text:
Electrical Outlet and Voltage Information for Yemen
Yemen is located in the Arabian Peninsula and people who want to visit this country must know some basic information before going there. In using electronic gadgets and appliances, a tourist in Yemen should know the standard voltage and the types of electrical outlet and gadget present. In Yemen, the standard voltage is 220-240 volts with a frequency of 50Hz while the primary types of electrical outlet and plug are the Type A, Type D, and Type G.
In addition to the information about the standard voltage, electrical outlet, and plug, a tourist in Yemen should also prepare adapters and voltage converters. Adapters are used when the shape of the plug is not compatible with the shape of the electrical outlet present in Yemen. There are cases wherein different types of plugs are used together with an incompatible electrical outlet in Yemen and these can cause problems like damaged electronic gadgets and appliances as well as fire. There are particular adapters designed for specific plugs although there is also the universal adapter that could be used by all in Yemen. Aside from the adapters, there are also voltage converters that are used when the voltage of the electronic gadget or appliance is not compatible with the electrical outlet present in Yemen. Examples of voltage converters ideal in Yemen are network-resistor converter, step-up and step-down transformer, and combination voltage converters.
Type A NEMA 1-15 / JIS C 8303 North American (Non-grounded and Non-polarized) Plug, Electrical Outlet, and Adapter
The new design of the NEMA 1-15 changed so much that it will not fit in the old type of NEMA 1-15 electrical outlet in Yemen. With the NEMA 1-15 adapter, the receptacle end will accept any standard household plug in Yemen, aside from the Type M South African SABS1661 plug, which is also known as the Old British BS-546 Large plug. The blades of this adapter are 6.4mm long, 1.5mm thick, and are spaced 12.7mm apart. The NEMA 1-15 plug is also non-polarized and non-grounded which is very important. The NEMA 1-15 is a flat blade attachment plug that uses two flat parallel pins or blades. Older designs allow the blades to be inserted either way; however, contemporary NEMA 1-15 plugs in Yemen are designed with the neutral blade wider than the live blade allowing just one way of plugging and ensuring that the polarized plug is inserted appropriately into the electrical outlet. The NEMA 1-15 is mostly found in North America and in the east coast of South America as well as in other countries like Saint Vincent and the Grenadines. This is used for smaller devices that do not really need a ground connection. The NEMA 1-15 is also known as the Type A North American/Japanese 2-blade Electrical adapter plug and electrical outlet. It also has the technical name North American 15 A/125 V ungrounded.
Although the NEMA 1-15 looks similar to the plugs of the U.S. and Canada and the appliance and electronic gadgets might be manufactured in the said countries, an adapter might still be needed because of the grounding and polarization requirements in Yemen.
In the NEMA 1-15 plug and electrical outlet, grounding is done by the third, round pin located beneath the two vertical blades on the plug. On the other hand, polarization is done by the left vertical blade being taller than the right one. If the plug does have grounding or polarization and the electrical socket does not have one, it would be physically impossible to insert the plug into the electrical socket. If this happens to a tourist in Yemen and there is also no adapter present, that person might not be able to use his or her electronic gadgets and appliances. There is also another electrical outlet that is commonly used in Japan, the JIS X 8303 Class II (Japanese 15 A/100 V ungrounded) which is similar to the NEMA 1-15, the only difference from Saint Vincent and the Grenadines is the stricter dimensional requirements for the plug housing, marking, and mandatory testing and approval.
Type D Indian BS-546 Adapter Plug and Electrical Outlet
The receptacle end of this Type D Indian BS-546 plug is also compatible with common household plugs except the Type M South African SABS1661 (Old British BS-546 Large) plug. In this Type D Indian BS-546 Plug Adapter, the live and neutral pins are 5mm in diameter, spaced 22mm apart, and the grounding pin is 7mm in diameter with the plug being polarized and grounded. It is an old British standard electrical outlet which is still the primary household electrical outlet in countries like Sri Lanka, Nepal, Namibia, and Hong Kong.
The Type D Indian BS-546 electrical outlet is most compatible with the Type D Old British Plug Adapter that is sometimes used in Yemen. Although the Type D Indian BS-546 electrical outlet and plug is not the standard in Yemen and other countries, it is still used in various households. In terms of design and appearance, the Type D Indian BS-546 electrical outlet and plug is often confused with the Type M South African electrical outlet and plug. However, as similar as these two may seem, they are not compatible and must not be used together in Yemen or even in other countries.
Type G British BS-1363 3-pin Plug, Electrical Outlet, and Adapter
The Type G British BS-1363 electrical outlet and plug is a British 3-pin rectangular blade used widely in Yemen that has a protective fuse inside to protect cords from high-current circuits and, most of the time, the Type G British BS-1363 electrical outlet includes a safety switch. The Type G British BS-1363 also has a receptacle end that is compatible with most household plug types, except the Type M South African SABS1661 (Old British BS-546 Large) plug. The plug end is a British BS-1363 13-amp type. For the adapter, the live and neutral pins are 4 x 6 x 18 mm apart, with the grounding pin measuring 4 x 8 x 23mm. Also, through the Type G British BS-1363 adapter, a tourist could use his or her appliance or electronic gadget in Yemen. The plug of this Type G British 3-pin is polarized and grounded but not fused. Another name for the Type G British BS-1363 plug is the 13-amp plug and for safety reasons the Yemen requires electrical outlets in households that use the Type G British BS-1363 to have shutters over the live and neutral connections of the electrical outlet. In the insertion of the longer earth pin from the plug, the safety shutters of the Type G British BS-1363 are opened. The shutters are also present to prevent the use of incompatible plugs made to other standards in Iraq.
However, there are cases wherein the safety shutters of this electrical outlet in Yemen could be opened through a screwdriver in order to insert Type C plugs. But then, the usage of Type G British BS-1363 outlet along with another kind of plug is not recommended because these plugs do not have a fuse. The regulation about the safety shutters and fuse is then followed in Yemen and all the other countries that use the Type G British BS-1363 electrical outlet and plug like the United Kingdom, England, Ghana, Grenada, Macau, Malta, Malaysia, Qatar, Saint Vincent, Saudi Arabia, Scotland and Zimbabwe. With all the safety measures and features of this plug and outlet, it is considered as one of the safest in Yemen, even the world. However, with all its features, this type of plug is bulky and cumbersome.
Some people claim that the Type G British BS-1363 plug is mostly bigger than the appliances they are connected to but if tourists would want to use their electronic gadget or appliance in Yemen, then they must have a Type G British BS-1363 adapter. Although the adapter would not change the voltage used, it will enable the plug of the appliance or electronic gadget to be inserted to the electrical outlet used in Yemen. For the electrical outlet, the Type G British BS-1363 sockets are not compatible with other types of electrical outlet in Yemen. In terms of compatibility, the Type G British BS-1363 electrical outlet will work together with the Type G British BS-1363 plug and adapter in Yemen.
Voltage Converters and Adapters
In using an electronic gadget or appliance that has a different voltage requirement than the 110-120 volts used in Yemen, the best way is by using voltage converters such as resistor-network converters, transformers, and, in some cases, the combination of both. The resistor-network converters to be used in Yemen are usually advertised to support as much as 50-1600 Watts and are just ideal to use for short periods of time. The resistor-network converter is also not recommended for digital devices like laptop computers however it is great for lightweight electronics like hair dryers and irons. If a tourist would want to use a laptop computer or charge batteries for camera, mp3 players, camcorders, and radios in Yemen, the ideal voltage converter would be a transformer which lowers maximum watt rating. It could be used for long periods of time but is a little bit heavy because of the large iron rods and copper wires.
The last kind of voltage converter in order to use electronics in Yemen that are not compatible with the electrical outlet present in Ireland is the combination of a resistor-network converter and transformer. Most of the time, there is a switch that enables the changing of modes from resistor-network converter to transformer, depending on the tourist's needs in Yemen. There are also universal


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Gear Indicator Schematics
The used display has some "short" leds and other "long" leds, shorts leds have half voltage
than long leds, thus different resistors have been used for each one to keep the same
input current to the PIC, that should not be greather than 18 ma (Microchip declares
a maximum output current of 20 ma and maximum input current of 25 ma).
Display is common anode (common positive), so this pin is connected to 5 volt.
7805 IC is tied directly to the metalic chassis of the box to disipate the hot that is
produced on it due to voltage drop, from 14 volt to 5 volt.
An input diode has been added to the current input to give the circuit a reverse polarity
protection. This diode in addition of the two 10K resistors on the signal inputs, provide
the whole reverse protection for the 4 input lines of the box.
Gear input goes from 0 to 5 volt.
Standard voltage values on Suzuki GSXR are:
Voltages can be reprogramed for any gearbox by pressing 2 seconds on the switch

source: m-a-p/FineFineWeb


ClickView for Google Classroom
ClickView's integration with Google Classroom allows teachers to push a video from the ClickView Library, the ClickView Exchange and their own personal workspace to their Google Classroom account.
This makes it easy to embed educational videos directly into your assignments and share them with your students.
How do I use Google Classroom with ClickView?
When you find the video you're looking for in ClickView, you can simply click the Google Classroom icon to push it to your assignment. Watch our short tutorial video above for more details.


text:
September 23, 2011 1 Comment
The Canvas panel serves as a container for a collection of child elements and allows positioning its children using exact coordinates (in WPF Units).
You can specify the following attached properties for a child element of the Canvas, to control how the child element is positioned.
- Left – Distance between left side of element and left side of canvas
- Top – Distance between top side of element and top side of canvas
- Right – Distance between right side of element and right side of canvas
- Bottom – Distance between bottom side of element and bottom of canvas
If you don't specify values for any of these properties for a child element, it will be positioned in the upper left corner of the Canvas.

