Customizer: Fix scalability performance problem for previewing multidimensional settings.
As the number of multidimensional settings (serialized options and theme mods) increase for a given ID base (e.g. a widget of a certain type), the number of calls to the multidimensional methods on WP_Customize_Setting increase exponentially, and the time for the preview to refresh grows in time exponentially as well.
To improve performance, this change reduces the number of filters needed to preview the settings off of a multidimensional root from N to 1. This improves performance from O(n^2) to O(n), but the linear increase is so low that the performance is essentially O(1) in comparison. This is achieved by introducing the concept of an "aggregated multidimensional" setting, where the root value of the multidimensional serialized setting value gets cached in a static array variable shared across all settings.
Also improves performance by only adding preview filters if there is actually a need to do so: there is no need to add a filter if there is an initial value and if there is no posted value for a given setting (if it is not dirty).
* Cache of multidimensional values to improve performance.
* Whether the multidimensional setting is aggregated.
* Get parsed ID data for multidimensional setting.
* ID data for multidimensional setting.
* @type array $keys Keys for multidimensional array.
* Set up the setting for aggregated multidimensional values.
* calls get combined into one call, greatly improving performance.
'previewed_instances' => array(), // Calling preview() will add the $setting to the array.
'preview_applied_instances' => array(), // Flags for which settings have had their values applied.
'root_value' => $this->get_root_value( array() ), // Root value for initial state, manipulated by preview and update calls.
* will render the drafted changes.
* Add filters to supply the setting's value when accessed.
* there is no change to preview.
* @since 4.4.0 Added boolean return value.
* @return bool False when preview short-circuits due no change needing to be previewed.
// Since no post value was defined, check if we have an initial value set.
$this->default = $undefined; // Temporarily set default to undefined so we can detect if existing value is set.
$needs_preview = ( $undefined === $value ); // Because the default needs to be supplied.
// Only add this filter once for this ID base.
// Only add these filters once for this ID base.
* Callback function to filter the theme mods and options.
* Callback function to filter non-multidimensional theme mods and options.
* @param mixed $original Old value.
$undefined = new stdClass(); // Symbol hack.
* and there is no post value.
* Callback function to filter multidimensional theme mods and options.
* the first setting previewed will be used to apply the values for the others.
* @param mixed $original Original root value.
* @return mixed New or old value.
// If no settings have been previewed yet (which should not be the case, since $this is), just pass through the original value.
// Skip applying previewed value for any settings that have already been applied.
// Do the replacements of the posted/default sub value into the root value.
// Mark this setting having been applied so that it will be skipped when the filter is called again.
* Get the root value for a setting, especially for multidimensional ones.
* @param mixed $default Value to return if root does not exist.
* Set the root value for a setting, especially for multidimensional ones.
* @param mixed $value Value to set as root of multidimensional setting.
* @return bool Whether the multidimensional root was updated successfully.
* Save the value of the setting, using the related API.
* not handled as theme_mods or options.
* The dynamic portion of the hook name, `$this->type`, refers to the type of setting.
* @param mixed $value Value of the setting.
* @param WP_Customize_Setting $this WP_Customize_Setting instance.
* Update the theme mod from the value of the parameter.
* @param mixed $value The value to update.
// Handle non-array theme mod.
// Handle array-based theme mod.
* Update the option from the value of the setting.
* @deprecated 4.4.0 Deprecated in favor of update() method.
* @return bool The result of saving the value.
// Get the callback that corresponds to the setting type.
* Filter a Customize setting value not handled as a theme_mod or option.
* the base slug of the setting name.
* functions for available hooks.
* @param mixed $default The setting default value. Default empty.
* Get the instance data for a given widget setting.
* Get the instance data for a given nav_menu_item setting.
* @return bool False if method short-circuited due to no-op.
// @todo Add get_post_metadata filters for plugins to add their data.


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Do You Really Need a Rep? Or Can You Go It Alone?
Posted by Jason Lau on Sept. 25, 2014
I've been asked this a number of times from artists and the honest answer is, "Yes and No." Like the industry itself, this answer changes and evolves. The need for a rep differs from artist to artist, agency to agency and magazine to magazine.
When I'm looking for an artist, I have several criteria to keep in mind. Most importantly, I need to consider what the creative team is looking for, existing relationships, and the budget for the job. Timing is also critical. Typically when a job is briefed, there's very little time from when I start bidding on it to when the job is then awarded.
I know that most art buyers and producers go to agent sites because they provide the confidence that you're getting an artist who has the business side of things taken care of. A rep takes care of business so the artist can concentrate on the creative side of things. This usually makes my job much easier, especially when timing is vital. A quality rep is a great communicator between the ad agency or magazine and the artist, leaving the artist to do what they do best.
Those are key factors that I consider when looking for an artist. However, there are times when I'm looking for the diamond in the rough – someone who has yet to be discovered. This is always exciting and keeps my job interesting. When I come across artists through blogs, magazines, shows, etc, I catalog them so I can refer back to them for future projects. Market yourself wisely! Getting your work out in the open, by whatever means available to you, can always open doors in the future. Just recently I met an artist who was putting on a show for someone else's work. She invited me to dinner where I was able to see some of her own work, which I love and will definitely try to use on a project at some point. Just by getting herself out in the art world she was able to connect with me.
If you're an artist who is just starting out, and lack representation, then it's crucial for you to do the networking that a rep would otherwise do for you. Although it's challenging to get these meetings, it's necessary to build key relationships with editors, creatives, art producers and buyers. Do it as often as you can. You never know who could be the one to help you move to that next step and give you the opportunity you need to show your work. Aside from having exceptional work to show, being organized, friendly, professional and charismatic goes a long way to build these relationships.
I personally try to meet people that contact me, especially if their work pertains to what I'm currently looking for and the caliber of what I need is there. It is very important to know who you're trying to market to! Research, research, research! The more specifically you can meet someone's needs, the better of a shot you have at connecting with them. Sending a concise and thoughtful email as to who you are, what you do and why you're unique is much better than a cold call.
That being said, if you're an established artist and in-between reps or just needed a break, I don't find it necessary to have a rep. If you're well established you should already have the network you need. It boils down to this… Are you able to dedicate the time and attention to the business side of things while concentrating on the creative aspects of your jobs? That's the question you need to give serious thought to. Both of these sides are just as important as the other and balancing them, or getting a rep to help you balance them, is the key to your success.
More About Jason Lau
For over a decade Jason has been bringing his passion for art and integrated production to the advertising industry. In 2018 he joined the Giant Spoon team as a Senior Integrated Producer.
The 2016 award season awarded Jason's first Cannes Grand Prix for Good including 4 additional Lions for the films he produced for UNICEF while at 180. Amongst other notable awards included the Brand Film Festival, D&AD, The One Show, Radio Mercury Awards and Clios.
Over his career, he created and curated the Team One Art Gallery, which exhibited professional and emerging artists. While at Team One he also received the agency's annual "Slash Award." An award given by leadership to employees who exuded and went beyond the agency's CORE values. Jason also has experience managing associated art producers and out of scope projects as needed.
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Creating an Authentic Visual Narrative with Andy Anderson & Andy Mahr
Join PhotoPolitic in Austin on February 01, 2020 for a conversation with photographers Andy Anderson and Andy Mahr. They will be discussing their own unique processes in creating images that convey an authentic story — much of the time defying the reality that actually existed in the first place.
Image credit: Andy Mahr
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I spent many afternoons and evenings thinking that there wasn't anyone who cared about me and the only way that'd I'd ever make friends was once I put myself out there and become confident.
While those things most certainly help and I teach many of my students basic principles about confidence and where to socialize with people, I often find that there are deeper reasons why you can feel so lonely at times, and that's exactly what we're gonna tackle today.
I need you to get one thing straight, there's a difference between being lonely versus being alone.
Being lonely means that you have a negative feeling such as sadness or dissatisfaction from not having anyone around you. Loneliness means that you simply don't feel good.
On the other hand, being alone means that you don't have anyone physically around you. This is an actual state of being and can be a fact. Like when I'm in my room writing scripts for these youtube videos, I am physically alone because there's no one else in the room.
