How To Deal With Sand In A Corner
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It's probably one of our biggest fears as riders. We're using up traction to lean and turn through a corner, and then we come across gravel or sand or something slippery right in the middle of a bend. What can we do as riders to be in the best position to deal with this?
With only two tires keeping us upright, being vigilant and constantly aware of how much available traction we have at any given time is key to becoming a good rider.
Where Does Grip Come From?
So let's talk about traction for a moment. We've mentioned this in previous videos, but it's worth bringing up again. Amontons Law of Friction. The first law: The force of friction is directly proportional to the applied load. And the second law: the force of friction is independent of the apparent area of contact.
The First Law of Friction
What this is telling us, in basic terms, is that grip comes from weight, not the size of our contact patch. If you are sitting at a desk, lightly place your hand on the table and slide it across the surface. No problem right. But what happens if you put weight on your hand. Obviously, it's a lot harder to move because grip comes from weight.
Now let's do that with a tire. No weight on the tire, it'll slide it around easily. But put weight on it, it's suddenly a lot harder to move.
Weight on a tire makes it harder to slide
Wait for the Weight
The second part of this is if we want to slow down, we need to, as the racers say "wait for the weight" We need to allow time and space for the weight of the bike to shift onto the front wheel so that we have adequate pressure, or weight, over the front tire to be able to slow down without losing grip.
Most riders who tuck the front or lock their front tire do so by grabbing the brakes before the weight of the bike has shifted onto the front tire. Conversely, lots of rear tire slides can be attributed to whacking the gas open before the weight has transferred to the rear tire.
A cattleguard in a corner
So now, let's go back to the reason you are here. Dealing with that slippery thing in the corner whether it be sand, gravel or even water running across the road. Let's face it, when it comes to something slippery in the corner; if you hit it while leaned over, it's really anybody's guess as to what is going to happen next. You might be fine. You might land on your head.
Sand in a corner
When you find yourself on top of something slippery, which will happen, is don't do anything abrupt. At this point, your best option is to just let the bike do its thing and hope for the best.
Best If Avoided. But How?
So really what we are trying to do is, if at all possible, avoid the slippery thing or at the very least not be leaned over if we do run over it.
That means we need to be able to do one of three things. One, alter our course and go around the slippery thing. Two, alter our path of travel so that we can go over the slippery thing with little to no lean angle or three, stop before we even reach the slippery thing.
Put Your Tires On The Clean Part of the Road
First, we need to put ourselves on what will likely be the cleanest part of the corner, which is also the part of the corner that gives us the most visibility.
Motorcycle Entering a Corner
Use an Initial outside path of travel for better visibility and better grip.
When cars go around a bend, they lean the wrong way. They put their weight onto the outside tires. The weight on the outside tires tends to scrub the road surface clean. So a good way to minimize slippery things and simply avoid a lot of slippery things in corners is to enter the corner with an initial outside path of travel.
Now, there's still a lot of people who are saying that the safest way to ride through a corner is to do all of your slowing before the turn, then get off the brakes and either accelerate or maintain a steady throttle throughout the entire bend.
But what happens if we're accelerating into a corner when we see that slippery thing on the road? What choices do we have? Well, most of us are going to want to slow down.
We can snap the bike upright then brake as hard and as fast as we can and A) hope that we have enough road and grip to stop in time and B) hope that there isn't anybody coming up behind us.
Or we can try to transition from gas to brakes while still leaning, but in order to do that, we need to roll off the throttle and onto the brakes, and do so gently enough so that there is time for the weight of the bike to shift onto the front tire so that we have enough grip and we don't slide the front tire.
We Have Met The Enemy
A large number of riders crash at this stage before they even reach the slippery thing. Transitioning from acceleration to slowing while leaning is really hard to manage because we are already leaned over and we are using some of our 100 points of traction to turn.
The biggest contributing factor to these crashes is a huge sense of urgency. The rider's brain knows they need to get off the gas and get to the brakes, so they rush to make it happen as quickly as possible. But by rushing this stage, they don't wait for the weight, and they'll typically just overload the front tire and fall down.
But let's say we do manage to transition from the gas to the brakes smoothly while leaned over. How far have we traveled from the point we saw the sand until the point we could begin slowing down?