source: HuggingFaceFW/fineweb-edu


Dissolution behavior of kaolinitic tropical soils
Jon Chorover, Garrison Sposito
Research output: Contribution to journalArticle
26 Scopus citations
Abstract
Batch experiments at controlled pH and ionic strength were conducted with representative kaolinitic soils from Brazil to investigate their short-time dissolution behavior. The release of Al and Fe from the soils showed similar pH dependence, exhibiting a minimum value (p.m.d.) just above the point of zero net charge for the soils. Both Al and Fe release rates below the p.m.d. were correlated positively with soluble organic C, proton concentration, and net proton surface charge, the last two relationships being power-law functions similar to those observed for the dissolution rates of specimen metal oxides and aluminosilicates. Below the p.m.d., release of Si from the soils exhibited a pH dependence very much like that observed for specimen kaolinites and the molar ratios, Si Al and Fe Al released, were smaller than 1.0, probably because of the rapid solubilization of organic Al forms. Above the p.m.d., colloidal dispersion occurred and Al, Si, and Fe were released in both dissolved and microparticulate forms.
Original languageEnglish (US)
Pages (from-to)3109-3121
Number of pages13
JournalGeochimica et Cosmochimica Acta
Volume59
Issue number15
DOIs
StatePublished - Aug 1995
Externally publishedYes
 Fingerprint
ASJC Scopus subject areas
 - Geochemistry and Petrology
Cite this


is not set to EXTRACT.
Valid setting is a distinguished name.
The distinguished name of the Exchange mailbox store in which user mailbox stores are to be created.
Example:
CN=New Mailbox Store,CN=My Storage Group,CN=InformationStore,CN=MYSERVER,CN=Servers,CN=First Administrative Group,CN=Administrative Groups,CN=FirstAdminGroup,CN=Microsoft Exchange,CN=Services,CN=Configuration,DC=MyDomain,DC=microsoft,DC=com
Container
No default
Required when Function is not set to EXTRACT.
Valid Setting:
Must be formatted as follows:
OU=New Users,DC=MyDomain, DC=microsoft,DC=com New Users is a subcontainer of MyDomain.
The distinguished name of the organizational unit (container) in which new Microsoft Windows® accounts are to be created. You can get the full distinguished name from an Lightweight Directory Access Protocol (LDAP) viewer such as Ldp.exe or Adsivw.exe.
NTAcconts
Default: RANDOM
Optional; ignored unless Mailbox is set to TRUE.
Valid Settings:
RANDOM creates Windows accounts and generate random passwords.
ALIAS creates Windows accounts and uses the Exchange e-mail alias as the initial password.
Whether to create Microsoft Windows NT® accounts for new users and which value to use as the Windows NT account password.
Postoffice
No default
Required if Mode is set to MSMAILPC, CCMAIL, GRPWISE, ADSI, or IMAP.
Valid setting is a universal naming convention (UNC) path or a mapped drive location. However, if you are migrating Exchange mailboxes, the valid setting is the name of the Exchange server.
The full path to the post office.
GWDomain
No default
Required if Mode is set to GRPWISE5.
Valid setting is either a UNC path or a mapped drive location.
The path to the GroupWise 5.x domain.
POName
No default
Required if Mode is set to CCMAIL, NOTES, or GRPWISE5.
The full name of a cc:Mail, Notes, or a GroupWise 5.x post office. The Notes post office should be in the form Notes Server/Domain. The GroupWise post office is in the domain stated in the GWDomain value.
DefFldPerms
Default: NONE
Optional if Public is set to TRUE.
Valid options are None, Author, and PubEditor.
Used to assign default access permissions to all users for migrated shared information.
FldOwner
No default
Required if Public is set to TRUE.
Distinguished name of the account that will own the public folder. You should use the Exchange 5.5 version distinguished name rather than the Microsoft Active Directory® directory service distinguished name.
Example:
/o=Microsoft/ou=London/cn=Recipients/cn=TheOwner.
ImportDestination
Default: SERVER
Optional
Ignored unless Mode is set to FILE, MSMAILPC, EXCHANGE, CCMAIL, NOTES, GRPWISE, GRPWISE5, or IMAP.
Valid Settings:
SERVER migrates information to the Microsoft Exchange Information Store service.
PST migrates information to personal folder (.pst) files and personal address book (.pab) files.
Specifies the destination store for migrated data.
noteNote:
Public folder data does not migrate to .pst files.
PSTPath
noteNote:
If you use the keyword ImportDestination, you can select the location where the PST file will be placed. If you don't specify the location, the PST file will be placed in the root directory of the drive where Exchange is installed.
Required if ImportDestination is set to PST.
Valid setting is path name.
The fully qualified path to the directory where personal folder (.pst) files are created.
GWUserGRPName
No default
Required if Mode is set to GRPWISE.
The name of the Novell GroupWise group whose members are to be migrated.
SchdStart
Default: Jan 01, 1601
Optional
Ignored unless Mode is set to NOTES, GRPWISE, or GRPWISE5.
Valid settings are in the following date and time format: YYYYMMDDHHMMSS.
The earliest (start) date for filtering which calendar data is moved. Information without dates is always migrated.
SchdEnd
Default: Current date
Optional
Ignored unless Mode is set to NOTES, GRPWISE, or GRPWISE5.
Valid settings are in the following date and time format: YYYYMMDDHHMMSS.
The end date for filtering the calendar data that is moved. Messages without dates are always migrated.
Phone
Default: TRUE
Optional
Ignored unless Mode is set to GRPWISE or GRPWISE5.
TRUE | FALSE
Whether to migrate phone messages.
Appointments
Default: TRUE
Optional; ignored unless Mode is set to NOTES, GRPWISE, or GRPWISE5.
TRUE | FALSE
Whether to migrate appointments.
Notes
Default: TRUE
Optional
Ignored unless Mode is set to GRPWISE or GRPWISE5.
TRUE | FALSE
Whether to migrate notes.
Tasks
Default: TRUE
Optional
Ignored unless Mode is set to GRPWISE or GRPWISE5.
TRUE | FALSE
Whether to migrate tasks.
GWRTF
Default: TRUE
Optional
Ignored unless Mode is set to GRPWISE.
Valid Settings:
TRUE means messages are migrated in Rich Text Format (RTF).
FALSE means messages are migrated in American National Standards Institute (ANSI) format.
Indicates whether messages are migrated in RTF.
IniFile
Depends on the version of Lotus Notes installed.
Optional
Ignored unless Mode is set to NOTES.
The path to the Notes.ini file.
DocLinkConversion
Default: RTF
Optional
Ignored unless Mode is set to NOTES.
Valid Settings:
URL to convert document links to URL shortcuts within the message.
OLE to convert document links to OLE attachments within the message.
RTF to convert document links to RTF attachments within the message.
How Notes document links are converted within the messages being migrated.
Secure
Default: FALSE
Optional
Ignored unless Mode is set to ADSI.
Whether to use Secure authentication.
Encryption
Default: FALSE
Optional
Ignored unless Mode is set to ADSI or IMAP.
Whether messages are encrypted. If set to TRUE, Secure Sockets Layer (SSL) is used to migrate the contents of the mailboxes. In this case, make sure you select the correct value for Port.
Port
Default:
 - 389 for Mode ADSI
 - 143 for Mode IMAP
Optional
Ignored unless Mode is set to ADSI or IMAP or EXCHANGE.
The port number.
!
Optional
A comment delimiter. Must be the first value in the line.
TargetDC
Optional
Ignored if mode is not Exchange
Common name (CN) or fully qualified domain name (FQDN) of the target domain controller acting as global catalog server to which Migration Wizard should bind.
SourceDomain
Optional
Ignored if Mode is EXCHANGE and Exch55 equal True and if Mode is not EXCHANGE.
CN or FQDN of the source Active Directory domain to which Migration wizard should bind.
InetOrgPerson
Default: FALSE
Optional
If InetOrgPerson equals TRUE, Migration Wizard creates an Active Directory object with an object class that equals InetOrgPerson.
By default, object class is OrganizationalPerson.
ExchStore
No default
Required if ExchStoreDN is not specified.
Valid setting is a mailbox database name.
The common name of the Exchange mailbox database that will contain the new migrated mailboxes.
You can use the following sample control files with the /C switch of the migration command-line utility.
noteNote:
This is a sample control file for MS Mail migrations.
Mode,MSMAILPC
Function,import
File,\\Server1\MSMail\CompanyPO.csv
Public,False
PostOffice,\\Server1\MSMail\CompanyPO\MailData
Container,OU=MailMig,DC=London,DC=Domain,DC=com
ExchStoreDN,CN=MyPrivateInfoStore,CN=InformationStore,CN=Server1,CN=Servers,CN=First Administrative Group,CN=Administrative Groups,CN=MyVeryFirstOrg,CN=Microsoft Exchange,CN=Services,CN=Configuration,DC=Domain,DC=com
NTAccounts,Alias
Email,true
Schedule,true
PAB,true
noteNote:
This is a sample control file for Exchange 5.5 mailbox migrations.
Mode,exchange
Accounts,c:\ntstemp\accounts.txt
PostOffice,mig55
Exch55,True
ExchStoreDN,CN=Mailbox Store (MIG-SOURCE-EN),CN=First Storage Group,CN=InformationStore,CN=MIG-SOURCE-EN,CN=Servers,CN=First Administrative Group, CN=Administrative Groups, CN=First Organization,CN=Microsoft Exchange,CN=Services,CN=Configuration,DC=mig-source,DC=extest,DC=contoso,DC=com
Container,OU=Test,DC=mig-source,DC=extest,DC=contoso,DC=com
TargetDC,migDC
noteNote:
This is a sample control file for Exchange 2000 or Exchange 2003 mailbox migrations.
Mode,exchange
Exch55,False
SourceDomain,migSourceDomain
PostOffice,mig2000
Accounts,c:\ntstemp\accounts.txt
ExchStoreDN,CN=Mailbox Store (MIG-SOURCE-EN),CN=First Storage Group,CN=InformationStore,CN=MIG-SOURCE


text:
Yesterday's teardown of Gmail brought news that the app would soon bring some of the useful sorting methods over from the web client, giving users a way to see messages that might be the most important to them. Not to be left out of the fun, the latest update to Inbox reveals it has a couple new tricks of its own. Of course, we're talking about Inbox, so these upcoming features are driven by artificial intelligence and mountains of data about the types of messages that matter most to users.
The features discussed below are probably not live yet, or may only be live for a small percentage of users. Unless stated otherwise, don't expect to see these features if you install the apk.
The first topic of this teardown is called Highlights, which the text describes as putting "high priority emails on top." Just from the name and a few words of a description, it's easy to jump to envision that Inbox will quietly analyze a number of factors to determine which messages are high priority, including things like the source of the message, deadlines and urgency of the language in the body text, and how it relates to other messages you've received in the past. There is a…
click here to read more