You notice there's a difference between the words, loneliness versus being alone. It's key to know the difference before we talk about what to do about it.
Now that we know the difference, let's get cookin'!
When you're feeling lonely, it's usually because you have an expectation that you need to feel positive, happy, or joy in the moment. You feel guilt or sadness because you don't have anyone around you.
Yes, these feelings are difficult and challenging to deal with, but I want to introduce you to a term called impermanence.
Impermanence means that nothing ever stays the same and things are constantly shifting and evolving. Here's an example. Right now, I feel super amazing because I just won a million dollars for winning the lottery. But fast forward a year, the money is gone, I feel upset because I'm broke from spending all the money, and then I'm back where I was before I won the lottery. In this example, can you guess the two things that were impermanent? The two things that were impermanent were my feelings and the amount of money in my bank account.
This same framework goes for you and your loneliness. You may feel sad or guilty for feeling alone, but you're not going to feel that way for the rest of your life.
Impermanence shows that you and your feelings are constantly evolving and changing. You just need to trust that your circumstances will be different eventually when you feel lonely.
Now let's just say you're simply alone. You're by yourself. It's just you, yourself, and….you!
Spending time alone can be one of the most wonderful things, and here's why.
When you spend time by yourself, you get a grand opportunity to truly listen to the voice inside your heart. This sounds super cheesy, so please bear with me.
Listening to that voice inside is called your intuition or your gut instinct. That voice is one of the most powerful teachers on the face of the planet.
That's why successful people like you and I can practice activities like meditation, yoga or journaling so you can strengthen your intuition.
You can only access intuition when you're alone, so I encourage you to find the joy and pleasure in spending time by yourself. It's one of the most sacred things you can do to replenish your mind and body from all of the meaningless and negative noise in the world.
Do you ever get lonely? How do you cope with loneliness? Let me know in the comments below.


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AMARILLO, CATHOLIC DIOCESE OF
Sister Nellie Rooney, O.S.F.
AMARILLO, CATHOLIC DIOCESE OF. The Catholic Diocese of Amarillo comprises twenty-six counties in the Panhandle; the southern boundary of the diocese is the line that forms the southern boundary of Childress, Hall, Briscoe, Swisher, Castro, and Parmer counties. In 1993 the Catholics of the area numbered 36,795, about 10 percent of the total population.
White settlers entered the Panhandle after the Indians were removed to Indian Territory in 1875. Priests from New Mexico and Kansas served the few Catholics until the Fort Worth and Denver Railway crossed the Panhandle in 1887, and priests came up from Gainesville, Texas. The first Catholic church in the Panhandle, St. Mary's at Clarendon, was built in 1892 for a congregation of predominantly Irish and German railroad employees. The Sisters of Charity of the Incarnate Word, the first nuns to work in the Panhandle, established a school, St. Mary's Academy, in Clarendon in 1899 and St. Anthony's Sanitarium in Amarillo in 1901. Father David Henry Dunn moved church headquarters from Clarendon to Amarillo, the railroad crossroads, in 1902. At the breakup of the big ranches, Catholic farming parishes were established, largely by settlers of German descent. First among these was that at Nazareth, founded in 1903, and by 1913 there were thirteen such rural Catholic parishes around Amarillo. After irrigation with underground water developed in West Texas, Catholic Hispanic migrant laborers moved to the area. When the gas and oil industry grew in the Panhandle and the Permian Basin, Catholic parishes were formed in the oil towns of Borger and Pampa.
In 1926 the church responded to the influx of people by establishing the Diocese of Amarillo, which included the Panhandle and the area as far south as Kimble, Sutton, and Crockett counties, for a total of 70½ counties. The first bishop, Rudolph A. Gerken (1927–33), built churches and schools and founded Price Memorial College, now Alamo Catholic High School. The diocesan Catholic Charities opened in 1932. Bishop Robert E. Lucey (1934–41) established the diocesan newspaper in 1936. A mission to black Catholics was opened in 1940. A diocesan Council of Catholic Women was organized. When Lucey was made archbishop of San Antonio in 1941, Bishop Laurence J. FitzSimon replaced him in Amarillo. After World War II West Texas experienced a surge in economic growth, which the church shared. Facilities expanded. Hispanic families coming to work in cotton and vegetable fields settled down in towns. Between 1945 and 1965, forty predominantly Hispanic parishes were established in the Lubbock area alone. FitzSimon established a Catholic Children's Home in the town of Panhandle. When FitzSimon died in 1958, John L. Morkovsky, auxiliary bishop since 1955, was made bishop of Amarillo. During his tenure (1958–63) St. Ann's Nursing Home was built in Panhandle. New demographics, however, reduced the size of the diocese. Growth led to the establishment of the Diocese of San Angelo in 1961, when the 21½ southernmost counties of the Diocese of Amarillo were transferred to the new diocese.
Morkovsky, transferred to the Diocese of Galveston-Houston, was followed in 1963 in Amarillo by Bishop Lawrence M. DeFalco, who introduced reforms issuing from the Second Vatican Council. A Diocesan Pastoral Council, a Priests' Senate, and a Sisters' Council were formed. By authority of Vatican II the permanent diaconate, which had fallen into disuse in the church centuries earlier, was reestablished. During the same period a program for refugees was developed, and St. Joseph's Home for retired priests was built in Panhandle. After the death of Bishop DeFalco in 1979, Leroy T. Matthiesen became bishop of Amarillo in 1980. He built the Bishop DeFalco Retreat Center, brought contemplative Franciscan nuns to Amarillo, and established the seminary of Missionaries of Christ the Priest. He also had the Museum-Archives Building constructed.
In 1983 the twenty-three southern counties of the diocese were transferred to the new Diocese of Lubbock. In 1993 the Diocese of Amarillo included forty-two parishes and missions and seventeen chapels, served by sixty-eight priests and thirty permanent deacons. One religious brother and 154 religious sisters worked in the diocese. The diocese had one Catholic high school and eight elementary schools.
Archives of the Catholic Diocese of Amarillo. John Michael Harter, The Creation and Foundation of the Roman Catholic Diocese of Amarillo, 1917–1934 (Amarillo: Catholic Historical Society of the Diocese of Amarillo, 1975). Sister M. Nellie Rooney, A History of the Catholic Church in the Panhandle-Plains Area of Texas from 1875 to 1916 (M.A. thesis, Catholic University of America, 1954).
Dioceses and Parishes
Handbook of Texas Online, Sister Nellie Rooney, O.S.F., "AMARILLO, CATHOLIC DIOCESE OF," accessed January 22, 2020, http://www.tshaonline.org/handbook/online/articles/ica01.
Uploaded on June 9, 2010. Modified on September 24, 2018. Published by the Texas State Historical Association.


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Gulf Islands Driftwood - Newspaper serving the Gulf Islands since 1960
A Day in the Life Salt Spring Island
Aqua Magazine
The Best of Salt Spring Island
Fall Fair Catalogue
Gulf Islands Real Estate Magazine
Gulf Islander Visitors Guide
Gulf Islands Tourism
Leisure Guide
Salt Spring Business Magazine
Saturday Market Guide
Tide Guide
Pubs/Night Life
Workshops/Courses
Local sailors on race to Alaska
From left: Duncan MacDonald, Callum McGuffin, Cianan McGuffin and Finn McGuffin seen the day before leaving Salt Spring for a race start in Port Townsend, Wash.
Photo by Marc Kitteringham
Gulf Islands team is youngest competing in endurance event
By Gail Sjuberg	 On Jun 5, 2019
A team of young sailors from the Gulf Islands are taking part in a 1,200-kilometre sailing race from Port Townsend, Wash to Ketchikan, Ala.
McGuffin Brothers Racing, made up of twins Callum and Cianan McGuffin along with their older brother Finn and friend Duncan MacDonald, set off early on Monday, June 3 for the fifth edition of the Race to Alaska. The event is "winner take all," meaning the first team that arrives in Ketchikan gets a $10,000 USD cash prize. The second team gets a set of commemorative steak knives worth about $25. Besides a series of side bets that incentivize racers, all other finishers will come home with bragging rights.