Slowing in a corner to avoid hitting something slippery
For most of us, it's going to take about five to seven seconds to recognize the threat, get off the gas and start slowing. Even if we are only traveling about 60kph (45mph), in five seconds, we've already traveled more than 80 meters (260 feet) before we can really begin shedding speed in earnest. That's almost an entire football field.
This is one of the fundamental flaws of the "Slow, Look, Press and Roll" method. It really only works if you can see the entire corner, or if you can see into the future.
Go Slow to Go Fast
Now, let's say we are trail braking into a corner with our front brake. Which is to say, we're still doing the majority of our braking before the turn, but then trailing off the front brake after the entrance of the turn and dragging a little bit less and less of the front as the bike begins to lean.
Slowing to avoid something slippery in a corner
Even if we are only using a mere one-percent of our bikes braking ability. When we see the slippery thing all we need to do is slowly add back a little more brake pressure. Gently of course.
We don't want to panic and just hoik on the brakes, but slowly and progressively add more pressure. We've eliminated several steps to slowing compared to the guy in the previous example, so there's way less need to rush.
Because we were already on the front brake, the bikes weight is already on the front tire. So how far will we travel in the time it takes us to recognize the slippery thing and begin gently slowing down even more? Maybe 20 meters or about 65 feet.
Motorcycle Front Brake Lever
The front tire can handle a lot of force, but not suddenly.
Use smooth, progressive, slow inputs.
We now have about 60 meters, about 200 feet, more space and time to work with. Traveling at 60kph most of us should be able to stop in about 30 to 40 meters (100 to 130 feet) depending on how far we were leaned over when we saw the slippery thing.
What's the Worst Case?
But let's go worse case. We just don't see the slippery thing with much time to spare. If we're on the gas, accelerating or even just steady throttle, despite the misnomer that it's better to slide a rear tire, when it comes to paved roads, sliding a rear tire in a corner typically results in a high-side. The rear tire slides over the slippery thing, but then when it gets to clean pavement again, it grips and we get thrown up and over the high-side of the motorcycle – a very violent crash.
Now, worst case with gently slowing with the front brake. We're already slowing, but we can't slow enough to stop or go over the sand straight up and down, but at least we're going slower than we were when we saw the slippery thing.
And worse case, if the front tire slides out from under us, It's a low-side. Which, while still a crash and still totally sucky, is way less violent than a high-side, and, again, at least we were able to slow down even if only a bit.
Summary
What we are really trying to do is give ourselves the most options to deal with the unexpected. None of us can see into the future, so accelerating when we can't see what's coming is tempting fate. Even riding at very conservative speeds, it's too easy to misjudge a corner or not be able to predict that a car is about to pull out of a hidden driveway, or who knows what.
The best way to deal with something slippery in a corner, or anything unexpected in a corner, is to avoid it, and


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Lower Deschutes RiverScenic views, incredible fishing, and whitewater recreation abound along the lower Deschutes River. The lower river begins below the Pelton Round Butte hydroelectric complex, three dams and reservoirs operated by Portland General Electric and the Confederated Tribes of Warm Springs.
Groundwater provides 90% of the streamflow to the lower Deschutes River. Any changes in water resource use in the upper Deschutes Basin have the potential to affect stream flow in the lower Deschutes River. We work to ensure that we can provide for multiple uses of water in the upper Deschutes Basin without affecting flows in the lower Deschutes River. We also work to improve water quality in tributaries to this reach.

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Bertie McConnell
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Robert Dodd McConnell, known as Bertie McConnell (born 1921) is a former Army officer and politician in Northern Ireland.
McConnell was born in Bangor, County Down, and served in the British Army in World War II. During the war, he lost his sight.[1]
In 1958, McConnell was elected to Bangor Borough Council, serving until 1973. He was elected at the Northern Ireland general election, 1969, as an independent Unionist Member of Parliament for Bangor. Despite being an independent, he was a supporter of Ulster Unionist Party Prime Minister Terence O'Neill.[1]
McConnell joined the Alliance Party of Northern Ireland alongside Phelim O'Neill and Tom Gormley in early 1972. He was elected to North Down Borough Council in 1973, and to the Northern Ireland Assembly for North Down. He held this seat on the Northern Ireland Constitutional Convention in 1975, and served as the President of the Alliance Party in 1976.[1]
McConnell stood down from his council seat in 1981[2] and took no further role in active politics.