text:
Marvin Choquet » Members
Here you can find a list of all ARCTOS members and PhD students. In the drop-down menu you can either select the member status or the institution the member belongs to.
I am employed in a temporary position as a researcher at Nord University to continue the projects started during my PhD and to publish more papers. In December 2017, I defended my PhD at Nord University, entitled "Combining ecological and molecular approaches to redefine the baseline knowledge of the genus Calanus in the North Atlantic and the Arctic Oceans".
- Identification and distribution of Calanus species in the North Atlantic and the Arctic Oceans, using molecular tools
- Mitochondrial genome and phylogeography of Calanus glacialis
- Population genomics of Calanus finmarchicus and glacialis
- Phenology, vertical distribution and dynamics of four Calanus species in a boreal fjord
- Hybridization within Calanus genus
- Choquet, K. Kosobokova, S. Kwasniewski, M. Hatlebakk, A. K. S. Dhanasiri, W. Melle, C. Svensen, J. E. Søreide, G. Hoarau. Can morphology reliably distinguish between the copepods Calanus finmarchicus and C. glacialis, or is DNA the only way? Limnology & Oceanography: Methods. 2018.
- Bucklin, K. DiVito, I. Smolina, M. Choquet, J. M. Questel, G. Hoarau, R. J. O'Neill. Population Genomics of Marine Zooplankton – Chapter 19 in: Population Genomics: Marine Organisms. Book, Springer. 2018.
- Choquet, M. Hatlebakk, A. K. S. Dhanasiri, K. Kosobokova, I. Smolina, J. E. Søreide, C. Svensen, W. Melle, S. Kwasniewski, K. Eiane, M. Daase, V. Tverberg, S. Skreslet, A. Bucklin, G. Hoarau. Genetics redraws pelagic biogeography of Calanus. Biology Letters. 2017.
- Choquet, H. J. Alves Monteiro, J. Bengtsson-Palme & G. Hoarau. The complete mitochondrial genome of the copepod Calanus glacialis. Mitochondrial DNA Part B, 2:2, 506-507. 2017.
University of Nordland Postbox 1490 Bodø 8049 Norway


text:
Enter the face value, bond yield rate, and time to maturity into the calculator to determine the zero-coupon bond.
- Bond Equivalent Yield Calculator (+ Formula)
- Modified Duration Calculator
- Yield To Maturity Calculator
- Imputed Interest Calculator
Zero Coupon Bond Formula
The following formula is used to calculate the value of a zero-coupon bond.
ZCBV = F / (1+r)^t
- where ZCBV is the zero-coupon bond value
- F is the face value of the bond
- r is the yield/rate
- t is the time to maturity
Zero Coupon Bond Definition
A zero-coupon bond is a security that does not pay interest but trades at a discount and renders a profit at maturity when the bond is redeemed for its face value.
Zero Coupon Bond Example
How to calculate a zero coupon bond value?
- First, determine the face value.
Calculate or determine the face value of the bond.
- Next, determine the yield.
Determine the rate/yield of the bond.
- Next, determine the time to maturity.
Calculate the number of years until maturity.
- Finally, calculate the value.
Calculate the value of the bond using the equation above.
A zero coupon bond is a bond that does not pay interest but can be redeemed from a profit at it's time of maturity.

source: openbmb/Ultra-FineWeb


text:
top of page
School Site Team Organization
Recycling is Simply Elementary
The diagram above represents how the DavisRISE program operates. Each school site has unique needs that require adjustments in program operations. Below are suggested roles for each part of the school site team.
ROLES FOR SCHOOL SITE TEAM
Site administration (e.g., Principal, VP)
Support the mission and create a positive campus recycling climate by offering educational opportunities for staff and students. Examples include:
Creating all-school assemblies that address recycling issues
Encouraging student recycling presentations
Supporting outdoor and indoor cart maintenance and cleaning
Offering funding for alternative recycling containers
The DavisRISE Program Coordinator networks with program partners and is the centralized point of contact for Site Leaders. The coordinator articulates and supports site activities and monitors overall effectiveness of the program.
Teachers support school-wide recycling and teach students to recycle in the classroom and during non-lunch hours. Teachers are encouraged to highlight curriculum connections to recycling and composting.
DavisRISE Site Leaders
Each school has a DavisRISE Site Leader who is in charge of implementing the school's recycling program. The Site Leader establishes a lunch waste sorting routine.
Elementary school Site Leaders assist students during lunch, and review the process regularly to ensure compliance.
At secondary schools, Site Leaders may also facilitate environmental clubs, support student groups collecting CRV, and facilitate the cleaning of indoor recycling containers.
Whenever possible, the DavisRISE Site Leader incorporates environmental awareness lessons and models positive recycling habits.
The Site Leaders may organize student volunteers who earn community service hours for contributing to the school recycling program. They then help track students' volunteer hours and submit them for DJUSD-DavisRISE Community Service Awards two times per year (January and May).
DavisRISE Site Leaders must attend three Davis Farm to School Team meetings per year.
The site custodian is a key part of the DavisRISE Program model. The custodian sets up the recycling station and cleans up the lunch area. The custodian meets the weekly DWR hauling schedule as mandated. He/she locks and secures waste bins each evening to prevent illegal dumping. Substitute custodians need to be familiar with the school recycling system.
Lunch aides, Campus Supervisors, and Volunteers
The DavisRISE Site Leader can recruit adult and student volunteers to help with the lunch recycling and organics program.
Lunch aides and volunteers help students sort their waste. Typical jobs include directing students during lunch waste sorting, stacking trays, removing cross-contamination, picking up trash, and packaging items for Terracycle waste diversions.
Environmental clubs, leadership classes, and other student groups help collect CRV, empty and clean indoor recycle containers, and facilitate recycling presentations and lunch time educational recycling activities.
Volunteers are expected to model positive recycling habits.
Students can volunteer and earn DJUSD sanctioned Community Service hours.
Find out more by clicking on the links below.
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By Brooke Adams, communications specialist, University Marketing and Communications
Students in social work professor Caren Frost's honors course went from the classroom to the community to get a more hands-on understanding of what it is like to be a Muslim student at the U.
jn-class-photo-2What they found: There was general agreement among the Muslim students interviewed that they feel welcome at the U, though some said there is more the university could do to support them. Specifically, the Muslim students suggested that the U do the following:
 - Make a prayer room available at or near the on-campus residence halls.
 - Broaden food options available on campus to include selections that meet halal requirements.
 - Support and acknowledge Islamic observances, such as Ramadan and the holiday of Id al-Fitr, which would also provide opportunities to educate others about the religion.
The honors students conducted the surveys and presented their findings as their end-of-semester project for the course, Voices of Muslim Women.
The 28 students worked in teams to find and interview more than two dozen of their peers, with a focus on exploring high school and college experiences, experiences on-and off-campus and relationships with friends and parents. Some participants grew up in Utah; others came here as international students.
The interviewees included students who've lived in other states and they described Utahns overall as more understanding and accepting. According to one student presenter, an interviewee found that in Utah, "when you talk about religion, people get it. When you say 'I do this because of my religion,' people understand that."
Another interviewee initially worried about leaving the "bubble" of acceptance and familiarity experienced during high school but upon arriving at the U found support and understanding.
Most described angst over inaccurate portrayals, particularly by the media, of their faith, which they said typically fail to reflect the diversity of the Muslim community. "Don't fall for the media bias," one interviewee said.
Muslims are required to pray five times a day, at daybreak, noon, mid-afternoon, sunset and evening. The Muslim students said they appreciate that the U provides a prayer room at the Union Building, but said making use of the room in off-hours is challenging when shuttles aren't available between the residence halls and the building. They also wished there was a mosque closer to campus.
Some student teams had an 'aha moment' listening to interviewees, discovering they had more in common than the students assumed. The team that focused on relationships with parents, siblings and friends said, with the exception of dating practices, participants gave answers that sounded a lot like how any non-Muslim student would respond.
"It is a pleasure to have students from international and national backgrounds engaging in conversations about how their lives are more similar than they imagined," Frost said.