"It's a bit of an unusual race; you're not allowed to have any motor in your boat at all," said Callum McGuffin. "You can be human powered or sail powered, that's all you're allowed."
The race is one of the longest such races in North America. Racers must be completely without help, and have to find their own route through the Inside Passage. Often, high winds and bad weather cause boats to drop out of the race. Racers spend much of their time alone, often without sleep.
The team is the youngest team in the event, with an aggregate age that is one-quarter of a year younger than their nearest competitor. Finn McGuffin is 23, Callum and Cianan are 19 and MacDonald is 16 years old. While the twins have spent considerable time on the water competing in sailing races across the coast, the other two members of the crew are relatively new to the sport. MacDonald hails from Wells, B.C., approximately 700 km from Vancouver, and started sailing around six months ago.
"It's about as far away from the ocean as you could get," MacDonald said. "I haven't spent too much time on boats except for training with them, but I think it'll be good."
Traveling 1,200 km without a motor is a daunting task. The team will be sailing in a J/24 sailboat, which is 7.3 metres (24 feet) long. They will be using predominantly wind power to make their trek, but also have a human-powered propulsion system for when the wind stops.
"We got a pedal drive system, where we have a little pedestal set up on the side of the cockpit with a flexible driveshaft running to a propeller in the back," Callum said. "When we're pedalling hard, we can do around two knots on good days, 1.5 on bad days."
During the race, the team will need to do all necessary repairs to their vessel, as well as keeping on top of all navigation, food supplies and anything else they may encounter. Despite the challenges, the team is confident in their abilities to finish in good time.
Once they reach Ketchikan, their journey will only be half over. Ketchikan is on a remote island in Alaska and the team will not have a ride home waiting for them. After arriving, they plan on turning back around and making the same trek home.
When asked what they plan on doing with the prize money if they win, the boys said they will use the money to buy a bigger boat. However, if they come home with steak knives, Cianan stands to benefit the most.
"I used to work as a meat cutter, so they said they would hire me back with extra pay if I got the steak knives. So there's extra incentive."
Those interested in following the race can do so using the live tracker at https://r2ak.com/.
For more on this story, see the June 5, 2019 issue of the Gulf Islands Driftwood newspaper, or subscribe online.
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Home»United Arab Emirates»Ras Al Khaimah
Best time to visit Ras Al Khaimah
The best time to visit in Ras Al Khaimah in United Arab Emirates is from January until June and August until December, when you will have a pleasant till very hot temperature and none till limited rainfall. The highest average temperature in in Ras Al Khaimah is 40°C in July and the lowest is 23°C in January. The water temperature is between 22°C and 35°C.
Ras Al Khaimah has the desert climate prevailing. If you want to know what the average temperature is in in Ras Al Khaimah or when most precipitation (rain or snow) falls, you can find a quick overview below. This way, you are well prepared. Our average monthly climate data is based on data from the past 30 years.
Average weather Ras Al Khaimah by month
Travel and stay Ras Al Khaimah
Looking to book a flight to Ras Al Khaimah? Hop on one of these airlines.
14 day weather forecast Ras Al Khaimah
The weather for Ras Al Khaimah will be 23° till 21° degrees in the next 14 days and it stays dry every day.
Climate Ras Al Khaimah
Ras Al Khaimah has the desert climate prevailing. The daytime temperature is warm to hot, while it can also be cold at night. You won't have rain here anytime soon. The average annual temperature for Ras Al Khaimah is 32° degrees and there is about 17 mm of rain in a year. It is dry for 345 days a year with an average humidity of 49% and an UV-index of 7.
Climate table of Ras Al Khaimah
Water temp. (°C)
2 2 3 3 - - - 1 - 1 1 2
7 10 10 11 12 13 12 12 11 8 7 7
Ras Al Khaimah weather by month
What is the average weather like in a given month for Ras Al Khaimah? Let's find out! Click on a month to check all the monthly averages for sunshine, temperature highs and lows, percentage chance of rain per day, snowfall accumulation and number of rainy days.
Weather experiences Ras Al Khaimah
Already been to Ras Al Khaimah?
Share your experience of the Ras Al Khaimah weather and get a chance to win $150!
Where is Ras Al Khaimah?
Ras Al Khaimah is located in United Arab Emirates. It lies in a straight line at 7,731 km from Cape Town.
The coordinates of Ras Al Khaimah are:
How long is the flight to Ras Al Khaimah?
The flight time from Cape Town International Airport to Ras Al Khaimah is approximately 10 h. 40 min.
What are the nearest airports to Ras Al Khaimah?
These are the airports closests to Ras Al Khaimah:
Dubai International Airport (83 km) — Dubai
How many inhabitants are there in Ras Al Khaimah?
Ras Al Khaimah has approximately 160,849 inhabitants.
How big is Ras Al Khaimah?
The area of Ras Al Khaimah is around 115 km².
What is the currency of Ras Al Khaimah?
In Ras Al Khaimah the United Arab Emirates dirham (AED) is used to pay.
1 South African rand = 0.24 United Arab Emirates dirham
1 United Arab Emirates dirham = 4.20 South African rand
100 South African rand = 23.82 United Arab Emirates dirham
100 United Arab Emirates dirham = 420.04 South African rand
What is the area code of Ras Al Khaimah?
The area code to call Ras Al Khaimah is +971.


Students will be able to extend the properties of integer exponents to rational exponents while developing the appropriate notation. Students will rewrite expressions containing radicals in terms of exponents and vice versa. Students will be able to explain orally or in written format, the definition of a polynomial or complex number and apply the operations of addition, subtraction and multiplication of complex numbers or polynomials.
Teacher Tips: Can you think of multiple representations for the same number? How can the rules for exponents be used to write equivalent expressions for radicals, complex numbers and polynomials?
Students will be able to explain orally or in written format a working definition of equivalent values using exponents with precision and fluency. Although not directly referenced in this standard, lesson goals are to establish readiness for the unit on the topics of exponential laws, radical simplification, equivalency and numeracy.
Teacher Tips: Can you think of multiple representations for the same number?
Students will be able to explain orally or in written format a working definition of equivalent values using radicals with precision and fluency. Although not directly referenced in this standard, lesson goals are to establish readiness for the unit on the topic of radical simplification. A student must be able to recognize different forms of equivalent irrational numbers.
Teacher Tips: What is the relationship between a perfect square number and its root? Do you know if a number is considered exact or approximate?
Students will be able to explain orally or in written format a working definition of equivalent values using radicals and exponents with precision and fluency. Although not directly referenced in this standard, lesson goals are to establish readiness for the unit on the topics of exponential laws, radical simplification, equivalency and numeracy. Students must be able to recognize equivalency such that the square root of 50 is equivalent to 5 times the square root of 2.
Teacher Tips: Can you think of multiple representations for the same number? Do you know if a number is considered exact or approximate? When is it appropriate to use an exact answer? When is it appropriate to approximate?
Students will be able to explain orally or in written format a working definition of radicals using rational exponents with precision and fluency. They will be able to apply the properties of integer exponents to rational exponents developing the notation appropriate to radicals. Students should be able to rewrite expressions containing radicals in terms of exponents and reverse the concept, keeping fluency of equivalent expressions as a necessary understanding.
Teacher Tips: How can radical notation be used to express equivalency in terms of rational exponents?
Math II - Unit 1 - Lesson 9: Is That Your Final Answer?
Each of the lessons in this unit suggest games as a method of engaging student learning and interest. With partners or in small groups, students create their own games to demonstrate mastery of the unit vocabulary and skills. Upon completion, these will be shared with the class. After the presentations, students can play each other's games and provide feedback to their creators.
Teacher Tips: What are complex numbers? How do they relate to polynomials? How does my knowledge of radicals and exponents connect to knowledge of complex numbers and polynomials?
Math II – Unit 1 – Lesson 9: Is That Your Final Answer?
Explain why sums and products of rational numbers are rational, that the sum of a rational number and an irrational number is irrational and that the product of a nonzero rational number and an irrational number is irrational. Instructional Note: Connect to physical situations, e.g., finding the perimeter of a square of area 2.