 1. ^ a b c Biographies of Members of the Northern Ireland House of Commons
 2. ^ The Local Government Elections _PHONE_: North Down
Parliament of Northern Ireland
Preceded by
New constituency
Member of Parliament for Bangor
1969 - 1972
Succeeded by
Position prorogued 1972
Parliament abolished 1973
Party political offices
Preceded by
Joseph Magowan
President of the Alliance Party of Northern Ireland
Succeeded by


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Although rhodochrosite is found in many different localities, only a few supply the compact material which is used as an ornamental stone. It is commonly found in the form of stalactites and stalagmites in the caves of Argentina. Its use as an ornamental stone began just before the commencement of World War II, when a quantity of this stone came from San Luis in Argentina. The deposit from which it came was said to have been found in a long-disused mine situated on a mountain fissure at a high altitude, which was reputedly worked by the Incas for silver and copper during the thirteenth century. The Incas, who called it Inca Rose, believed that rhodochrosite is the blood of their former kings and queens / that was turned to stone.
Monthly Specials For May
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Much has been written about the challenges churches faced in maintaining corporate worship during the pandemic, but little has been reported on the changes brought about in religious education.
Yet a new national study from Hartford Institute for Religion Research shows key elements of church-based religious education suffered greatly and have not rebounded to pre-pandemic levels.
While these challenges affected all age levels, the greatest changes appear to have been in programming for preschoolers, children and youth. As one indicator, vacation Bible school took a severe hit and even this year will not return to its pre-pandemic levels.
Prior to the pandemic, 36% of churches offered VBS or some similar form of church day camps during the summer. In 2020, the first year of the pandemic, only 17% of congregations offered VBS. That number rebounded back to 36% in summer 2021, but this year, only 31% of churches say they plan to offer VBS in 2022.
Across the board, however, churches responded with creativity to the limitations on in-person gatherings created by COVID-19.
"Religious education leaders showed considerable originality using online tools, strengthening at-home DIY efforts, hosting intergenerational activities with COVID precautions, and creating novel approaches like Pizza Church or Dungeons and Dragons clubs," said principal investigator Scott Thumma.
The new study, Exploring the Pandemic Impact on Congregations: Innovation Amidst and Beyond Covid-19 study is a collaborative, five-year research project funded by Lilly Endowment and led by the Hartford Institute for Religion Research at Hartford International University for Religion and Peace.
While most U.S. churches shut down all in-person religious education and worship events during the first months of the pandemic, worship came back online much sooner than religious education, the study found. One reason is that worship services are more easily offered in an online or hybrid format than children's Sunday school, for example.
"Our earlier studies from summer and winter 2021 provided an indication that although worship was being held in person in at least 90% of churches, religious education was still far from normal," the researchers noted. "It is precisely these types of religious educational programs and activities for children and youth that dramatically shape the next generations of church participants, suggesting that these pandemic challenges and adaptations will have much longer-term consequences for religious communities."
In short, the researchers said: "It is clear that religious educational programming has been slow to adapt and recover from the pandemic. Our initial survey of the study conducted in summer 2021 showed that the participation of children and youth had decreased for 60% of churches and adult involvement in religious education dropped in 51% of congregations. As the most recent March 2022 survey shows, while 46% of congregations surveyed agreed that their education programming had continued without major disruption, half had faced major disruption."
But as with nearly every other pandemic-related trend, these challenges were not felt equally by all congregations: "Smaller churches, those in the mainline tradition, and churches that did not quickly return to a modified in-person education program suffered more during the past two years. It is also clear that virtual religious education did not work well for younger children and youth, though it has benefited adult education efforts. Based on open-ended comments, religious education is being reconceptualized for a significant group of churches, discontinued for a smaller percentage, and is back to 'business as usual' for the remaining congregations."
The net effect, two years later, is that the number of congregations reporting a "strong emphasis" on children's religious education has dropped from 57% before the pandemic to 43%.
Notably, nationwide involvement in children's programming at U.S. churches has dropped 30%, while involvement in youth education has declined 40%.
Among multiple factors, a key driver is less availability of volunteers to teach or lead these classes.
"Overall volunteering has been significantly down since the pandemic, from roughly 40% of the membership in early 2020 to 20% in March 2022."