NextPrevUpTopContentsIndex
14.3 Conceptual Overview of Incremental Redisplay
Some kinds of applications can benefit greatly from the ability to redisplay information on a window only when that information has changed. This feature, called incremental redisplay , can significantly improve the speed at which your application updates information on the screen. Incremental redisplay is very useful for programs that display a window of changing information where some portions of the window are static and some are continually changing.
Incremental redisplay is a facility to allow you to change the output in an output history (and hence on the screen or other output device). It allows you to redisplay pieces of the existing output differently, under your control. "Incremental" here means that CLIM redisplays only the part of the output history visible in the viewport that has changed and thus needs to be redisplayed.
There are two different ways to do incremental redisplay:
Call redisplay on an output record.
This essentially tells the system to start that output record over from scratch. It compares the results with the existing output and tries to do minimal redisplay. The updating-output form allows you to assist the system by informing it that entire branches of the output history are known not to have changed. updating-output also allows you to communicate the fact that a piece of the output record hierarchy has moved.
Update the output history manually, and then notify the output record that its child has changed.
This causes CLIM to propagate the changes up the output record tree and allows parent output records to readjust themselves to account for the changes.
Each way is appropriate under different circumstances. redisplay is often easier to code and is more useful in cases where there might be large changes between two passes, or where you have little idea as to what the changes might be. Notifying the output record of changes can be more efficient for small changes at the bottom of the output-record hierarchy, or in cases where you are well informed as to the specific changes necessary and can describe these changes to the system.
CommonLisp Interface Manager 2.0 User's Guide - 27 Feb 2006
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Abstract
It has been known for some 2000 years how to generate Pythagorean Triples. While the classical formulas generate all of the primitive triples, they do not generate all of the triples. For example, the triple (9, 12, 15) can't be generated from the formulas, but it can be produced by introducing a multiplier to the primitive triple (3, 4, 5). And while the classical formulas produce the triple (3, 4, 5), they don't produce the triple (4, 3, 5); a transposition is needed. This paper explores a new set of formulas that, in fact, do produce all of the triples i.e. every triple can be produced with a unique set of integer generators; there is no need for multipliers or transpositions. An unexpected result is an application to cryptology.
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ounds of the Silla kings in Korea.
The most famous tumuli in Korea, dating around 300 C.E., are those left behind by the Korean Baekje, Goguryeo, Silla, and Gaya states and are clustered around ancient capital cities in modern-day Pyongyang, Seoul, Jian, and Gwangju. The Goguryeo tombs, shaped like pyramids, are famous for the well-preserved wall murals like the ones at Anak Tomb No.3 which depict the culture and artistry of the people. The base of the tomb of King Gwanggaeto is 85 meters on each side, half of the size of the Great Pyramids.[9] Goguryeo Silla tombs are most noted for the fabulous offerings that have been excavated such as delicate golden crowns and glassware and beads that probably made their way to Korea via the Silk Road.
Korean tombs exhibit many styles borrowed by and from the Chinese, such as the styles of how the tombs were built and the use of the four guardian beasts, such as Ssu Ling. Additionally, many indigenous Korean artifacts and culture were transmitted, along with Chinese culture, to the tomb builders of early Japan, such as horse trappings, bronze mirrors, paintings, and iron-ware.
 1. Oxford English Dictionary. (Oxford Press, 1971, ISBN 019861117X)
 3. Glenn Black Laboratory of Archaeology and The Trustees of Indiana University, 1996, "Burial Mounds" Retrieved August 20, 2007
 4. Evgeni I. Paunov, "Ancient Treasures from Thracian Tombs" Athena Review, Vol.1, no. 4 (1998). Retrieved August 20, 2007
 5. Jona Lendering, 2007, "Alexander VI" Retrieved August 20, 2007
 6. The Museum of Macedonia, 2007, "Royal Tombs—Vergina" Retrieved August 20, 2007
 7. kurgan Webster's Third New International Dictionary, Unabridged. Merriam-Webster, 2002. Retrieved October 14, 2006.
 8. John Boardman, I.E.S. Edwards, E. Sollberger, and N.G.L. Hammond. The Cambridge Ancient History (Cambridge University Press, 1990, ISBN _PHONE_)
 9. Sarah Milledge Nelson, The Archaeology of Korea (Cambridge University Press 1993 ISBN _PHONE_)
 - Albright, William F. "Interesting finds in tumuli near Jerusalem". Bulletin of the American Schools of Oriental Research (The American Schools of Oriental Research) 10 (April 1923): 1–3.
 - Barkay, Gabriel. "Mounds of mystery: where the kings of Judah were lamented". Biblical Archaeology Review 29(3) (2003): 32-9, 66, 68. Retrieved May 22, 2008.
 - Boardman, John, I.E.S. Edwards, E. Sollberger, and N.G.L. Hammond. The Cambridge Ancient History. Cambridge University Press, 1990. ISBN _PHONE_
 - Feder, Kenneth L. 2007. Frauds, Myths, and Mysteries: Science and Pseudoscience in Archaeology. 5th ed. New York, NY: McGraw Hill. ISBN 9780073405292
 - Gimbutas, Marija. The Kurgan Culture and the Indo-Europeanization of Europe: Selected Articles Form 1952 to 1993 (Journal of Indo-European Studies Monograph Series No. 18). Institute for the Study of Man, 1997. ISBN _PHONE_
 - Grena, G.M. LMLK—A Mystery Belonging to the King vol. 1. Redondo Beach, California: 4000 Years of Writing History, 2004. ISBN 097487860X
 - Grinsell, L.V. The Ancient Burial-mounds of England. London: Methuen, 1936. ASIN B000H4CUSO
 - Ismagulov, O. "Population of Kazakhstan from Bronze Epoch to Present (Paleoanthropological research)," Science (1970).
 - Mallory, J.P. In Search of the Indo-Europeans: Language, Archaeology and Myth. Thames & Hudson, 1991. ISBN _PHONE_
 - Mallory, James (ed.). Encyclopedia of Indo-European Culture Routledge, 1997. ISBN _PHONE_
 - Nelson, Sarah Milledge. The Archaeology of Korea. 1993. ISBN _PHONE_
 - Renfrew, Colin, and Paul Bahn. Archaeology: Theories, Methods and Practice Thames and Hudson, 2000. ISBN _PHONE_
 - Telegin, D. Ya. et al. Srednestogovskaya i Novodanilovskaya Kul'tury Eneolita Azovo-Chernomorskogo Regiona. Kiev: Shlyakh, 2001.
 - Thomas, Cyrus. "Report on the mound explorations of the Bureau of Ethnology," in J. W. Powell Twelfth annual report of the Bureau of Ethnology to the Secretary of the Smithsonian Institution, 1890-91 (1894):3-730.
External links
All links retrieved March 27, 2020.


Make: Projects
Blendophone: iPhone + Arduino + XBee + Blenders
This project shows how to control big, scary 120V AC-powered devices using wireless serial communication and Arduinos. Specifically, I'll use a set of blenders as "musical" instruments controlled by a tilting iPhone.
Blendophone: iPhone + Arduino + XBee + Blenders
Ever been scared to venture into the world of controlling AC power from your microcontroller? Me too. And that's smart, because household AC can hurt/maim/kill if you're not careful. The PowerSwitch Tail is a safe, easy-to-use AC relay that is triggered with a mild-mannered 5V DC signal from your Arduino or other microcontroller or circuit. Computers can talk to Arduinos directly, but adding XBee radios to the mix makes your serial communications wireless.
Steps
Step #1:
Blendophone: iPhone + Arduino + XBee + BlendersBlendophone: iPhone + Arduino + XBee + BlendersBlendophone: iPhone + Arduino + XBee + Blenders
 - First thing we want to do is build a circuit to control the PowerSwitch Tail from an Arduino.
 - You may be able to plug a Digital output pin and ground from the Arduino directly into the PST, but the current is a bit low and may fail to switch the relay. So this power circuit should do the trick. We're using the Arduino Pin 13 to switch on a transistor, which in turn switches on the PST relay with the higher, recommended current.
 - Follow the circuit diagram here, then upload a default "Blink" sketch to the Arduino. When you plug the PST into the wall, and a blender (or other AC device) into the PST, your blender will turn on and off every second.
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LispWorks CAPI Reference Manual > 1 CAPI Reference Entries
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wrap-text-for-pane
Function
Summary
Wraps text for a given pane.
Package
capi
Signature
wrap-text-for-pane pane text &key external-width visible-width font start end => strings
Arguments
text
A string.
pane
A displayed CAPI pane.
external-width
An integer or nil .
visible-width
An integer or nil .
font
A font object.
start
An integer.
end
An integer or nil .
Values
strings
A list of strings.
Description
The function wrap-text-for-pane takes a string text and returns a list of strings. Together the strings in strings contain all the non-whitespace characters of text and are suitable for displaying this text on pane . That is, each string has a display width no greater than the width of pane when drawn using the font of pane . The arguments start and end are used as bounding index designators for text and characters outside these bounds are ignored.
If visible-width is non-nil then text is wrapped to that width. Otherwise, if external-width is non-nil then text is wrapped as if the pane had that external width (that is, taking account of any borders in the pane). If both visible-width and external-width are nil , then the text is wrapped to the current visible width of the pane. The default value of both visible-width and external-width is nil .
The font is used to perform the wrapping calculations. If it is nil (the default), then the graphics-state-font is used for panes such as output-pane that have a graphics-state and the simple-pane-font is used for other panes.
See also
wrap-text
LispWorks CAPI Reference Manual - 21 Dec 2009
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text:
1 Top 100 Names Number 1 in the United States
Independence, Leadership Popularity Rank: 9
The Number 1 suggests a strong sense of independence, desire to excel and to lead. It is the most ambitious number and can bring those who identified with it to the greatest heights. "Dream the impossible dream" is the deepest motivation of these people, and the hidden motive is self-acceptance. Number 1 promotes masculine energy expressed as action and accomplishment.
Number 1 represent Desire. It can be a desire to love, knowledge, wealth or wisdom. Number 1 isn't usually known for their patience, because they have so much to accomplish in this lifetime and so little time to do it, and there's no time to stay and look inside themselves, or waiting for others. They may appear selfish at times, but it comes from a compelling urge for freedom and action, and preoccupation to establish their identity.Most Popular Names