Students explain either orally or in written format, the relationship between sums and products between two rational numbers equals a rational solution, the sum of a rational and irrational will yield an irrational solution and a product of a nonzero rational number and irrational number produces an irrational solution.
Teacher Tips: How are the solutions between sums/products of rational and irrational numbers different?
Students develop their understanding of the number system, building upon knowledge of rational and irrational numbers, to investigate complex numbers as a comparison to the real number system.
Teacher Tips: Why are complex numbers needed to supplement the real number system?
Students will develop methods for simplifying and calculating complex number operations based upon i squared is −1. A deeper understanding of the applications of complex numbers in calculating electrical impedance is addressed in the lesson.
Teacher Tips: How are algebraic properties applied to complex numbers?
Project Based Learning - Imagine That!
Students will learn about complex numbers as they apply them to electrical circuits.
Teacher Tips: How are imaginary numbers used to light up your house?
Project Based Learning – Imagine That!
Understand that polynomials form a system analogous to the integers, namely, they are closed under the operations of addition, subtraction, and multiplication; add, subtract and multiply polynomials. Instructional Note: Focus on polynomial expressions that simplify to forms that are linear or quadratic in a positive integer power of x.
Students will be able to explain orally or in written format, the definition of a polynomial and apply the basic operations of addition, subtraction and multiplication. They should be able to present their solutions as simplified polynomials. Students' knowledge should include understanding that the solution sets are closed under the operations of addition, subtraction, and multiplication.
Teacher Tips: If I start with a polynomial and combine it with another polynomial, do I always get a polynomial?
For a function that models a relationship between two quantities, interpret key features of graphs and tables in terms of the quantities, and sketch graphs showing key features given a verbal description of the relationship. Key features include: intercepts; intervals where the function is increasing, decreasing, positive or negative; relative maximums and minimums; symmetries; end behavior; and periodicity. Instructional Note: Focus on quadratic functions; compare with linear and exponential functions studied in Mathematics I.
Relate the domain of a function to its graph and, where applicable, to the quantitative relationship it describes. (e.g., If the function h(n) gives the number of person-hours it takes to assemble n engines in a factory, then the positive integers would be an appropriate domain for the function.) Instructional Note: Focus on quadratic functions; compare with linear and exponential functions studied in Mathematics I.
Calculate and interpret the average rate of change of a function (presented symbolically or as a table) over a specified interval. Estimate the rate of change from a graph. Instructional Note: Focus on quadratic functions; compare with linear and exponential functions studied in Mathematics I.
Students will analyze functions using different representations. By calculating and interpreting average rate of change over several intervals, students will construct and compare linear, exponential, and polynomial models in terms of context. Students will observe that a quantity increasing exponentially eventually exceeds a quantity increasing as a linear or polynomial function.
Teacher Tips: How can the rate of change of functions be useful in interpreting physical world situations?
In this lesson, students will compare key features of functions represented as tables, graphs and equations. They will compare quadratic functions by considering maximum values and x-intercepts in order to interpret these features in a context. The work with quadratics will include the use of the quadratic formula as it connects the coefficients of the equation to its roots.
Teacher Tips: How can similar information about two functions be garnered from different representations of those functions?
Math II - Unit 2 - Lesson 1: How Do I Look Now?
This lesson begins with an overview of the major functions that will be visited in the unit. Through whole class discourse, students will be engaged in the discovery of the basic shape of the graphs as well as key features of their graphs. In the second part of the lesson students will work together to relate key features to contextual situations.
Teacher Tips: How do I relate key features of functions and their graphs to the real world?
Math II – Unit 2 – Lesson 1: How Do I Look Now?
The physical world can be modeled mathematically. Students will investigate patterns and key features in representations of linear, quadratic and exponential models, and determine relationships that affect parameters of functions and key features of graphs. They will interpret various forms of the function and discover connections between factors, zeros, roots, solutions and x-intercepts.
Teacher Tips: How can various forms of functions be useful in modeling real world applications?
Students are asked to choose the best hand-drawn circle based off its coordinates.
Teacher Tips: In this 3 Act lesson, students watch 4 people draw circles, and are tasked with determining the best circle. In the 2nd Act, students will get the coordinates of the circles, and can use them to help determine the best circle. Reveal comes in Act 3.
Graph square root, cube root and piecewise-defined functions, including step functions and absolute value functions. Instructional Note: Compare and contrast absolute value, step and piecewise defined functions with linear, quadratic, and exponential functions. Highlight issues of domain, range and usefulness when examining piecewise-defined functions.
Instructional Note: Extend work with quadratics to include the relationship between coefficients and roots and that once roots are known, a quadratic equation can be factored.
Use the process of factoring and completing the square in a quadratic function to show zeros, extreme values and symmetry of the graph and interpret these in terms of a context.
Use the properties of exponents to interpret expressions for exponential functions. (e.g., Identify percent rate of change in functions such as y = (1.02)t, y = (0.97)t, y = (1.01)12t, y = (1.2)t/10, and classify them as representing exponential growth or decay.) Instructional Note: This unit and, in particular, this standard extends the work begun in Mathematics I on exponential functions with integer exponents.
Compare properties of two functions each represented in a different way (algebraically, graphically, numerically in tables, or by verbal descriptions). (e.g., Given a graph of one quadratic function and an algebraic expression for another, say which has the larger maximum). Instructional Note: Focus on expanding the types of functions considered to include, linear, exponential and quadratic. Extend work with quadratics to include the relationship between coefficients and roots and that once roots are known, a quadratic equation can be factored.
Students use the process of factoring and completing the square as an aide in making connections and interpretations of quadratics in terms of context. More specifically, students investigate the graphs of quadratic functions by recognizing key features. Using the properties of exponents whose domain is the set of real numbers, students interpret expressions for exponential functions by identifying percent rate of change and classifying the functions as representing exponential grow or decay.
Teacher Tips: How can different forms of quadratic and exponential functions be useful in modeling physical world applications?
Using a real-world scenario, students will investigate quadratics.
Teacher Tips: How can mathematics be used to determine the design requirements of an efficiently heated pool?
Determine an explicit expression, a recursive process or steps for calculation from a context.
Combine standard function types using arithmetic operations. (e.g., Build a function that models the temperature of a cooling body by adding a constant function to a decaying exponential, and relate these functions to the model. Instructional Note: Focus on situations that exhibit a quadratic or exponential relationship.
Given a linear, quadratic, or exponential context, students look at a series of steps to model the context and determine an explicit or recursive algebraic representations. Students will decide if a function is invertible, find the inverse if it exists and restrict the domain where necessary. They will combine standard function types using arithmetic of functions and relate these functions to the model.
Teacher Tips: How can different representations of functions be useful in investigating patterns?
Identify the effect on the graph of replacing f(x) by f(x) + k, k f(x), f(kx), and f(x + k) for specific values of k (both positive and negative); find the value of k given the graphs. Experiment with cases and illustrate an explanation of the effects on the graph using technology. Include recognizing even and odd functions from their graphs and algebraic expressions for them. Instructional Note: Focus on quadratic functions and consider including absolute value functions.
Find inverse functions. Solve an equation of the form f(x) = c for a simple function f that has an inverse and write an expression for the inverse. For example, f(x)= 2 x3 or f(x) = (x+1)/(x-1) for x ≠ 1. Instructional Note: Focus on linear functions but consider simple situations where the domain of the function must be restricted in order for the inverse to exist, such as f(x) = x2, x > 0.
Math II - Unit 2 - Lesson 6: How Does That Affect Me?
Students will extend the study of families of functions that they began in Math I. They will have the opportunity to use graphing utilities to explore the impact that changes to the equation of the function have on both the y-values and the graph. Transformations will include both translations and dilations with a focus on quadratic functions. The lesson will also include a look at identifying even and odd functions.
Teacher Tips: What does the equation tell me about the graph of the transformed function?
Math II – Unit 2 – Lesson 6: How Does That Affect Me?