"Throughout the pandemic, many congregations have struggled to cultivate consistent and reliable volunteers for ministry programming," the report explains. "Overall volunteering has been significantly down since the pandemic, from roughly 40% of the membership in early 2020 to 20% in March 2022.
"Given this pattern and the fact that lay volunteers make up the bulk of children's and youth education programming, it is not surprising that 57% of churches agreed they had volunteer challenges in the education program during the past two years."
Again, the situation has been more severe in smaller churches than in larger churches, which have a larger pool of potential volunteers.
Adult religious education has proved more flexible and has endured the storm better, researchers found.
"In our pre-pandemic 2020 survey, all but 4% of congregations reported offering religious education for adults and 60% of faith communities gave this activity 'a lot of emphasis.' Based on our most recent survey, churches were better equipped to carry this support of adult education into a COVID situation than the aforementioned programming for younger audiences. Fewer churches put their adult education programs on pause compared to their children's programs, with roughly two-thirds of congregations moving classes online or to a hybrid context.
"By the summer of 2021, adult religious education participation had declined for about half (51%) of the churches surveyed, but only 18% stopped outright. Sixteen percent of programs even saw an increase in participation. In our November 2021 survey, adult programs looked relatively the same as they had six months before, with 17% growing and 50% having decreased.
"Our March 2022 survey showed that adult education participation as a whole had the smallest losses compared to pre-pandemic levels, and many churches' adult programs remained even (23%) or grew (25%) since 2019."
Most comprehensive study yet of COVID's impact on churches finds uneven results
In a world of haves and have-nots, America's churches should capitalize on their strengths, religion researcher says
Another major study confirms: Most American congregations are small, but most churchgoers attend large congregations

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Aristolochia
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What other names is Aristolochia known by?
Aristoloche, Aristoloche Clématite, Aristoloche de Texas, Aristoloche des Vignes, Aristoloche de Virginie, Aristoloche Vulgaire, Aristolochia auricularia, Aristolochia clematitis, Aristolochia fangchi, Aristolochia heterophylla, Aristolochia kwangsiensis, Aristolochia manshuriensis, Aristolochia moupinensis, Aristolochia reticulata, Aristolochia serpentaria, Aristoloquia, Birthwort, Guang Fang Ji, Long Birthwort, Pelican Flower, Poison de Terre, Pomerasse, Ratelaine, Rateline, Red River Snakeroot, Sangree Root, Sangrel, Sarrasine, Serpentaire, Serpentaire de la Rivière Rouge, Serpentaria, Snakeroot, Snakeweed, Texas Snakeroot, Virginia Serpentary, Virginia Snakeroot.
What is Aristolochia?
Aristolochia is a plant. The above ground parts and root of the plant are used to make medicine.
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No measurable physical quantity is ever infinite. In other words, only theoretical concepts can be definitively labeled as infinite. But that is perhaps an epistemological claim that is unnecessary here. So let's dive into the nitty-gritty of how visual 'resolution' is actually measured. As we shall see, the number of light sensitive cells in the retina does not tell us what the 'resolution' of the visual system as a whole is. In some circumstances our visual 'resolution' exceeds that of the eye considered in isolation.
Visual acuity is the sharpness with which we can distinguish patterns of light on the retina of the eye. This depends on the exact location of the light falling on the retina.


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Psi-calculi revisited: Connectivity and compositionality
Johannes Åman Pohjola
UNSW Sydney
Best paper award.
Psi-calculi is a parametric framework for process calculi similar to popular pi-calculus extensions such as the explicit fusion calculus, the applied pi-calculus and the spi calculus. Mechanised proofs of standard algebraic and congruence properties of bisimilarity apply to all calculi within the framework. A limitation of psi-calculi is that communication channels must be symmetric and transitive. In this paper, we give a new operational semantics to psi-calculi that allows us to lift these restrictions and simplify some of the proofs. The key technical innovation is to annotate transitions with a provenance - a description of the scope and channel they originate from. We give mechanised proofs that our extension is conservative, and that the standard algebraic and congruence properties of bisimilarity are maintained. We show correspondence with a reduction semantics and barbed bisimulation. We show how a pi-calculus with preorders that was previously beyond the scope of psi-calculi can be captured, and how to encode mixed choice under very strong quality criteria.