text:
HOP TO IT!
Students will learn how a frog's strong back legs allow it to
hop long distances. Segments from two ITV programs will be used to help
students become interested in imitating the jumping behaviors of frogs.
The students will estimate the distances they can jump with two different
movements. They will jump and measure the actual distances to determine
which kind of jumping resulted in longer jumps. The students will use this
information to make second estimates and jumps. This information, as well
as their personal reactions to the comfort and ease of each type of jump,
will help students determine which kind of jumping is best for them. Although
this lesson could stand alone, it would fit nicely as the opening activity
in a science study about frogs or within a unit on measurement. This lesson
can be completed in one day.
Reading Rainbow #415: My Little Island
The Magic School Bus #105: The Magic School Bus Hops Home
Students will be able to:
- estimate the distance they will travel with two different types of
- measure the distance of the two different types of jumps using nonstandard
measurements (such as linking cubes, especially for younger students) or
standard measurements (centimeters, in most cases).
- use the information gathered from the first set of two jumps to estimate
the distance they will travel with a second round of jumps.
- use the information they have gathered to draw a conclusion about
the best type of jumping for them.
Texas Assessment of Academic Skills (TAAS), Grades K-4:
- Demonstrate an understanding of measurement concepts using metric
and customary units.
- Demonstrate an understanding of probability and statistics.
- Estimate solutions to a problem situation.
- Acquire scientific data and/or information.
- Interpret scientific data and/or information.
- Make inferences, form generalized statements, and/or make predictions
using scientific data and/or information.
if using nonstandard measure:
- diagram of a hopping frog
if using standard measure:
- linking cubes
- large paper clips
- crayons or straws
- tape measures or meter sticks
- a recording sheet
- pencil or crayon
- front legs
- back legs
Tell students that in this activity they will be moving like a certain animal
and measuring to see how well they do at moving like this animal. Ask the
students to guess what animal they will be moving like. After several students
have had the opportunity to guess, tell them that LeVar Burton was out on
a search for one of these animals in the Reading Rainbow program about the
book "My Little Island". Tell students that they should watch
carefully to determine what animal LeVar was looking for and where he would
find this animal.
Background information: Frogs are amphibians. They have backbones and their
skeletons are inside their bodies. Frogs are cold-blooded, so their body
temperature stays the same as the air or water around them. Frogs usually
have moist skin. A frog has a large mouth with a long sticky tongue that
shoots out quickly to catch prey like insects. Frogs lay eggs in the water
which hatch into tadpoles. Tadpoles go through metamorphosis, which is a
series of changes to the size, shape, and appearance of it body. Frogs have
four appendages. The two front legs are short and weak. Each front leg has
four toes and is used for balance and to land after a jump. The two back
legs are long and well developed. Each back leg has five toes and many frogs
have webbed back feet used for swimming. A frog rests with its back legs
folded so it can hop quickly to catch prey or to escape from predators.
(Information about frogs adapted from Victor, E. (1975) Science for the
Elementary School, Third Ed., New York: Macmillan Publishing, p. 524-525.)
In this lesson, it is important that students learn how to jump safely and
use this information during the jumping activity to prevent injuries. Demonstrate
and explain the appropriate ways to jump carefully to the students.
Frog jump: The student will squat, with hands on the floor in front of the
feet. The student will jump a short distance and land on the hands and feet
simultaneously. The hands and arms absorb part of the landing impact to
prevent excessive strain on the knees. The students should be frequently
encouraged to consider personal estimates and actual measures in order to
discourage aspects of competition in jumping.
Standing jump: The student will bend legs at knees, jump by taking off with
both feet, swing arms forward upon takeoff, and will land on both feet.
The arms help with an upswing and the movement of the body combined with
the force of the feet helps lift the weight. A jumper lands lightly on the
balls of the feet with the knees bent. (Information adapted from Dauer,
V. P. & Pangrazi. (1989). Dynamic Physical Education For Elementary
School Children. New York: Macmillan, p. 281, 282, 448.)
Segments from two ITV programs are used in this lesson. Reading Rainbow
is used as an anticipatory set to create interest in frogs. The Magic School
Bus segment is used to help students focus on how frogs can jump. Since
one of the purposes of using the first video is to discover the animal and
what it can do, there are no pre-viewing activities.
CUE the Reading Rainbow video to the point after the
book reading segment and LeVar has been to a market to examine fruits and
vegetables on sale there. BEGIN the video as LeVar says, "Some
of the fruit here is pretty wild. But it's not only the wild life here on
Monserrat. Meet me tonight up in the mountains and I'll show you what I
mean." PAUSE after LeVar says, "Ssh! We're out here trying
to catch mountain chickens. You gotta be quick. But they're usually quicker."
Ask, "Where is LeVar?" (in the mountains, a place with lots of
trees, dark) Ask, "What is LeVar looking for?" (mountain chickens)
Ask, "What do you think mountain chickens are?" (Students may
make various guesses such as birds or chickens.)
Tell students to watch the next segment to see if they find a mountain chicken.
RESUME the video to continue as LeVar and his guide are prowling
in the dark. PAUSE as the hand reaches down before it picks up the
frog. Ask, "Do you think they found something?" (yes) Ask, "What
might he have found?" (a mountain chicken, a frog, others) Ask, "Why
might it be hard to spot the mountain chicken?" (too dark, animal is
camouflaged, its color makes it hard to see)
Tell students to watch the next segment to see what he caught. RESUME
video and PAUSE where guide picks up frog and says, "LeVar,
I got one. Come, you see it." Ask, "What did he catch?" (a
mountain chicken, a frog)Tell students to watch the next segment to see
if the frog is really a mountain chicken. RESUME video to continue
through the examination of the frog's back. PAUSE where LeVar says,
"One of the reasons they're so difficult to catch." Ask, "Is
it a mountain chicken? (yes) Why do you think they call it that? (it lives
in the mountains, people like to eat frogs' legs, some people say it tastes
like chicken) [Note: These points are not discussed in the video, so the
teacher may need to discuss these ideas with the students.]
Ask, "What is special about this frog?" (the eyes look fluorescentthey glow, the mouth can expand like a balloon to make sounds, the color
of its back makes it hard to see)
Tell students the frog's legs help it to do something special. Tell students
to watch the next segment to see what else is special about its legs. RESUME
the video. PAUSE after LeVar says, "Stay right there, you guy."
Ask, "What are the frog's legs like? (long, strong, funny toes) What
can the frog do? (jump far) How can the frog jump far? (strong legs push
him) How did LeVar say the frog felt? (slippery) Why do you think the frog
felt slippery? (he was wet, rain, frogs like to be wet) What did LeVar say
the toes look like?" (twigs from a tree)
Tell students that LeVar is going to put the frog down. Ask, "What
do you think the frog will do?" (jump, hop away) Tell students to watch
the next segment to see what the frog will do. RESUME the video.
STOP the video where LeVar puts the frog on the ground and says,
"There you go, guy." and the frog sits on the ground. Ask, "What
did the frog do? (sat on the ground) Why do you think he didn't hop away?
(he was scared, he was trying to hide)
What do you think of when someone mentions frogs? Jumping, of course. But
how far can a frog jump? Tell students to think about how far frogs can
jump as they watch a segment of The Magic School Bus Hops Home. EJECT
the Reading Rainbow video and INSERT The Magic School Bus


text:
How is dust measured
the part of the total amount of airborne particles which can be inhaled
through mouth and nose. The particle size is between 50-100m.
the part of the inhalable particles that passes through the throat.
The particle size is <10m.
Dust is measured, for example by the mouth of the operator, meaning inhaled
air, or present in the room generally. Measurement of personal exposure
to wood dust, for example, is performed with a pump and a plastic tube


V2 Vocabulary Building Dictionary
Definition: gloomy or having a generally downcast personality
Synonyms: gloomy, sullen, depressed, melancholy, moody, sulky
Antonyms: cheerful, upbeat
Tips: Morose can refer to a specific gloomy mood, but it more often refers to someone who is unhappy and sullen in general. Morose is related to sullen. When you refuse to speak to or acknowledge someone because you are irritated or in a bad mood, you're being sullen. Morose refers more to being withdrawn, depressed, bitter and gloomy. For a memory trick, note how morose sounds like "more rose" or "no rose." Now, think of providing someone with "more roses" to cheer them up if they are morose. Or consider that someone who is morose may have received "no roses" in his or her life and that is why they are morose.
Usage Examples:
A quiet, morose man, he was never close to anyone. (sullen, depressed)
She could tell by his morose expression that he was unwilling to speak with her. (sulky, moody)
She always seems so sad and morose. (depressed, moody)
His morose attitude toward life did not make him popular with his peers. (sullen, melancholy)
Want to Learn More Words Like morose?
Discover How You Can Improve Your
Vocabulary 10 to 100 Times Faster with
the Power Vocabulary Builder
Dear Friend,
The definition and lessons for the word morose were made available by the Power Vocabulary Builder.
What's your vocabulary level?
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FREE E-mail Course!


text:
What to Do with Doggy Doo
Americans haven't always been so concerned about cleaning up after their canine companions. Until fairly recently, people let their doggies do their thing, and then left the doo on the streets and sidewalks. A few conscientious souls did take the time to curb their dogs. In doing so, they were following the advice of experts. But what exactly is curbing?
Curbing is the polite term for a canine waste disposal method that really should be called the Shove-It-Into-the-Sewer approach. A curbed dog is one who's been taught to poop in the street, right by the curb, so that the next rainstorm can sweep his deposits into the nearest gutter. Once in the gutter, the poop and lots of other waste wind their way through a city's sewer system and, eventually, into nearby creeks, streams, and rivers. Those final destinations are one reason curbing is a questionable canine waste disposal method.
Scientists have discovered that dog poop is a major cause of water pollution, and that such pollution poses a significant hazard to human health. In fact, the U.S. Environmental Protection Agency says pet waste is a significant cause of water body contamination in areas where there are high concentrations of dogs.
Canine waste contains lots of nasty bacteria with almost unpronounceable names: fecal streptococcus and fecal coliforms are just two examples. In sufficiently high amounts, these bacteria can make people sick — sometimes very sick. For example, E. coli bacteria often causes gastrointestinal infections, as well as infections to the ear, eye, and throat. Another bacteria, campylobacter, can cause diarrhea in humans. Still another form of poop-loving bacteria, salmonella, can cause infections that trigger fever, muscle aches, headache, vomiting, and diarrhea.
Dog waste also contains other not-so-lovely disease-transmitting organisms such as roundworms. These parasites can cause their human victims to lose their vision temporarily, as well as trigger coughs and fevers.
Never thought your dog's doo could do so much damage, did you?
Curbing also jeopardizes a dog's safety. Forcing your dog to do his business in the street puts her dangerously close to fast-moving cars, buses, and trucks. A careless driver or spooked dog can easily trigger a traffic accident that would seriously injure or even kill not only the dog, but also human bystanders, passengers, and drivers.
The quickest, easiest way to get rid of a dog's poop is to put it in a plastic bag and either drop the bag in a trash can or flush the bag's contents down a toilet.
You might think that this method would have a high gross-out factor. And it does — if you use the wrong size bag. There's nothing more disgusting than using a teeny-tiny bag to pick up a great big piece of dog poop and having some of that poop end up on your hand instead of in the bag. But that doesn't have to happen. There are two keys to effective bagging: using the right size bag and developing the proper bagging technique.
For all but the tiniest dogs, a sandwich-sized bag or smaller just isn't big enough to pick up poop. It's far better to choose a larger size, such as an empty bread bag or the plastic bag that your morning newspaper was delivered in. Both these types of bags also carry a second advantage: They're oblong, which greatly eases your ability to get the poop into the bag instead of on yourself.
Before you use your bag, though, check to make sure that it doesn't have any holes. Picking up a bunch of dog doo only to have it hit the ground again is a surefire recipe for frustration.
After you have a large enough bag, it's easy to gather up the poop. Here's how:
1. Pull the plastic bag over one hand like a glove.
If you're cleaning up while walking your dog, loop the leash around your wrist and pull the bag over the leashed hand.
2. Pick up the poop with your bagged hand.
3. With your other hand, grasp the open end of the bag and pull the bag inside out.
The poop will now be inside the bag.
4. Knot the bag and drop it into the nearest trash can.
Alternatively, take the bag inside and flush the contents down the toilet. Throw the plastic bag in the trash.
Of course, if there's no trash can nearby, you'll need to carry the bagged poop until you find a suitable receptacle. But take heart. Soon, not even the thought of having to tote your dog's poop around town will gross you out. It'll just be a fact of life.
If you simply can't bear the idea of handling your dog's poop — even if there's a bag between the poop and your hand — you may want to consider using a pooper-scooper. These devices consist of various long-handled rakes, shovels, and/or spades that enable the owner to scoop up that poop without having to bend down and get close to it.
Pooper scoopers are a good choice for owners whose dogs confine their defecating to their own yards. Even though pooper-scooper laws don't apply to dogs who eliminate on their owners' property, it's still a good idea to pick up your dog's doodoo. That way you'll avoid stepping in it while you're gardening, mowing the lawn, or running to catch an errant toddler (and the toddler won't step in it, either). However, scoopers aren't as good as bags for owners whose dogs potty while walking, because the scoopers are relatively cumbersome to carry.
Pooper scoopers generally cost between $15 and $25. They're available at most pet stores, at pet product Web sites, and in pet supply catalogs.
If you don't want to put your dog's poop in the trash, or if you like the idea of high-tech waste disposal, you may want to acquire a waste digester system. These small, in-ground systems work the same way septic systems do: They liquefy any dog poop deposited there and drain the liquid into the surrounding soil.
The digester system has two parts: the digester unit itself (including the lid), and the digester mix. Here's how to use them:
1. Find a convenient but out-of-the-way spot in your yard to install the digester.
2. Dig a hole that's about 48 inches deep.
3. Install the digester and lid in the hole. The lid should be just a little bit above the ground.
4. When your dog poops, bring the poop to the digester, remove the lid, and place the poop inside.
5. Add some digester mix and some water and replace the lid.
The digester will then do its thing.
Digesters are a good option for the same people who go for pooper scoopers: owners whose dogs do most of their pooping in their own yards. In fact, the two methods can be used together: Use the scooper to transport the poop to the digester and use the digester to process the poop. Look for digesters at pet stores, in pet supply catalogs, and on pet retail Web sites. The cost, including both the digester unit and the digester mix, ranges between $50 and $75.


