then your bakes will be fixed in no time. so if there is something wrong with your car brakes, bring it immediately to a brake repair service. You car brakes need immediate repair. Remember the consequences of neglecting this brake condition.


(Reuters) - JPMorgan Chase & Co (JPM.N) has agreed in principle to settle class action litigation arising from Bear Stearns' sale of $17.58 billion of mortgage securities that proved defective during the recent U.S. housing and financial crises.
The largest U.S. bank, which bought Bear in 2008, will pay roughly $500 million to investors led by a group of pension funds, a person familiar with the matter said on Friday. The person requested anonymity because the terms have not been made public.
JPMorgan declined to comment. A lawyer for the investors did not immediately respond to requests for comment.
The accord, which requires court approval, was disclosed in a Thursday night filing with the U.S. District Court in Manhattan.
It is separate from JPMorgan's $13 billion settlement with regulators in November 2013 over mortgage securities sales.
The latest accord resolves claims that Bear violated federal securities laws by selling certificates backed by more than 47,000 largely subprime and low documentation "Alt-A" mortgages in 14 offerings from May 2006 to April 2007.
Bear was not accused of fraud, but investors sought to hold it strictly liable and negligent for their losses.
They said nearly all the certificates were cut to "junk" status, although roughly 92 percent, or $16.2 billion, were once rated "triple-A."
The lead plaintiffs are the Public Employees' Retirement System of Mississippi and the New Jersey Carpenters Health Fund. Both sides plan by Feb. 2 to seek preliminary approval of the settlement from U.S. District Judge Laura Taylor Swain.
JPMorgan has resolved similar litigation over mortgage offerings from the former Washington Mutual Inc, which the New York-based bank also bought in 2008. It still faces litigation over some of its own mortgage offerings.
The case is In re: Bear Stearns Mortgage Pass-Through Certificates Litigation, U.S. District Court, Southern District of New York, No. 08-08093.


Say what you will about air travel, but an airplane is still that rare public place where you remain relatively insulated from barrages of advertising. Wait till next year, though. Airlines are gearing up to bring a lot more advertising to us in 2004 in the confines of our airplane seats.