Using graphs and tables, observe that a quantity increasing exponentially eventually exceeds a quantity increasing linearly, quadratically; or (more generally) as a polynomial function. Instructional Note: Compare linear and exponential growth studied in Mathematics I to quadratic growth.
Instructional Note: Focus on quadratic and exponential expressions. Exponents are extended from the integer exponents found in Mathematics I to rational exponents focusing on those that represent square or cube roots.
Use the properties of exponents to transform expressions for exponential functions. For example the expression 1.15t can be rewritten as (1.15 1/12)12t ≈ 1.01212t to reveal the approximate equivalent monthly interest rate if the annual rate is 15%.
Create equations and inequalities in one variable and use them to solve problems. Instructional Note: Include equations arising from linear and quadratic functions, and simple rational and exponential functions. Extend work on linear and exponential equations in Mathematics I to quadratic equations.
Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. Instructional Note: Extend work on linear and exponential equations in Mathematics I to quadratic equations.
Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. (e.g., Rearrange Ohm's law V = IR to highlight resistance R.) Instructional Note: Extend to formulas involving squared variables. Extend work on linear and exponential equations in Mathematics I to quadratic equations.
Instructional Note: Extend to solving any quadratic equation with real coefficients, including those with complex solutions.
Solve quadratic equations with real coefficients that have complex solutions. Instructional Note: Limit to quadratics with real coefficients.
Extend polynomial identities to the complex numbers. For example, rewrite x2 + 4 as (x + 2i)(x – 2i). Instructional Note: Limit to quadratics with real coefficients.
Know the Fundamental Theorem of Algebra; show that it is true for quadratic polynomials. Instructional Note: Limit to quadratics with real coefficients.
Describe events as subsets of a sample space (the set of outcomes) using characteristics (or categories) of the outcomes or as unions, intersections or complements of other events ("or," "and," "not").
Understand that two events A and B are independent if the probability of A and B occurring together is the product of their probabilities and use this characterization to determine if they are independent.
Students are given a mixed bag of M&Ms and Skittles to conduct probability experiments.
Teacher Tips: Students construct a two-way frequency table and calculate conditional probability while enjoying a sweet treat.
A sample context allows students to investigate independence.
Teacher Tips: Could be used for either formative or summative assessment.
This task asks students to describe events using probability notation.
Teacher Tips: Students can use cards to help sort out thinking, providing a tactile response.
Teacher Tips: Great for a new approach to guided practice, homework, or intervention for skills. Warning: not all skills are present, and limited depth of rigor.
This LearnZillion video discusses conditional probability.
Teacher Tips: These brief videos explain concepts relating to conditional probabilities including: interpreting and identifying conditional probabilities from a two way frequency table and from a tree diagram, and interpreting independent variables using conditional probability. Teachers must register an email address to set up a free LearnZillion account to access these videos. Registration is super easy and is worth it to access these materials!
This LearnZillion video discusses probability of independent events.
Teacher Tips: These brief videos explain the probability of independent events using two way frequency tables, the products of probabilities, and selection without replacement. These videos would make a great introduction to the concepts or to use as part of a review. Teachers must register an email address to set up a free LearnZillion account to access these videos. Registration is super easy and is worth it to access these materials!
This LearnZillion video discusses sample space.
Teacher Tips: These brief videos would be a good introduction to the idea of a probability event being a subset of a sample space using tables and diagrams. There is also a video about the union of two subsets, the intersection of two subsets, and the complement of a subset. Teachers must register an email address to set up a free LearnZillion account to access these videos. Registration is super easy and is worth it to access these materials!
This video covers an intro to stats: sample space, events, unions, etc.
Teacher Tips: Clear, straightforward video introduction for use outside of class OR as direct-instruction. No practice for students is provided.
Teacher Tips: Very intentionally crafted teacher created curriculum with two learning cycles from Develop Understanding through Solidify Understanding to Practice Understanding. All materials are free and include Teacher Notes for guidance. Additional resources available at a nominal fee on the website.
In this formative assessment lesson, students analyze a game for fairness.
Teacher Tips: This lesson gets students to think about the concept of conditional probability.
In this formative assessment lesson, students find the probability of getting a false positive during medical testing.
Teacher Tips: This lesson requires the use of medical testing applets, available for download from the lesson plan link.
Students calculate probabilities where events are not all equally likely.
Teacher Tips: This task is intended to bring to light common misconceptions involving probability.
This activity allows students to explore and extend the Monty Hall problem.
Teacher Tips: This Illuminations lesson guides teachers in a lesson exploring the Monty Hall Problem with an interesting third option, flip. Students will investigate probabilities with the game show standard using a Shodor interactive.
Students investigate probabilities of getting yellow starbursts.
Teacher Tips: This is a 3-act lesson where students are asked how often a pack of Starbursts will contain exactly one or exactly two yellows. The lesson is rich with photos and videos to draw the students in. The investigation of probabilities itself is meaningful and fun.
Three Shots: Should You Ever Foul at the Buzzer?
Students will compute when fouling at the end of a close basketball game makes the most sense.
Teacher Tips: The lesson focuses on an actual game between Memphis and Louisville in the 2005 Conference USA final, when a Memphis player was given 3 foul shots at the buzzer. Students are shown a video of the situation as a hook.
Find the conditional probability of A given B as the fraction of B's outcomes that also belong to A and interpret the answer in terms of the model.
This task assesses a student's ability to use the addition rule to compute and interpret a probability.
Teacher Tips: This assessment item could be as a practice problem to build a full length lesson around.
This lesson has students calculating the probabilities of winning different amounts of money as they play Deal or No Deal.
Teacher Tips: The link takes you to the blog where a teacher who has tried this lesson describes her experience and links you to two different worksheet download options.
This LearnZillion video discusses how to use the Addition Rule.
Teacher Tips: These brief videos explain how to use the Addition Rule including word problems, calculating probabilities, disjoint and nondisjoint events, and working backwards. Teachers must register an email address to set up a free LearnZillion account to access these videos. Registration is super easy and is worth it to access these materials!
Students are reintroduced to the idea of dilation in the investigation and explore the relationships that exist between the figures formed. They will develop conjectures about the properties of dilations that will serve as the basis for the theorems developed throughout the unit. Depending upon the background of the students, some of the investigations may be combined or eliminated and some investigations may be assigned as homework.
Teacher Tips: What properties appear to be preserved by dilations? Given the center of dilation and a scale factor, what relationships appear to exist between the image and preimage?
In the previous lesson, dilations have motivated a study of similarity. Through a variety of investigations, students have explored dilations and the special relationships that exist between corresponding angles and sides in similar shapes, establishing a foundational understanding of similarity. In this lesson students will continue to hone their skills in justifying their thinking by formally proving the results that they conjecture during the investigations in the lesson.
Teacher Tips: How can conjectures be proven formally utilizing previously proven theorems?
Students are introduced to the mathematical understandings implied in the definition of similarity. They will develop the ability to explain the meaning of similarity for triangles in terms of transformations. Students will experimentally apply rigid transformations and dilations to determine if given triangles are similar.
Teacher Tips: What properties appear to be preserved by similarity transformations?
Throughout the unit, students will refine their reasoning skills as they justify their conjectures with convincing arguments and finally construct rigorous proofs using a variety of methods. The unit will encompass the postulates and theorems presented in the APPS MENU with a major focus on nonrigid transformations. Conjectures formed through investigations culminate in formally proving results about similarity.
Teacher Tips: The structure of geometry dictates that the postulates, theorems, and corollaries must be presented in a logical order.
Prove theorems about lines and angles. Theorems include: vertical angles are congruent; when a transversal crosses parallel lines, alternate interior angles are congruent and corresponding angles are congruent; points on a perpendicular bisector of a line segment are exactly those equidistant from the segment's endpoints. Implementation may be extended to include concurrence of perpendicular bisectors and angle bisectors as preparation for M.2HS.C.3. Instructional Note: Encourage multiple ways of writing proofs, such as in narrative paragraphs, using flow diagrams, in two-column format, and using diagrams without words. Students should be encouraged to focus on the validity of the underlying reasoning while exploring a variety of formats for expressing that reasoning.