text:
143713 - Composition and structure of zircon from hydrothermal uranium occurrences of the Litsa ore area.pdf (727.76 kB)Download file
Composition and structure of zircon from hydrothermal uranium occurrences of the Litsa ore area (Kola Region, Russia)
journal contributionposted on 2023-05-20, 22:25 authored by Kaulina, T, Lyalina, L, Vadim KamenetskyVadim Kamenetsky, Il'chenko, V, Bocharov, V, Gannibal, M
Zircon grains from various metagranitoids (plagio- and monzo-granites, gneisses, metasomatic rocks, and pegmatoid veins) from the Skal'noe and Dikoe sites of the Litsa uranium ore area (Kola Region, Russia) were studied in order to reconstruct the sequence and timing of events in the area and to observe effects of hydrothermal process related to uranium mineralization on structure and composition of zircon. Individual zircon grains were studied by means of laser ablation inductively coupled plasma mass spectrometry (LA–ICPMS), ion microprobe and Raman spectroscopy. Isotopic LA–ICPMS data for the Skal'noye and Dikoe ore occurrences suggest the following age sequence of events in the area: intrusion of plagiogranites - 2829 ± 12 Ma, formation of magmatic protolith of gneisses - 2781 ± 17 Ma, metamorphism of plagiogranites - 2636 ± 34 Ma; intrusion of monzogranites and pegmatoid veins - 2549–2526 Ma, hydrothermal event with uranium input - 2276 ± 21 Ma, last metamorphism of plagio- and monzo-granites - 1892–1696 Ma. Ore-bearing rocks in the area are pegmatoid veins and quartz–feldspar metasomatites which contain uraninite. During a 2.3 Ga hydrothermal process, newly formed zircon rims grew simultaneously with the precipitation of uraninite in the veins and metasomatites. These rims are characterized by high U and rare earth elements (REE) contents (up to 6560 and 8760 ppm, respectively), dark cathodoluminescence, low Th-U ratios (0.1–0.007) and a flat LREE-enriched pattern, in some cases inherited from minerals, dissolved during a hydrothermal event (magmatic plagioclase and probably monazite). Hydrothermal zircon rims grew with partial dissolution of the magmatic zircon, as evidenced by the rounded and curved shapes of zircon cores. The degree of alteration caused by hydrothermal events depends on the uranium content in the pre-existing zircon. The effects of zircon alteration and newly formed zircon composition reflect the redistribution of uranium in rocks.
Department/SchoolSchool of Natural Sciences
Place of publicationSwitzerland
Rights statementCopyright: © 2020 by the author. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution 4.0 International (CC BY 4.0) license (_URL_


text:
By Michael Budinski, Alexandria Beautification Commission
Alexandria, VA – If you keep your eyes open while strolling along S. Royal St. near Duke St .in Old Town, you may spot a magnificent flowering tree. Actually, I think the sweet smell of honey caught my attention first. St. Mary's Basilica parking lot (between S. Pitt St. and S. Royal St) provides an excellent vantage point. This striking tree is a fantastic example of a Southern Catalpa, which is known for its large leaves, spring flower clusters, and cigar-like seed pods. The Southern Catalpa is a popular ornamental shade tree, and while heights of 40 to 60 feet are typical, some specimens reach 80 feet. Although native to the southeast United States, it will naturalize in the northeast as well.


text:
Published: 20 April 2012
According to Statistics Finland's data on population changes, the number of marriages entered into in 2011 went down clearly from the previous year. A total of 28,408 marriages were entered into, which is 1,544 fewer than in the year before. The marriage rate went down most distinctly in the age groups where most marriages are contracted: among those aged slightly under and slightly over 30.
Number of marriages and divorces 1965–2011
The share of first marriages of all marriages fell slightly, being 76 per cent. The percentage had remained at 77 per cent throughout the first decade of the 2000s.
In 2011, the average age of women who entered into their first marriage was 30.6 years and that of men 32.9 years. Year by year, first marriages are entered into at ever later age. In good four decades, women's average age at the time of entering first marriage has risen by close on eight years and men's by over eight years.
A slightly lower number of divorces was granted in 2011 than one year earlier. Altogether 13,469 marriages ended in divorce, which is 150 fewer than one year previously. At the same time ended the slightly rise in the number of divorces that had started in 2007. However, the decrease is so minor that the divorce rate remained unchanged.
Sixty-nine per cent of the marriages that ended in divorce in 2011 were first marriages for both spouses. In 1990, the corresponding proportion was still 80 per cent.
In 2011, the number of registered same-sex partnerships was 333. Of them, 111 were male couples and 222 female couples. A total of 85 registered same-sex partnerships ended in divorce. Of them, 24 were of male couples and 61 of female couples. In 2010, a total of 322 same-sex partnerships were registered and a total of 64 ended in divorce.
Changes in marital status and mean age of men and women at first marriage in 2002–2011
|Contracted marriages||26 969||25 815||29 342||29 283||28 236||29 497||31 014||29 836||29 952||28 408|
|Divorces||13 336||13 475||13 234||13 383||13 255||13 224||13 471||13 527||13 619||13 469|
|Woman's mean age at first marriage||29,1||29,2||29,7||29,6||29,7||29,9||30,2||30,2||30,3||30,6|
|Man's mean age at first marriage||31,3||31,5||32,1||31,8||32,1||32,3||32,5||32,5||32,6||32,9|
|Divorces from registered partnerships||2||6||15||31||30||67||45||53||64||85|
Source: Population and Cause of Death Statistics. Statistics Finland
Inquiries: Timo Nikander 09 _PHONE_, _EMAIL_
Director in charge: Jari Tarkoma
Publication in pdf-format (12 pages 294.9 kB)
Tables in databases


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I've noticed that often authors will comment that "descent theory" shows that some sheaf in the étale topology is actually a scheme. I was wondering what result in descent theory actually implies this(a statement and reference for the result is what is requested in case an actual explanation would take too long). I understand how descent theory is what allows one to define and construct stacks, but I've never seen a result which says something to this effect (for example, I haven't seen it in Vistoli's stack notes in FGA explained) and it seems to be used often in verifying that something is a DM stack.
For example, Edidin states in the proof of Prop. 2.2 of his notes on $M_g$ that "$\underline{\mathrm{Iso}}_B(e,e')$ is the étale sheaf which is the quotient of $(X\times_{X\times X} E\times_B E')$ by the free group action of $G$. Moreover, descent theory shows that this sheaf is in fact a scheme."
In the proof of Theorem 3.2 there, he similarly writes, "Descent theory says that in this case a quotient $C=C_E/PGL(N+1)$ also exists as a scheme."
One finds similar statements in the other standard papers about DM stacks. I was wondering what results in "descent theory" they are referring to.
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Minor note for HNuer and Chris Gerig: If by some chance it is difficult for you to type "é" using your keyboard, you could look up "etale topology" on Wikipedia (or your favorite search engine), and copy-paste from there. – S. Carnahan Nov 21 '12 at 5:16
You may want to look again in the last chapter of Vistoli's notes. He describes a few situations where descent is effective on schemes, and an example where it is not. Usually, the examples in the literature fall into one of the good situations, but unfortunately for readers, authors often don't bother to say precisely why. – S. Carnahan Nov 21 '12 at 5:26
1 Answer 1
up vote 8 down vote accepted
When you post a question, it would be good if you include enough explanations not to force the interested reader to go search for a paper online.
Anyway, the general question is: suppose that we have an fpqc covering of schemes $Y'\to Y$ and a scheme $X' \to Y'$ with descent data. When can I conclude that $X'$ descends to a scheme over $Y$? I know of two general results in this direction: this works when $X'$ is affine over $Y'$, of when there is a relative ample line bundle $L'$ on $X'$, and the descent data can be extended to $L'$. These are covered in my notes on descent theory: the first is in 4.3.1, the second in 4.3.3. Affine descent applies to the first of the cases you mention, descent via ample line bundles to the second.
share|improve this answer
I certainly apologize Angelo. In the future I will try to include more background to my question to make it self-contained. Thank you for pointing to those specific theorems in your notes. I of course had read those theorems when learning about descent, but the general use of the phrase "by descent theory" threw me off as to what statements were being used and how, as S. Carnahan pointed out above. Thanks for the response and sorry again. – HNuer Nov 21 '12 at 14:54
You are welcome. There is no need to apologize. – Angelo Nov 21 '12 at 15:42
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text:
United Nations and European Union sanctions targeting Iran's military and missile programs remain in place until 2020 and 2023, respectively. The sanctions target firms and individuals involved in these programs, including entities connected to the Islamic Revolutionary Guard Corp (IRGC). Over 200 entities are listed by the EU and subject to financial restrictions and travel prohibitions (in the case of individuals). A smaller number – less than 100 – remain designated by the United Nations.
See a tally of the entities sanctioned by the United Nations and the European Union.