text:
Digital Analytics "Aha"... Adam Greco
Onboarding with the Amplitude Engineering Team: Q&A with Eric Wang
datamonster
6 -minute Read,
Eric Wang, a software engineer on our product engineering team, shares what it's like to onboard at Amplitude.
Amplitude's mission to help companies build better products is well-known. Our other mission? Make Amplitude a workplace where everyone can thrive. And we believe that guiding each of our employees to success starts with what we do from day one.
Eric Wang, a recently hired software engineer on our product engineering team, shares what it's like to onboard with Amplitude's engineering department.
What do you do at Amplitude?
I'm a software engineer on the product engineering team. I help build the platform where our users explore the data they send to us.
How did the first week play out?
"From day one, I was struck by the little things people did to make me feel welcome."
When you start a new job, the first week or so usually involves meetings with HR, your direct managers, or coworkers in roles similar to yours. Especially in a bigger company, it usually takes a while before you really get to know people, especially people in leadership roles who are busier and might not have time to meet you during your onboarding.
Even though Amplitude is growing, their onboarding is still done by the leadership team. Throughout the first week, I had sessions with the leader of each department. I learned about company values from Jeffrey, the chief architect; the company's mission from Spenser, the CEO; product strategy with Justin, the VP of product; and engineering architecture with Curtis, the CTO.
Learn more about the Engineering team at Amplitude
Sitting down with the leadership team made me feel valued from day one. It's also nice to touch base with people like Spencer at the beginning, because now I feel more comfortable approaching him and the others I interacted with in that first week.
Another memorable part of the first week was how friendly everyone was. From day one, I was struck by the little things people did to make me feel welcome, like standing up to greet me and smiling genuinely. It showed that my team cared about me being here.
A few Amplitude engineers drinking coffee in a totally natural pose.
What is the team structure at Amplitude?
"Where most companies make you feel powerless when it comes to contributing to other departments, Amplitude empowers you to have more influence on the end-to-end creation of a product or feature."
In most software companies, teams are broken up by what you do. There's a design team, a product-management team, an engineering team, and so on. And they don't really mix: The engineers sit together, the designers sit together, teams sit together.
The traditional team setup can create bottlenecks and confusion. For instance, the engineering team gets features and bugs thrown at them through what can feel like a black box. It can get chaotic when trying to figure out who is accountable for what.
Amplitude takes a different approach. A team at Amplitude, or a "pod" as we call it, includes a designer, a product manager, and an engineer.
Read the Amplitude Engineering blog
Each pod is given a direction. My team's focus area is the new-user experience, for example. We sit together and work collaboratively, which helps with communication. At the beginning of the quarter, we get together to set our direction for the coming months by asking ourselves, "What are the features that we want to make this quarter that will improve the new-user experience?"
Pods remind you that you're part of something bigger; you don't just get caught up in whatever your particular role is. Instead, you realize you're on a team made up of people all trying to achieve the same goal.
It's also cool how much communication goes on between the engineers and designer. Even as an engineer, I get to offer my perspective about the feasibility of building a feature, as well as my perspective on the design. I think this is an unusual practice. Where most companies make you feel powerless when it comes to contributing to other departments, Amplitude empowers you to have more influence on the end-to-end creation of a product or feature.
Related: How to Organize Your Product Team Around Your North Star
What are two onboarding practices or tools that made a big difference when you were getting started?
Whenever we have a new hire, we do something called a "teardown," where you take some time to interact with product in the way our customers would. The purpose is to find and highlight issues, as well as suggest changes that would improve the product and/or the user experience.
In my 30-minute teardown, I focused on the new-user experience and how I felt that we could do more for customers who are not as analytics-savvy.
The teardown was a productive way to immerse myself in our product and also feel that my opinion was valued. Fifteen or so people came to listen to my teardown, including people who are much more senior than I am and who genuinely wanted to hear what I had to say.
Also, we use the donut.ai slack integration to randomly pair people subscribed to our internal #coffeebuddies channel for company-expensed coffee. Great way to make friends and stay caffeinated!
One photo booth, many engineers.
Getting started with a new job can be overwhelming. How do you avoid burning out?
Sleep well, drink coffee, and go at your own pace. Other people know that you need time to adjust. It's easy to start overworking when you realize everyone around you is super productive, which leads you to believe that you need to be on that level immediately. However, that self-imposed pressure can actually hurt your performance. Better to start slowly, deliver great work, and ramp up as you get more comfortable.
In your first couple of weeks at Amplitude, you spent a day designing a T-shirt. Tell me more about that.
One day, Stacy, who is Amplitude's recruiter for college students, went around the office to get our opinions on a T-shirt design.
I offered to mock up a few alternative designs. I ended up getting more involved than expected and was given a full day to create a new design.
After presenting the design, my colleagues offered their feedback, which I used to create a final design. The shirt will be at our career fairs coming up September 12 at Berkeley.
Look for this t-shirt, designed by Eric Wang himself, at the Berkeley career fair
I was grateful that Amplitude gave me the opportunity to spend a day doing something I never would do in my actual role. From that experience, I gained a new appreciation for the negotiation and iteration process designers go through. No matter what, own your vision, and expect to receive feedback — which may not all be positive.
The experience also opened my eyes to design work, which is something I'd love to learn more about. The designers at Amplitude already offered to give me some design work if I'm interested.
Amplitude engineers on an archery offsite.
Any advice for someone interested in going to one of Amplitude's career fairs?
Everyone knows career fairs can be chaotic: Students fight each other for a couple minutes at each table, and company reps struggle to handle the deluge of students trying to hand in resumes.
My advice is to focus on a few companies and do your homework on them so that you don't ask the same questions everyone else is, like, "How big is the company?" and "What does the company do?" Try to take 10 minutes to build a personal connection with a rep and learn about what they love about working there. You can use that information in your cover letter or interviews, and after getting that rep's email, you can keep them as a point of contact throughout the application process.
Interested in a career in engineering and want to meet the Amplitude engineering team? Come along to one of our career fairs this fall:
September 12 – University of California, Berkeley
September 21 – MIT
September 26 – Georgia Tech, College of Computing
September 26–28 – Grace Hopper
Datamonster spends most of its time nom nomming data and fulfilling duties as a cultural icon and brand ambassador for Amplitude. Datamonster wants everyone to know that there's a little data monster in all of us.
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Although ART used to prevent mother-to-child HIV transmission during pregnancy reduces the risk for congenital CMV infection, the reduction in early postnatal CMV transmission is only modest.
Significant levels of cytomegalovirus (CMV) DNA are common in older African children with perinatally acquired HIV infection, even in children treated with antiretroviral therapy (ART), according to results of a study published in Clinical Infectious Diseases. These findings suggested that the pathogenesis of perinatally acquired HIV infection comorbidities are influenced by an inappropriate control of the CMV infection.
In this study, the researchers hypothesized that infants with perinatally acquired HIV infection who had not been treated with ART, and who later acquired CMV coinfection may fail to establish adequate immune CMV control. Researchers also postulated that this may lead to future episodes of CMV reactivation or replication that in turn drives some of the comorbidities described in survivors of perinatally acquired HIV. To this end, the study investigators examined the associations between CMV DNA and lung function and growth.
The study investigators evaluated 626 participants from 2 prospective cohorts: the ZENITH cohort, which recruited children between the ages of 6 years and 16 years who were newly diagnosed with HIV, and the INHALE cohort, which recruited children between the ages of 6 years and 16 years who had been taking ART for >6 months. Children who tested negative for HIV in the same age group joined the study as population controls and provided a single blood sample without further follow-up. Plasma CMV DNA loads were measured in children with perinatally acquired HIV (n=402) and controls without HIV (n=224). CMV DNA loads were measured using quantitative polymerase chain reaction. The highest forced expiratory volume in the first second and forced vital capacity were measured with spirometry. Height was recorded at baseline for all the participants. For the multivariate analysis of time-varying outcomes, the study investigators used longitudinal mixed-methods logistic regression.
During enrollment of the study, CMV DNA ≥1000 copies/mL, which has been established as clinically significant, was detected in 5.8% of children without HIV, 14.7% of participants with HIV who were stable on ART, and 22.6% of children with HIV who had never received treatment with ART (χ²=23.8; P <.001). The prevalence of CMV DNA ≥1000 copies/mL was associated with CD4 counts <350 cells/μL. In children with HIV who had never received treatment with ART, the presence of CMV DNA ≥1000 copies/mL was independently associated with reduced lung function (adjusted odds ratio [aOR] 3.23; 95% CI, 1.23-8.46; P =.017). In children who had received treatment with ART, growth stunting was associated with CMV DNA of ≥1000 copies/mL (aOR 2.79; 95% CI, 0.97-8.02; P =.057). Growth stunting and reduced lung function were not associated with CMV viral load.
Some of the limitations noted by the study investigators are the lack of information about HIV RNA in the participants who had never received ART at enrollment. The INHALE participants may have elevated HIV RNA as a result of poor adherence. In addition, the data do not allow determination of the direction of associations; therefore, the study investigators could not conclude that CMV is a cause of growth stunting.