Prove theorems about triangles. Theorems include: measures of interior angles of a triangle sum to 180°; base angles of isosceles triangles are congruent; the segment joining midpoints of two sides of a triangle is parallel to the third side and half the length; the medians of a triangle meet at a point. Instructional Note: Encourage multiple ways of writing proofs, such as in narrative paragraphs, using flow diagrams, in two-column format, and using diagrams without words. Students should be encouraged to focus on the validity of the underlying reasoning while exploring a variety of formats for expressing that reasoning. Implementation of this standard may be extended to include concurrence of perpendicular bisectors and angle bisectors in preparation for the unit on Circles With and Without Coordinates.
Prove theorems about parallelograms. Theorems include: opposite sides are congruent, opposite angles are congruent, the diagonals of a parallelogram bisect each other and conversely, rectangles are parallelograms with congruent diagonals. Instructional Note: Encourage multiple ways of writing proofs, such as in narrative paragraphs, using flow diagrams, in two-column format and using diagrams without words. Students should be encouraged to focus on the validity of the underlying reasoning while exploring a variety of formats for expressing that reasoning.
Students will develop the foundations of logical reasoning as a prelude to validating their conjectures using rigorous methods of proof. This lesson is designed for 45 – 90 minutes depending on the sophistication of the understanding of the students. Students have considered the idea of a converse of a statement in Math 8.
Teacher Tips: How can the basic tools of symbolic logic including the converse, inverse, and contrapositive of a conditional statement be utilized in the construction of logical arguments to validate conjectures?
Students continue to build and apply a formal understanding of similarity. They combine their understanding of similarity and proportional reasoning to prove the Pythagorean Theorem. This lesson is designed for approximately 90 to 120 minutes, but time may vary depending on the background of the students.
Teacher Tips: How can an understanding of similar triangles be used to prove the Pythagorean Theorem?
Students will compare and contrast a two-column traditional proof with a paragraph proof that utilizes a transformational method. They will also develop definitions necessary to further the rigor of the proof process. This lesson is designed for approximately 90 minutes, but may need more time as it is fundamental to ensuing lessons.
Teacher Tips: How can transformations provide a springboard for proving geometric theorems?
Students will continue to develop an understanding of proof while they investigate how congruent triangles can provide information about the sides, angles, and diagonals of a quadrilateral. They will be challenged to discover properties of quadrilaterals and to justify their reasoning using a variety of methods of proof. This lesson is designed for approximately 60 to 90 minutes, but time may vary depending on the background of the students.
Teacher Tips: How can congruent triangles provide the means for discovering properties of quadrilaterals and deepening an understanding of proof?
Students will continue to hone their reasoning skills, to justify conjectures with convincing arguments, and to assemble and connect the language of geometry developed in Math I for use in constructing more formal proofs. This lesson is designed for 45 – 90 minutes depending on the sophistication of the understanding of the students.
Teacher Tips: How can convincing arguments be formulated to support conjectures using conditional statements and valid reasons?
Students will prove theorems about congruent angles formed by parallel lines and will apply those ideas to prove theorems about triangle relationships. They will continue to develop proofs in a variety of ways and begin to notice the advantages of transformational methods in creating proofs. This lesson is designed for approximately 120 minutes, but time may vary depending on the background of the students.
Teacher Tips: What relationships can be found among the angles formed when parallel lines are cut by a transversal, what are their connections to transformations, and how do they play a role in applications?
Math II - Unit 5 - Lesson 6: Deepening Understanding of Proof through Exploration of Special Quads.
Students will continue to develop an understanding of proof while they investigate how congruent triangles can provide information about the sides, angles, and diagonals of special quadrilaterals. They will also consider relationships and properties in isosceles triangles, perpendicular bisectors, and quadrilaterals. The students will justify their reasoning using a variety of methods of proof.
Teacher Tips: How can congruent triangles provide the means for discovering properties of special quadrilaterals, isosceles triangles and perpendicular bisectors while deepening an understanding of proof?
Math II – Unit 5 – Lesson 6: Deepening Understanding of Proof through Exploration of Special Quads.
Prove theorems about triangles. Theorems include: a line parallel to one side of a triangle divides the other two proportionally and conversely; the Pythagorean Theorem proved using triangle similarity.
Students expand their understanding of similar triangles to develop an understanding of the trigonometric ratios. Students develop an understanding of the relationship between the sine and cosine of complementary angles. Students apply their understanding of the trigonometric ratios and the Pythagorean Theorem to solve problems in which right triangles can be found. Students apply similarity in right triangles to understand right triangle trigonometry.
Teacher Tips: How are trigonometric ratios derived from the properties of similar triangles?
The activities throughout this lesson challenge students to develop a deeper understanding of the Pythagorean Theorem. In previous courses, students have seen the Distance Formula as a restatement of the Pythagorean Theorem. Students advance and apply this understanding to develop the Pythagorean Identity for the Unit Circle and realize that this, too, is a restatement of the Pythagorean Theorem.
Teacher Tips: What connections exist between the Pythagorean Theorem, the Distance Formula, and the trigonometric ratios?
Having established the conditions under which triangles are similar by formal proof, students will now apply these results in multiple contexts. Students will develop conjectures about the properties of similar triangles that will serve as the basis for the theorems developed throughout the unit. Throughout this unit, two geometric figures are similar if there exists a sequence of rigid transformations followed by a dilation that maps one figure onto the other.
Teacher Tips: How can the Similarity Theorems be utilized to determine inaccessible lengths and distances?
In a variety of problem situations, students develop a deeper understanding of the trigonometric functions and their applications. This lesson is designed for approximately 45 minutes.
Teacher Tips: How can the trigonometric ratios be applied in real world problem situations?
Students develop their ability to use coordinates to apply geometric theorems. Given a ratio, students use their understanding of geometric theorems to partition a line segment in the coordinate plane. This lesson is designed for approximately 90 to 120 minutes, but time may vary depending on the background of the students.
Teacher Tips: How can geometric theorems be applied algebraically? How can geometric theorems be applied to easily partition a given length into any number of equal parts?
Project Based Learning - It's a Mad, Mad World!
Using a real-world scenario, students will investigate right triangle trigonometric functions.
Teacher Tips: How does an understanding of geometry impact the design requirements of scale model souvenir that depicts a flight path?
Project Based Learning – It's a Mad, Mad World!
Prove the Pythagorean identity sin2(θ) + cos2(θ) = 1 and use it to find sin(θ), cos (θ), or tan (θ), given sin (θ), cos (θ), or tan (θ), and the quadrant of the angle. Instructional Note: Limit θ to angles between 0 and 90 degrees. Connect with the Pythagorean theorem and the distance formula. Extension of trigonometric functions to other angles through the unit circle is included in Mathematics III.
Identify and describe relationships among inscribed angles, radii and chords. Include the relationship between central, inscribed and circumscribed angles; inscribed angles on a diameter are right angles; the radius of a circle is perpendicular to the tangent where the radius intersects the circle.
Construct the inscribed and circumscribed circles of a triangle and prove properties of angles for a quadrilateral inscribed in a circle.
Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector. Instructional Note: Emphasize the similarity of all circles. Note that by similarity of sectors with the same central angle, arc lengths are proportional to the radius. Use this as a basis for introducing radian as a unit of measure. It is not intended that it be applied to the development of circular trigonometry in this course.
Derive the equation of a circle of given center and radius using the Pythagorean Theorem; complete the square to find the center and radius of a circle given by an equation. Instructional Note: Connect the equations of circles and parabolas to prior work with quadratic equations.
Derive the equation of a parabola given the focus and directrix. Instructional Note: The directrix should be parallel to a coordinate axis.
Use coordinates to prove simple geometric theorems algebraically. (e.g., Prove or disprove that a figure defined by four given points in the coordinate plane is a rectangle; prove or disprove that the point (1, √3) lies on the circle centered at the origin and containing the point (0, 2).) Instructional Note: Include simple proofs involving circles.