BibTeX Entry
 author = {{\AA}man Pohjola, Johannes},
 doi = {\_1},
 month = jun,
 year = {2019},
 keywords = {Process algebra; Psi-calculi; Nominal logic; Interactive theorem proving; Bisimulation},
 title = {Psi-Calculi Revisited: Connectivity and Compositionality},
 address = {Lyngby, Denmark},
 pages = {3-20},
 volume = {11535},
 booktitle = {FORTE 2019: International Conference on Formal Techniques for Distributed Systems},
 paperurl = {},
 publisher = {Springer},
 isbn = {9783030217587}


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The aim of this study was to examine the conscious processing hypothesis as an explanation of the anxiety/performance relationship. The study was designed to identify conscious processing performance effects while controlling for an alternative attentional threshold explanation identified in previous research. Participants completed 60 golf putts. They completed 3 blocks of 10 putts in single task, task-relevant shadowing, and task-irrelevant tone-counting conditions. Each set of 3 × 10 putts was completed in low and high anxiety conditions. Anxiety was elevated using an instructional set. Self-reported effort and spectral analysis of heart rate variability were used to examine the patterning of effort across the different putting conditions. Findings indicated that performance was impaired in the high anxiety shadowing and tone-counting conditions, supporting an attentional threshold interpretation. Spectral analysis of heart rate variability indicated that potential compensatory increases in spectral power in the high frequency band associated with dual-task putting in the low anxiety condition were absent in the high anxiety tone-counting and shadowing putting conditions, partially reflecting the performance findings. No effects were found for self-reported effort. Taken together, the performance and heart rate variability results support an attentional interpretation of the anxiety/motor performance relationship.
|Journal||Journal of sport and exercise psychology|
|Publication status||Published - 2005|
- competitive state anxiety
- golf putting
- spectral analysis


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RMJM Architecture in Asia Pacific
RMJM's beginnings in Asia date back to the late 1950s when the firm was commissioned by the British Government to design St John's Army School in Singapore. Following the British military withdrawal from Singapore some twenty years later, the school became the United World College for Southeast Asia in 1975. Such was the success of this first project, RMJM were asked to develop a design for the Asian Institute of Technology in Bangkok, and shortly after the first ever Hong Kong Cross Harbour Tunnel.
These early projects built a platform for what would become a strong and lasting bond between RMJM and East Asia, resulting in more than 250 completed projects in the Asia Pacific region to date. In China alone, RMJM have designed more than 100 projects, including the Gate of the Orient in Suzhou, China Merchants Bank Tower in Shanghai and the Zhuhai Shizimen Business Cluster Exhibition and Convention Centre
RMJM's origins in South Asia began in Pakistan in 1960 when the Government of Pakistan engaged RMJM, as part of a team of world renowned experts including acclaimed Greek masterplanners Doxiadis and Harvard University, to shape the vision of the nation's capital Islamabad.
This team would be reunited in the early part of the 21st Century when Pakistan's Defence Housing Authority (DHA) invited RMJM, Doxiadis and Harvard to collaborate, once again. This time the project was a new sustainable City outside Karachi. DHA City Karachi, Pakistan's first ever sustainable city, established a close relationship between RMJM & Osmani, one of Pakistan's oldest and most established Architecture & Engineering firms. Today RMJM Osmani is headquartered in Karachi and pursues projects around Pakistan, the Central Asian region and across the world.
RMJM also enjoy an enduring relationship with India, established in the later part of the 20th Century and the early 21st Century where RMJM's UK and Hong Kong Studios worked extensively in the country. Early housing projects for major developers in the country led to a series of high profile commissions including the Kolkata Convention Centre, a new International Terminal at Kolkata Airport and a series of new stations for Hyderabad Metro.
RMJM's strong relationship with China was recognized in the firm's commission to design the media centre for the Beijing Olympics in 2008. The Media Centre, serving as the main press centre and international broadcasting hub, was one of the landmark buildings for the Beijing Olympics. Today it has been transformed into China's National Convention Centre.
Operating in the region for more than 50 years has resulted in RMJM developing many strong and lasting relationships with clients and Governments alike. Today RMJM studios in Hong Kong, Karachi, Shanghai, and Shenzhen continue to develop the RMJM brand using their vast experience in designing buildings in almost every sector, complemented by their deep knowledge of local planning and development processes. Increasingly our studios in East Asia support their clients on projects outside the region as they begin to invest more regularly in emerging markets, particularly Africa and South America.