text:
Sarah Stokes
Home / Artists / Sarah Stokes
Inspirational contemporary portrayals of the animal kingdom
Sarah Stokes is moved to paint by nature, particularly the animal kingdom, and her images of livestock, birds of prey and wildlife are building her an enviable reputation in the UK and beyond.
For as long as she can remember, Sarah has felt the need to draw, paint and create, so has never lacked motivation or inspiration. Creativity for her is synonymous with peace and relaxation. She is generally drawn to a subject by way of its quirkiness, colour or beauty, or by a combination of all three. Although she does all of her painting in her studio, Sarah does carry out life studies of animals around the Cotswolds, Shropshire and Wales. If she thinks that she can bring an animal to life with her paints, then she is determined to do so.
Watercolour is Sarah's medium of choice. She enjoys the fact that it can both be controlled and be allowed to run, splash and mix. This gives her the option of keeping certain areas of the work tightly composed, while she can loosen up both personally and stylistically at any time, making the process of painting both unpredictable and rewarding. "I love the intensity and luminosity of its colours, and its unpredictability when I use it."
Sarah has exhibited in galleries across the UK, and her work has been shown at Jamie Oliver's Big Feastival in Oxfordshire and at Crufts (March 2015). She has private collectors in the UK, the USA, Belarus and Australia, and her corporate clients include the Otsuka Pharmaceutical Head Office in Sweden. She has studied painting under Alyssa Monks, acclaimed artist and professor at the New York Academy of Art, and Louis Smith, BP Portrait award winner, at his studio in Manchester.
Click here to enquire about this artist
LATEST ARTWORK FROM SARAH STOKES
by Sarah Stokes
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Sarah Stokes Collection 12/01/2016
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Please select Bluewater Bournemouth Bristol Cardiff Chelmsford Chester Chichester Cirencester Covent Garden Derby Fenwick Newcastle Harrogate Kingston Knutsford Leamington Spa Leeds Leicester Lichfield Liverpool Manchester Merry Hill Milton Keynes Newbury Nottingham Oxford P&O Cruises Arcadia P&O Cruises Aurora P&O Cruises Azura P&O Cruises Britannia P&O Cruises Iona P&O Cruises Ventura Salisbury Solihull, Mill Lane Stratford-Upon-Avon Weybridge Winchester York
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text:
Q: correct template method to wrap a ostream Given a class
class ostreamWrapper
{
    private:
        ostream * str;