The network data model used by FARAO toolbox is the PowSyBl IIDM format. To get detailed information about the network model, please refer to dedicated documentation on PowSyBl website.
CRAC (for "Contingency list, Remedial Actions and additional Constraints") are objects dedicated to define security domain of the network object. They define contingencies to take into account in business process, constraint to monitor and remedial actions available to get rid of potential active constraints.
Please refer to the dedicated documentation page to get more information about FARAO CRAC data model.
GLSK (for "Generation and Load Shift Keys") are objects dedicated to define scaling strategies to simulate injections modification on network model.
CNE (for "Critical Network Elements") are objects dedicated to store security analysis and computation results from all business process. It defines actual state of monitored branches, activated remedial actions, and more generally the security state of the associated network object.
It is tightly connected to the CRAC model, as it is the result of the security assessment by a computation engine given CRAC security domain.
CNE objects are not yet available in FARAO toolbox. Please refer to FARAO roadmap for information about current implementation plan.


C++ Fast Track for Games Programming Part 6: Floats
C++ Fast-track
C++ Fast-track for Games Programming Part 6: Floats
In this tutorial, we're going to look at how you can get the computer to calculate with decimal values (numbers like 3.14, called floats), instead of only integral values (numbers like 3, called integers).
Previous Part: ConditionsNext Part: Debugging
Getting the Stuff You Need
If you don't have it yet, get the template package:
TheTemplate.zip TheTemplate.zip
As usual, extract the package to a fresh directory (say, C:\Projects\floats or where ever you keep your projects) and load up the.sln file. Remove the hello world code in the Game::Tick function in game.cpp:
 void Game::Tick(float deltaTime)
Balls Again
Before we start working with floats, let's setup things so we can show something interesting. Let's load a Sprite again!
Add a Sprite variable above the Tick function like this:
Sprite theSprite( new Surface("assets/ball.png"), 1 );
void Game::Tick( float deltaTime )
You may have noticed that some images are in.tga files, while others are in.png files. These are image file formats. Other formats are:.gif,.jpg,.bmp, and many others exist. Each format has advantages and disadvantages:.gif is small but can store only 256 unique colors;.jpg is often even smaller but is lossy, which means that it is only an approximation of the original image,.tga has a really simple internal layout.
The template loads images using a library, in this case the FreeImage library. A library is a collection of useful code that we can include in our project. Have a look at Surface::LoadImage (in surface.cpp, line 51) to see how FreeImage is used to load image files to a surface.
Now make your Tick function like this:
int spriteY = 0, speed = 1;
void Game::Tick( float deltaTime )
 screen->Clear( 0 );
 spriteY += speed++;
 if (spriteY > (512 - 50))
 spriteY = 512 - 50;
 speed = (-speed * 40) / 50;
 theSprite.Draw( screen, 20, spriteY );
Some interesting things here: the code to add speed to spriteY on line 30 are collapsed into a single line by using the increment operation (speed++). This translates to: use speed here, and increment it right after obtaining its value. Alternatively, we can write: ++speed, which first increments the value, and then uses the already incremented value.
The bouncing also contains an interesting construct: the inverted speed is multiplied by 40, then divided by 50. Why? To dampen it: the ball will now lose energy. Alternatively, we could have written:
speed = -speed * 0.8;
But that is not the same thing. Try that line, and instead of hitting F5 to run the application, hit (Ctrl + F7, or select Build > Compile from the main menu) to just build the source file that is currently open in the editor. The compiler will give you a warning:
1>game.cpp(32): warning C4244: '=': conversion from 'double' to 'int', possible loss of data
The speed variable is of type int (integer, \(\mathbb{Z}\)), which means that it can store whole numbers only. So when we perform a calculation that involves a real number (\(\mathbb{R}\)), the processor has to truncate the result to the nearest whole number, which is a potential loss of precision; hence the warning.
Switching to Floats
Let's convert our program so that it uses floats. Here is the code:
float spriteY = 0, speed = 1;
void Game::Tick( float deltaTime )
 screen->Clear( 0 );
 spriteY += speed;
 speed += 1.0f;
 if (spriteY > (512 - 50))
 spriteY = 512 - 50;
 speed = -speed * 0.8f;
 theSprite.Draw( screen, 20, spriteY );
Not a lot changed: incrementing speed with ++ doesn't work with floats, so it was put back on its own on line 33, and the damping now done using 0.8f on line 37. The code also still does the same thing. So what's the big deal?
Well, in the previous version, speed could only be an integer value (1, 2, 3, etc…), making the ball bounce slower than 1 would be a bit of a problem. With floats, we totally have that option. We can for instance have a low gravity bounce by adding 0.1f to speed. Or, we can adapt to the current frame rate.
We fixed the warning that was occuring on line 32, but now we are getting a warning on line 39 where the sprite is drawn. Why?
Sprite::Draw expects integer coordinates for the sprite. Sending it a float value where it is expecting an int forces the processor to truncate the value. To prevent the warning, we can do the truncation ourselves, so that it is clear that the loss of precision is intentional. We do this by casting the float value to an int by adding (int) in front of spriteY on line 39:
 theSprite.Draw(screen, 20, (int)spriteY);
Likewise, we can cast an int value to a float:
int a = 300;
float b = (float)a;
This seems useless: the compiler would not warn us of such a conversion (since no precision is lost). However, you need to be aware that this conversion is happening: conversions take time, and can be a performance issue once we start executing complex applications.
The bouncing ball application probably runs at 60 Frames Per Second (FPS) on your machine. You can verify this using a tool called Fraps.
You can download Fraps for free here: _URL_. When you start the application, it looks like this:
Also great for recording videos of your work for educational evidence or for your game programming portfolio.
Click on the 99 FPS tab. Now start your application again. Fraps adds a framerate counter, which should confirm that you are indeed running at 60 frames per second. This is not a limit of the template; typically this is limited by the refresh rate of your screen. Let's remove this restriction. For that, we need to modify the template somewhat. This is going to get ugly…
Open template.cpp and locate the main function. This is where a template application starts. Right after the opening bracket of this function we are going to add a line:
int main( int argc, char **argv )
This line tells SDL2 (another library the template uses) to disable the VSync.
What is VSync anyways? Well, old-skool monitors produced images by aiming an electron beam at a glass plate (and then your eyes). This beam zig-zagged over the pixels to light them up. At the bottom of the screen, this beam stops, and returns to the top-left corner. This is called the vertical retrace. This is the perfect moment to start displaying a new image; only during the retrace swapping can be done without tearing. So synchronising frames to this retrace is useful. Modern monitors simulate this retrace, typically at 60 Hz. Synchronising to the refresh rate of your screen limits your framerate to 60 (or 120 Hz if you have a 120 Hz monitor).
Unlocked frame rates
By disabling VSync, we can achieve unlocked frame rates.
Now that we have lifted the limitation we can reach much higher framerates: on my system, I get ~1500 FPS. But there's more. 🙂
In the file template.h you will find a line that reads:
// _TAG_ ADVANCEDGL
The start of this line indicates that it is a comment. This is a popular way to leave functionality in a source file without enabling it. We can apply the setting by removing the slashes:
Now run the application again. This setting enables a faster internal code path of the template. Sadly, this code path is not compatible with all graphics adaptors, and in some cases you may see a reduced frame rate, like I did, which is why it is disabled by default. On my machine it works, but now I get ~600 FPS.
When enabling OpenGL, the screen's framebuffer is copied to the GPU for direct display. Depending on your CPU and operating system, you may or may not see a performance improvement.
It is important to continually monitor the performance of your application so that you know if a change you have made had a positive or negative impact on the performance. But keep in mind that what works well on your PC, may not work the same way on everyone's PC.
Too Fast to be Fun
By now, the ball sprite is bouncing frantically on your screen. We could easily reduce its speed, but by how much? One system runs at 450 FPS, another at 700 FPS, and perhaps your ancient Asus EEE is barely able to achieve 60 FPS…
We can solve that.
Add the following line at the top of your Game::Tick function:
 void Game::Tick(float deltaTime)
 printf("%f\n", deltaTime);
This prints the value of the mysterious deltaTime variable that we had available since the start of this course. The numbers that you see in the console window are the frame


text: WNTE is a software tool that helps testing or demonstrating wireless multi-hop networks that consist of Linux-based nodes. WNTE emulates a multi-hop topology by configuring the nodes that are in fact in transmission range of each other with IPtables MAC-filter rules. Thus, packets received from certain neighbors are not given to the network layer, but are discarded instead. The topology to be emulated can be set and visualized with a Qt-based GUI (see figure below). To apply the topology, WNTE configures the MAC-filter rules of all nodes via a secure shell login.