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Show kids that science and fun go hand in hand
The loveable characters from PBS' award-winning The Magic School Bus™ will help children explore the scientific properties of polymers. Create goop, melt snow, extract polymers from milk, make snow erupt, and much more!
Self-contained, bus-shaped kit includes 20 experiment cards, a data notebook, science components, and 10 containers of polymers, including super balls, rainbow beads, snow, and gel crystals.
Warning! This set contains chemicals that may be harmful if misused.
Read cautions on individual containers carefully. Not to be used by children except under adult supervision.
Recommended for ages 5+.


the processing speed is high, and the processing quality is also guaranteed. 3. The installation cost and the occupied area are low, and the huge investment of a heavy steel structure factory building required by a mechanical blanking line is saved. 4. The die cost is not present, the minimum processing amount of the blanking line is greatly reduced, the laser blanking line is very beneficial to enterprises and manufacturers, and the laser blanking line can process a small number of orders. 5. The processing range of the material is widened, the strength of the material is not considered by laser cutting, so that the high-strength steel and aluminum alloy plates for automobiles can be easily processed, and the problems of cracking, crushing and the like do not exist. 6. The material is automatically discharged through programming software, the material blank pressing loss required by blanking through a die is saved, and the material utilization rate is obviously improved compared with that of the common blanking. 7. The trial production and release period of the new products in small batch is shortened.
However, the disadvantage of the laser blanking line is very obvious, and the processing efficiency is related to the laser power and the length of the processing path, so that the total processing efficiency is only 40% of that of the common blanking line at most, and the development of the laser blanking line is severely restricted. The solution to the above-mentioned breakthrough point of the short plate is the development of multi-optical head system, but at present, the multi-optical head synchronization system in the laser blanking line is a difficult point of development and control.
Disclosure of Invention
The invention solves the defects in the background technology and provides a multi-optical-head multi-station laser blanking synchronous processing technology.
The technical scheme adopted for realizing the above purpose of the invention is as follows:
a multi-optical-head multi-station laser blanking synchronous processing technology comprises the following steps: (1) firstly, conveying the uncoiled strip material to a main channel along a workbench, wherein a main station is arranged in the main channel, an optical head in the main station is connected with a control system, the optical head on the main station performs material cutting, and simultaneously cuts off more than one blankWhile cutting off, the optical head on the main station is additionally provided with part of appearance processing according to the requirement; the average processing period of each blank on the main station is T1
(2) The blanks on the main stations are respectively transmitted to M auxiliary channels which are parallel to each other by a product transmission device, M is larger than or equal to 1, each auxiliary channel corresponds to one blank, N auxiliary stations which are connected in series are arranged in the auxiliary channels, N is larger than or equal to 1, the optical head in each auxiliary station is connected with a control system, the optical head on each auxiliary station cuts and trims the appearance of the blanks to finish the machining and blanking of the whole workpiece, and the machining period on each auxiliary station is T2，T2＝T1M, determining the number of auxiliary stations in each auxiliary channel according to the shape processing complexity of the blank;
(3) a blanking stacking station is arranged at the tail end of each auxiliary channel, or all the auxiliary channels share one blanking stacking station, and a material taking device on the blanking stacking station takes materials and stacks the processed workpieces in the auxiliary channels;
the uncoiled strip is continuously fed, the workbench adopts a stepping servo feeding or continuous feeding mode, and the main station and the auxiliary station can simultaneously process different parts of the workpiece to form a multi-optical-head multi-station stepping laser blanking continuous production line.
If the blanks cut and processed by the main station are oppositely discharged, the number of the auxiliary channels is set to be even.
If the number of the plates processed in the main station is more than one, the number of the auxiliary channels is consistent with the number of the blanks processed in one processing period of the main station.
Compared with the prior art, the invention has the following advantages: because a multi-optical-head synchronous system in the existing laser blanking line is difficult to develop and control, the application creatively provides the concept of material-cutting type multi-station processing, the processing appearance of a single product is decomposed, and the processing is simultaneously carried out in more than two stations, so that the product is synchronously cut by connecting the stations, the control process can be simplified, the output efficiency is greatly improved, and the cost is saved.
Drawings
Fig. 1 is a layout diagram of a multi-optical-head multi-station laser blanking synchronous processing system adopted in embodiment 1;
FIG. 2 is a schematic illustration of a comparative laser drop line process of example 1.