    public:
        ostreamWrapper operator << (const char *);
}

where ostream * str will point to std::cout and ostreamWrapper operator << (const char *) sends the given text to the wrapped ostream str.
In this case, I can only instance << "const char * text" and no other printable data. Unlike directly <<ing a std::cout or std::cerr.
How can the operator method be implemented so it accepts any type of data just as std::cout or std::cerr directly do?

A: First, write a public operator<< template so it can accept any type and simply forward it to the wrapped ostream.
template <class T>
ostreamWrapper& operator<<(T&& x) {
    *str << std::forward<T>(x);
    return *this;
}

Second, in order to accept insertion of stream manipulator templates such as std::endl, add a second public operator<< that specifically accepts manipulators intended for the wrapped ostream:
ostreamWrapper& operator<<(ostream& (*manip)(ostream&)) {
    *str << manip;
    return *this;
}

Omitting the second overload will cause insertion of overloaded manipulators or manipulator templates to fail with "ambiguous overload" or similar error messages.

A: See an example of the proposed implementation, it would deduce the template parameter type and print accordingly, if you could use C++11 see @Brian answer:
#include <iostream>

using namespace std;

class ostreamWrapper {
private:
    ostream* str;

public:
    ostreamWrapper(ostream* str_v) : str(str_v) {}

    template <typename T>
    ostreamWrapper& operator<<(const T& t) {
        if (str)
            *str << t;
        return *this;
    }
};

int main() {
    ostreamWrapper osw(&std::cout);
    osw << 1 << " texto " << std::string(" otro texto ") << 1.2345;
    return 0;
}

redpajama_set_name: RedPajamaStackExchange


Information is as of press time Tuesday morning.
BATON ROUGE, La. (AP) — To come up with another $100 million to help pay for the TOPS college tuition program next year, House leaders decided to divert money that people pay for some services away from the agencies providing those services.
Gov. John Bel Edwards' administration and state senators are raising concerns about the legality of the idea, their ability to use the dollars if they're diverted and the wisdom of an across-the-board cut that falls heavily on transportation, public safety and health agencies.
"This is just another way to move money around, one that we think is substantively and procedurally flawed," the governor's chief budget adviser, Commissioner of Administration Jay Dardenne, told the Senate Finance Committee on Sunday.
But if the Senate decides to undo the proposal, cuts could worsen for a popular college financing program in the budget year that begins July 1.
The plan, spearheaded by House Appropriations Committee Chairman Cameron Henry, would take more than 3 percent of fees paid to departments for services, along with other dedicated sources of revenue that they get from state taxes.
That could include money paid for licenses, public health services or facility inspections, for example.
The dollars would be steered to help pay off state debt next year, thereby freeing up other general tax revenue — known as state general fund money — that would otherwise have to be used for the debt payment.
Henry, R-Metairie, said it would require some agencies that have largely been shielded from cuts to share in the reductions needed to close a $600 million budget gap next year. Treasurer John Kennedy's office said the move is allowed under the state constitution.
The diversion would shift money the agencies had expected to have next year, like $4 million from the Coastal Protection and Restoration Authority, $2.7 million from the agriculture department, $3.7 million from the labor department, $14 million from the transportation department, $7 million from state police and $23 million from the health department.
"It's the equivalent of a cut to their departments," said Sherry Phillips-Hymel, the Senate's chief budget analyst.
Senate President John Alario, R-Westwego, worried those cuts would fall too heavily on agriculture programs, transportation projects, the state police and the legislative auditor. Other senators questioned whether the dollars would meet the legal criteria for spending on ongoing services and programs.
Dardenne said the state has tried a similar maneuver once before, and then deemed it unfeasible.
The House version of the budget assumes $100 million will be diverted but doesn't specifically detail which fees and other dedicated revenue sources would be transferred. It doesn't spell out the 3.3 percent cap. And the exact process for making the transfers isn't clear.
Hymel suggested if senators wanted to move the money as the House wants, they should pass a separate piece of legislation. But Senate Finance Committee Chairman Eric LaFleur, D-Ville Platte, has shelved his similar bill because of concerns about how to make it work.