text:
than $1,000 in employment and/or self-employment income for 14 or more consecutive days.
- Did not apply for, nor receive, CERB or EI benefits from Service Canada for the same eligibility period;
- Has earned a minimum of $5,000 income in the last 12 months or in 2019 from one or more of the following sources:
- employment income;
- self-employment income; and
- provincial or federal benefits related to maternity or paternity leave.
The $5,000 does not need to be earned in Canada but the individual must at least reside in Canada. The federal government has encouraged provinces to allow individuals to receive other support payments at the same time as the CERB.
An individual does not need to have been laid off to receive the CERB. Employees who still have their employment but have been asked not to come into work are entitled to the CERB as long as they have not been paid.
* Note that the details of the above criteria are subject to change as the federal government implements new measures to continue to assist workers affected by COVID-19.
3. Health and Safety Measures
Requirements mandated by law or any official guidance.
Governments across Canada have provided directives and measures to combat the spread and effects of COVID-19. These measures include the provision of new leaves of absence, financial support for employers and employees, and the mandatory closure of businesses that have been deemed to be "non-essential". The Government of Canada has also placed restrictions on travel outside Canada and the government is advising Canadians to avoid all non-essential travel. For those individuals who return or enter Canada, the government is imposing a mandatory isolation or quarantine. The mandatory quarantine will require people entering Canada to isolate for 14 days, whether they are symptomatic or not.
The federal and provincial governments have also released guidelines for workplaces to prevent the spread of COVID-19 and ensure that employees are not exposed to conditions that could be harmful to their health and safety. Each workplace must consider specific controls to keep employees safe from contracting or spreading COVID-19 in the workplace. Guidelines issued by governments include the following measures: physical distancing measures in the workplace; reorganization of workspaces; increased worker and workplace hygiene; and discouraging people who are ill from entering the workplace.
The table below provides links to government guidelines on health and safety practices in the workplace to combat the spread of COVID-19
See section 3 on "state aid" for sweeping socio-economic policy amendments.
Measures typically implemented by employers and the associated legal risks, limitations, obligations and issues to consider.
Physical Distancing and Workplace Modifications
Employers should promote physical distancing (keeping a distance of 2 metres from others). Physical distancing measures can be achieved by limiting the number of employees in the workplace and if possible enabling telework; avoiding multi-person meetings, limiting physical contact, and minimizing interpersonal interactions in the workplace; encouraging unidirectional travel in hallways or aisles; where possible adopting contactless business models; installing physical barriers between employees and clients (e.g. plexiglass windows or cubicle partitions).
Discouraging people who are ill from entering the workplace. Employers should prevent symptomatic employees from attending at the workplace by providing written policies and procedures that employees must follow when they are sick, or have come into contact with someone diagnosed with COVID-19. Where it is feasible, employers should consider asking clients if they are ill or have symptoms of COVID-19 before they enter the workplace.
Workplace Hygiene and Cleaning Measures
Employers should promote good hygiene by encouraging regular and thorough handwashing. Workplaces should have access to soap and water or alcohol-based sanitizer, hand sanitizer stations should be placed in prominent places around the workplace, and high-touch surfaces should be frequently cleaned and wiped down. Examples of high-touch surfaces include doors handles, faucet handles, keyboards, and shared equipment. Clients who visit the workplace should also be encouraged to maintain proper sanitation practices. Where possible, employers must try and increase ventilation in closed spaces by opening windows or moving work outside.
Personal Protective Equipment
The use of personal protective equipment (PPE) is based on risk assessments of specific work environments and the risk of exposure to infection. For workplaces with occupational health and safety committees, employers should involve the health and safety committee when making these assessments. Where hazards related to COVID-19 cannot be eliminated through physical distancing and other hygiene measures, employers may consider the use of PPE in the workplace. If PPE is recommended, employees should be trained on the proper use of PPE.
Contact Tracing Tools
Contact tracing tools are being suggested as an effective way to combat the spread of COVID-19. In a recent statement, the Canadian Privacy Commissioners emphasized that while privacy laws are not a barrier to implementing effective pandemic responses, compliance with privacy legislation remains mandatory.
More recently, Canada's Privacy Commissioners released a Joint Commissioners' statement on Contact Tracing. With respect to implementing Contact Tracing, the joint statement recommends adherence to the following principles:
- Consent and Trust. The use of apps must be voluntary. This will be indispensable to building public trust.
- Legal authority. The proposed measures must have a clear legal basis and consent must be meaningful. Personal information should not be accessible or compellable by service providers or other organizations.
- Necessity and proportionality. Measures must be necessary and proportionate and, therefore, be science-based, necessary for a specific purpose, tailored to that purpose and likely to be effective.
- Purpose limitation. Personal information must be used for its intended health purpose, and for no other purpose.
- De-identification. De-identified or aggregate data should be used whenever possible, unless it will not achieve the defined purpose. Consideration should be given to the risk of re-identification, which can be heightened in the case of location data.
- Time-limitation. Exceptional measures should be time-limited: any personal information collected during this period should be destroyed when the crisis ends, and the application decommissioned.
Accountability and safeguards. Employers must ensure they have safeguards in place to protect personal information during the COVID-19 pandemic. Appropriate legal and technical security safeguards, including strong contractual measures with developers, must be put in place to ensure that any non-authorized parties do not access data and not to be used for any purpose other than its intended
On balance, an employer in Canada may screen employees' temperatures during the pandemic for the purpose of providing a safer workplace for all employees. However, the screening must be conducted in a manner that respects employees' privacy and human rights. Below are a number of factors employers should consider before implementing temperature screening.
- What will you use to take the temperature? The device should be as accurate as possible. It should be able to screen employees quickly and be non-invasive. If possible, it should not require an employee to get close to other employees to take their temperatures. Generally, employers are using thermal forehead testing because it is fast and non-invasive.
- Where will temperatures be measured? If it is done at the door and there is only one door, it will likely cause a bottleneck, which may increase the risk of exposure to the virus. The screening area should be private, if possible.
- Some employers are providing employees with thermometers and asking them to take their temperature at home. If their temperature is above 37.8 C (or as recommended by Public Health), employees should be advised (i.e. through a policy) to call in sick or work from home. This could be combined with a health questionnaire to catch more potential cases of COVID-19, e.g. _URL_ Another advantage of asking employees to measure their temperature at home is that it intrudes less on employee privacy. Some employers have developed an app that allows employees to take a health questionnaire at home, including a temperature check. Assuming employees pass the screening, they get a green signal on their phone which they can show at the door as they enter the workplace.
- Who will measure employees' temperatures? As stated above, it is better not to have one employee actually taking other employees' temperatures. First, it puts that employee at risk because they will likely have to get close to other employees. Second, that employee will be given access to many other employees' personal health information, which increases privacy concerns. Presumably that employee is not a nurse or a doctor who is qualified to take temperatures and protect personal health information. Still, if the employer wants to screen employees' temperatures, someone will likely be required to stand at the door and oversee the process. The employer may be able to hire a third party to screen employees. Alternatively, the employee(s) performing the screening should be trained, including on COVID-19 symptoms, privacy and managing conflict, and be provided with gloves, masks and hand sanitizer.
- In addition to taking temperatures, the screener should also ask whether the employee has any flu-like symptoms or is otherwise feeling unwell. The screener should also ask whether the employee has had close contact with someone who has been diagnosed with, or is presumed to have, COVID-19. The screener could administer the Public Health self-assessment (above). An employee who has a temperature of above 37.8 C (or as recommended by Public Health) or who answers yes to any of the screening questions should be advised to return home. The employee should be provided with a mask and advised not to take public transit. The employee should be advised to self-isolate and contact their doctor or public health to see what further testing or treatment is recommended.
- Employees' temperatures and answers to health questions should not be recorded and retained. To the extent that records are necessary, they may include the names of employees who attended work and those who were sent home. Keeping records of temperature checks or


text:
Introduction to Tailwind CSS
Tailwind CSS can be used to style websites in the fastest and easiest way.
Tailwind CSS is basically a utility-first CSS framework for rapidly building custom user interfaces. It is a highly customizable, low-level CSS framework that gives you all of the building blocks you need to build bespoke designs without any annoying opinionated styles you have to fight to override.
The beauty of this thing called tailwind is it doesn't impose design specifications or how your site should look, you simply bring tiny components together to construct a user interface that is unique. What Tailwind simply does is take a 'raw' CSS file, process this CSS file over a configuration file, and produces an output.
Why Tailwind CSS?
- Faster UI building process
- It is a utility-first CSS framework which means we can use utility classes to build custom designs without writing CSS as in the traditional approach.
Advantages of Tailwind CSS:
- No more silly names for CSS classes and Id's.
- Minimum lines of Code in CSS file.
- We can customize the designs to make the components.
- Makes the website responsive.
- Makes the changes in the desired manner.
CSS is global in nature and if make changes in the file the property is changed in all the HTML files linked to it. But with the help of Tailwind CSS we can use utility classes and make local changes.
Installation: There are two ways to use the CSS we can install them on our server or we can use the CDN link as well.
Method 1: Install Tailwind via npm
- Step 1:
npm init -y
- Step 2:
npm install tailwindcss
- Step 3:Use the _USER_ directive to inject Tailwind's base, components, and utility styles into your CSS file.
- Step 4: This is used to create a config file to customize the designs. It is an optional step.
npx tailwindcss init
- Step 5:This command is used to compile style.css is the file that has to be compiled and output.css is the file on which it has to be compiled. If the file output.css is not created earlier then it will automatically be created.
npx tailwindcss build styles.css -o output.css
Method 2: Using Tailwind via CDN
Limitation of Tailwind: But there are some limitations when CDN is used. Some of them are:
- Customize Tailwind's default theme can't be used
- Directives like _USER_, _USER_, etc can't be used
- Can't install third-party plugins
- Google Chrome
- Microsoft Edge
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text:
Jess Sashaw shares the development of our maths themed image banks and how we've brought to life some of the stories behind objects in our collection. She discusses how they help promote discussion, develop confidence and ownership and how they have help relate maths to everyday life.
Hands-on making activities are an essential part of our learning resources offer. Our activities use easy to find materials and give people the opportunity to get creative with science and maths at home and in the classroom. Jess Sashaw discusses our newly developed set of maths resources.
Our engagement reflection points help us make our experiences relevant to as wide an audience as possible. Jess Sashaw has been developing our maths engagement offer, and shares how the reflection points can help people feel more connected to maths.
Laura Bootland, Interpretation Developer at the National Railway Museum, and the Project Lead for the Brass, Steel and Fire exhibition, shares how the science capital research informed the development of the temporary exhibition.
In November, we hosted a Skills Fair for students aged 11-13 years at the Science Museum, London. Jess Sashaw, part of the team who developed and delivered the event, shares why we chose to base our fair on skills, rather than hosting a traditional careers fair.