Give an informal argument for the formulas for the circumference of a circle, area of a circle, volume of a cylinder, pyramid, and cone. Use dissection arguments, Cavalieri's principle and informal limit arguments. Instructional Note: Informal arguments for area and volume formulas can make use of the way in which area and volume scale under similarity transformations: when one figure in the plane results from another by applying a similarity transformation with scale factor k, its area is k2 times the area of the first.
Use volume formulas for cylinders, pyramids, cones and spheres to solve problems. Volumes of solid figures scale by k3 under a similarity transformation with scale factor k.


It will be a rather cloudy start to Easter Day, but some sunny spells will gradually break through the cloud as the day progresses.
A scattering of showers will also develop, especially from late morning onwards.
In any sunshine it should feel less cold than recent days with the maximum temperature around 8 °C.
It will be a largely dry start to the evening, before heavy rain and strong winds spread northwards overnight.
Rain also turning to snow, mainly across higher ground, with some drifting also possible with the Minimum temperature around 1 °C.


Christmas is sneaking up on us yet again, and whilst you're busy tying the final bows in December deals and wrapping up business for the year, it's important to remember the value of gift giving your customers.
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To find out more about retaining loyal customers with M&S Corporate Gifts, submit an enquiry or give us a ring on 0330 058 0734.


The EpiMed Pro Master Elbow Support from Thuasne, has a unique design. It has been specifically created to ease pain caused by epicondylitis, torn ligaments/tendons and mild sprains affecting the arm and elbow. The EpiMed clasp compresses the forearm muscles below the elbow, bringing relief to the tendon and ligaments at the joint therefore relieving everyday pain in elbow.
If you suffer with your elbow, in particular sport-induced elbow damage, the Epi-Med Pro Master helps protect your arm from reoccurring twists and sprains that can really affect your ability to take part in sport. Comfortable and easy to use, Thuasnes Epi-med can be worn during work, sports and exercise so theres no need to let pain stop you from taking part in your daily routine and sports.
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Review: Sennheiser Orpheus Headphones system
The Orpheus project came about as the result of a decision to try to make the best headphones system possible, regardless of cost and complexity. With an unsurpassed reputation for the quality of their everyday headphones, the company felt that it was time that they should come up with a 'statement' on the subject. The project is a limited edition of 300 sets and they have apparently sold some 50 so far.
Most headphones drive units are moving-coil types but even the most sophisticated of these have limitations which ultimately compromise the end result. Laser Interferometer analysis of MC unit behaviour reveal s the inevitable departures from the piston-like movement which would ideally obtain across the frequency spectrum, imperfections caused by mechanical and/or electrical resonances and so on. All MC drivers have a coil of wire running in a magnetic field to translate the electrical signal into it s mechanical equivalent, but all coils have a finite mass and all masses have a resonance. Further problems occur at the junction between coil and diaphragm and between the diaphragm and its termination, and then the diaphragm it self contributes its own set of imperfections.
A more costly but undeniably vastly better approach is the electrostatic driver, in which a membrane charged with a high DC voltage is suspended between two perforated fixed plate s to which the audio signal is applied in anti-phase. The membrane is simultaneously attracted to one plate and repelled by the other, thus moving the air and replicating the electrical waveform. Because it is driven across its entire surface it needn't be at all rigid to behave like a piston (unlike the MC type where the drive from the coil is connected only at one annular region on the dome). It can therefore be extremely light, storing little or no energy, and thus respond with exceptional accuracy to the profile of the electrical signal.
All this is widely known and accepted. What is unusual in the Orpheus is the manner of its execution and the care with which it has been realized. The membrane here is 1μm thick polymer film to which a gold coating approximately one atomic layer thick has been applied (so as to make it conductive). A large elliptical shape was chosen, which effectively eliminates the standing-wave reflections that compromise the more common circular or broadly rectangular - shaped diaphragms. The fixed plates are made of an exceptionally rigid glass ceramic, less than 1mm thick, with a 70 per cent honeycomb of precision-machined perforations, and are gold-plated on the outside face (thus preventing the membrane shorting against them and being damaged by a spark in the event of being overdriven-instead it collides harmlessly with the insulating ceramic). Some idea of the precision needed in assembling this composite construct ion can be gained from the knowledge that the gap in which the membrane operates is a mere 0.8mm or so wide.
The frames into which these drivers are set are made of laminated beechwood, a material used widely in the aircraft industry for propellers on account of its high strength-to-weight ratio and resistance to torsion. These qualities are complemented by its inherently well damped acoustic properties. On the outside the diaphragms are protected by a perforated steel mesh and on the inside they are held off of the ear by large and extremely comfortable circumaural cushions. An adjustable light metal headband completes the unit, this also well padded. Visually the HE90 headphones are elegantly styled, unobtrusive and business-like.
That is more than can be said, in my opinion, for what is the essential other half of the design, the dedicated HEV90 valve amplifier which converts the line-level input signal to the high AC voltage required by an electrostatic driver and also provides the 500V DC polarizing charge for the membrane. Designed and made for Sennheiser, this is a curious, bulky, rather wild looking unit, a mixture of modem high-tech and Bauhaus with its chromed covers and valve protectors, and weird semicircular shape. The only visual link with the headphones themselves is the curved wooden trim.
To many people the use of valves seems rather eccentric in 1992, yet they are well suited to this particular type of application, since they happen to operate at the high voltage and minimal current required and therefore have no need of the output transformer which is normally employed to convert the output to the low voltage, high current environment of loudspeakers. There is, as well, a magic about valves even now, a warm, benign quality which Sennheiser clearly wanted to exploit. Six individually selected and matched low-noise valves are used: two ECC83 for the preamplifier stage and four ECL86 for the bridged Class A output. At switch-on (which is via a key-operated mains switch, not unlike a car ignition switch!) a delay operates to allow the valve heaters to come up gradually; the valves are also under-run and a life of more than 5,000 hours is anticipated. The HEV90 also incorporates a Bitstream digital-to-analogue converter (one-bit, 256-times oversampling) which will accept, and automatically lock on to, all three common digital bit-rates: 32, 44.1 and 48kHz. A minimalist system could therefore comprise simply a CD transport and the Orpheus.
The rear panel has a pair of stereo analogue inputs and two digital inputs, one coaxial and the other optical, with miniature toggle switches to select between them. The only other control is a single rotary knob at the front for volume-a high quality type with a claimed channel separation better than 80dB and interchannel level matching of closer than 0.4dB across its working range. Two pairs of HE90 headphones can be connected at the same time via their unique five-pin connectors, the only limitation here (apart, that is, from the additional cost of the second set) being that the listeners will need to come to some agreement about level, since the volume setting is common to both.
I am not in a position to state categorically that these are the best headphones in the world because, have not been able to make A/B comparisons with other contenders, but neither would I refute the suggestion that they are. Certainly, cannot imagine anything better. In several weeks of using them I really cannot find fault with the sound, which is so well articulated and effortless, transparent to a larger degree than, have hitherto experienced and tonally so complete, as to seem literally like a window on the recording session itself. Electrostatic designs usually have these qualities in some measure but have never before been quite so unaware that the sound source was a membrane vibrating in close proximity to my ears. The subtlest details in a recording are revealed with a clarity that you can almost 'touch' and the sound-stage, which given the extreme separation of headphones can never be correct if it was intended in the first place for reproduction via loudspeakers, is utterly stable regardless of level. Loud music poses no strain, gives no sense of compression, the bass is extended and tight, freed of the colorations imposed by any room-a true foundation to the score.
Such clarity is not without its downside, the limitations of less than perfect recordings being exposed quite ruthlessly, oddities in balance severely punished. But surely it is right for the reproducing system to tell the truth in this way and, truth to tell, can think of no closer approach to the original sound. My hope is that Sennheiser will produce a less elaborate version of this set, perhaps using a more modestly styled, solid-state amplifier without a digital input and with a headset based upon the existing parameters but employing less difficult and expensive-to-fabricate components. If they could begin to approach this performance for a tenth of the price they would still set a standard.


Most people live a life of desperation. History verifies this story, many years ago people were desperate for food and medication. But for most people the desperation has changed its focus. In our modern world most people are no longer desperate for food, but desperate to be seen, heard and respected by others.
I have a whole rant about tattoos and how they're a cry for attention, but I'll stop myself from saying it.
Our tech startup scene is full of people frantically searching for this fabled spotlight of notoriety. If they're lucky, they'll feel the make-believe spotlight of 1000+ Twitter followers. For a few hours they'll get attention in Hacker News, Fast Company Magazine, Inc. Magazine, TechCrunch and Reddit. Ohhhh that bright light and all its glory will feel …sooo good. Now the desperation shifts its gaze from getting attention to keeping the attention.
It's ego that makes us desire the spotlight. But we tell ourselves that "we're different"—we want to be heard because it's about making a living. In reality, our egos fuel most of our decisions but we won't admit it.
Egos are easy to inflame because it feels good. I've made decisions with an inflated view of myself. We've hired, taken projects and said things that make us feel good. Decisions guided with ego have never turned out well in the end.
Ensuring my actions are confident but not arrogant is an on-going battle against myself.


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Tribute for barrier-busting student
A Victoria University student who breaks down cultural barriers through performance and art was recognised with a 2014 State Government multicultural excellence award.
Sahida (Ee'da) Ibrahim, creative arts student, musician, dancer, spoken-word artist, arts educator and founder and creative director of a music and arts collective called 'Sisters for Sisters' has an undeniable passion for people and culture.
As a Singaporean with an Indian father and a Malaysian mother, Sahida came to Melbourne in 2009 to immerse herself in the city's multicultural mishmash and explore its many opportunities for performance and art.
"My interest in building bridges between communities comes from my own experience making sense of my own identity," she said.
She now teaches programs about cultural awareness through the social enterprise Cultural Infusion, using the medium of Bollywood dance to engage school children around Victoria.
In addition, she works in local council projects in Maribyrnong and Hume to engage young people, helps women discover their inner creativity, and volunteers to entertain the disadvantaged, including asylum seekers in detention.
Sahida was recently selected along with other important Australian arts educators and practitioners to participate in the New York Arts' Management Tour, 'Bite the Big Apple' earlier this year.
"It was amazing to be able to pick the brains and have networking opportunities with all kinds of inspirational people from around the world," she said.
Her major focus of late is the Sisters for Sisters movement, a "heart-centred operation" she created in 2011. The collection of female artists, musicians and other performers from many cultures participate in ad hoc events she calls 'episodes' designed to inspire and connect participants, as well as raise awareness about a selected issue. The most recent was men's suicide and depression.
"Artists tend to feel more deeply and are more affected by the world's plights," she said. "We meet when something needs to happen."
Sisters for Sisters


The client covers the expense for any custom props, wardrobe, additional talent, special location. This will be discussed prior to the session. All purchases made will require client's approval unless a budget is established and approval rights are given to the photographer.
Our photographer will do limited prep work for your business. Anything that is out of place or not clean could require additional retouching cost. Please ensure the outisde of the location has been cleaned of all trash and debris, the grass has been mowed adn the windows have been cleaned. Please ensure the blinds all look the same. Remove any unsightly objects, like trash cans, old chairs, or any items that just look out of place. Once the photo session is over everything can be put back in its place.
To have an appointment scheduled you have two options, purchase the session in full or pay a $49 deposit to secure the day and time of your photo session.
Appointments are scheduled 1-2 weeks in advance. We do have cancellations for those clients who want to get scheduled as soon as possible. Just check to see if there have been any cancellations and ask be notified if any cancellations do take place.
One to two days before the photo shoot takes place have the entire outside cleaned up.
Have the windows cleaned one more time, and the blinds/curtains drawn evenly. If you want them closed make sure they are all close if you want them half way open make sure they are all half way open. Sweep the outside and conduct one last walk through to make sure that every there there you want to be prographed. This is your business, the photographer will not make any adjustments without checking with someone first.
There is a (3) business day wait for the photos to be posted online.
Please allow (5-7) business days to see the results of the final photo retouched. You'll get a chance to request any areas you want adjusted or corrections.
You'll receive your final results through the mail for prints and through the online gallery for digital copies.
We photograph the outside of your business for use on the internet.
Please contact us as soon as the purchase is made so we can schedule your appointment. 90 days after date of purchase, this purchase expires. An appointment is required with full purchase. Limit 6 per person. Limit 1 per visit. Appointment required; subject to availability. 72hr cancellation notice required. Valid with the location specified. This offer is for the options purchased no substitutions. All goods and services must be used by the same person.
Any location outside of a 30 mile radius of our Portrait Studio will be charged .50 per mile for travel. This amount is based off of Government rate of .57 per mile.
So if your business is 45 miles from our studio, then an additional $15 would be charged for travel. The mileage is based on 15 miles after the 30 miles, there and back.


Description: This shooter will put you at the controls of "Bradley m2/m3" to fight an alien attack. Continuation of successful Action.
Instructions: Destroy the enemies by shooting them with the mouse, use the missiles and watch your life and fuel.


Baggs, T. L. Stop Howard Cosell.
Bogues, Tyrone and David Levine. In the Land of the Giants: My Life in Basketball.
Hauser, Thomas. Arnold Palmer: A Personal Journey.
Hunter, Jim and Armen Keteyian. Catfish: My Life in Baseball.
Hurley, Bob and Phil Pepe. Divided Loyalties: The Diary of a Basketball Father.
Lemon, Meadowlark and Jerry B. Jenkins. Meadowlark.
Leonard, Buck and James Riley. Buck Leonard: The Black Lou Gehrig, The Hall of Famer's Story in His Own Words.
Libby, Bill. Catfish: The Three Million Dollar Pitcher.
Liss, H. The Lawrence Taylor Story.
Locke, Tates, and B. Ibach. Caught in the Net.
Lucas, John and Joseph Moriarity. Winning a Day at a Time.
Morton, Hugh and Edward L. Rankin. Making a Difference in North Carolina.
Mumau, Thad. The Dean Smith Story: More Than A Coach.
Mumau, Thad. Dean Smith: A Biography.
Naughton, Jim. Taking to the Air: The Rise of Michael Jordan.
Palmer, Arnold. A Personal Journey.
Quincy, Robert Gordon and Julian Scheer. Choo Choo: The Charlie Justice Story.
Reising, Robert. Jim Thorpe: Tar Heel.
The author, a professor at Pembroke State, presents a personal look at America's "Athlete of the Half Century" when he played baseball for the Eastern Carolina League in 1909-10. A must for Native American historians in sport. Rocky Mount, N.C.: Communique Inc., 1974.
Scheer, Julian and Bob Quincy. Choo Choo: The Charlie Justice Story.
Seaman, Rosie. The Legend of Bill and Vince Dooley: Bowl Breaking Brothers.
Shinn, George. Good Morning, Lord!
Shinn, George. The Miracle of Motivation: The Action Guide to Happiness & Success.
Shores, R.M. (Pat). Just Like It Was.
Lighthearted, reflective autobiography of how the author participated in a wide variety of sports in the early 20th century, before commercialization and a win-at-all costs mentality took hold. The author resides in N.C. and covers some minor league baseball teams he played with in Carolina. New York: Carlton Press, 1975.
Slaughter, Enos and Kevin Reid. Country Hardball: The Autobiography of Enos "Country" Slaughter.
Smith, Sam. The Jordan Rules: The Inside Story of a Turbulent Season with Michael Jordan and the Chicago Bulls.
Taylor, Lawrence and David Falkner. LT: Living on the Edge.
Valvano, Jim and Curry Kirkpatrick. Valvano: They Gave Me a Lifetime Contract, and Then They Declared Me Dead.
Vehorn, Frank. A Farewell to the King.
Webb, Spud with Reid Slaughter. Flying High.
Please report any technical difficulties to this address.


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Wednesday 29 Jan, 2020
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Evan got to help give his little brother his first bath. They both really enjoyed it.
Evan was in a Christmas program at his school. He did very good standing on stage but didn't really sing and did some dancing. We were proud of him for at least participating but I don't think performing arts is for him.