Fig. 3 is a layout diagram of a multi-optical-head multi-station laser blanking synchronous processing system adopted in embodiment 2;
fig. 4 is an outline view of a workpiece to be machined in example 2.
Fig. 5 is a layout diagram of a multi-optical-head multi-station laser blanking synchronous processing system adopted in embodiment 3;
fig. 6 is an outline view of a workpiece to be machined in example 3.
Detailed Description
The present invention will be described in detail with reference to specific examples, but the scope of the present invention is not limited to the examples.
Example 1
In the present embodiment, the processing of a part on an automobile body is described as an example, and the part is first cut from a coil stock and then subjected to a subsequent process such as forging. The coil parameters were as follows: the coil weight is 20 tons, the plate thickness is 1 millimeter, the coil width is 1.4 meters, the theoretical coil length is 1819.84 meters, a stepping servo feeding mode is adopted, the feeding step length is 1 meter, and the servo feeding tempo speeds of various blanking lines are the same.
The outline structure of the product to be processed in the embodiment is shown in fig. 1, and the processing length of a single workpiece is 3.4 meters in total, including a main cutting length of 1.4 meters and 2 sub-cutting lengths of 1 meter.
The processing data statistics of the conventional mechanical stamping blanking are shown in the following table:
Figure BDA0001953848080000041
after comprehensive statistics, the time for processing a single workpiece is 2.3 seconds. The data is statistics of 20 tons of adopted coil materials, while the domestic automobile industry processes the small coils basically adopted at present, and 90 percent of ordered coil weights are about 10 tons. So if the statistics are carried out on 10 tons and 15 tons of coil stock, the processing time for blanking a single workpiece by mechanical stamping is 3.0 seconds and 2.5 seconds on average.
The laser blanking line currently used in the art generally has three optical heads (more optical heads have greater difficulty in design and control), and when the product is processed, the processing is performed according to the method shown in fig. 2, wherein one optical head completes the main cutting length of 1.4 meters, and the other two optical heads respectively complete the auxiliary cutting length of 1 meter. The processing efficiency statistics are shown in the following table:
laser cutting speed 40 Rice/minute 0.67 Meter/second
Average feed rate 80 Rice/minute 80 Times/min 0.75 Second/time
Time of taking material 1.00 Second/time
Total length of cut 3.4 Rice and its production process
Length of main cut 1.4 Rice and its production process Main cutting time/step 2.10 Second/time
Length of side cut 2 Rice and its production process Side cutting time/step 1.50 Second/time
Side-cutting optical head 2 An Combined efficiency 3.85 Second/time
As can be seen from the above table, under ideal conditions, the processing efficiency of the existing laser blanking line is about 60% of the efficiency of the mechanical stamping blanking line.
Finally, the multi-optical-head multi-station stepping laser blanking synchronous processing system provided by the application is adopted for processing, the multi-optical-head multi-station laser blanking synchronous processing system is arranged as shown in a graph in fig. 1, wherein one auxiliary channel is arranged, two auxiliary stations are arranged in the auxiliary channel, and the specific processing steps are as follows: (1) firstly, conveying the uncoiled strip material to a main channel along a workbench, wherein a main station is arranged in the main channel, an optical head in the main station is connected with a control system, the optical head on the main station performs material cutting, and the average processing period of each blank on the main station is T10.75 seconds;
(2) the blank on the main station is transmitted to the auxiliary channel by the product transmission device, the two auxiliary stations which are connected in series are arranged in the auxiliary channel, the optical head in each auxiliary station is connected with the control system, the optical heads on the two auxiliary stations cut and trim the appearance of the blank to complete the processing and blanking of the whole workpiece, and the processing period on the auxiliary stations is T20.75 seconds; the auxiliary stations are provided with 2 optical heads, the first auxiliary station and the second auxiliary station respectively complete the machining of the auxiliary cutting length of 0.5 meter, after the


How To Scatter Ashes
While you can choose to scatter cremated remains however you like, there are a few traditional ways that might appeal to you or inspire you.
Casting Ashes Or Scattering Ashes
Casting or scattering ashes is what most people think of when they think of scattering: throwing the ashes into the wind. Casting ashes can be done in nearly any location.
If you're considering casting or scattering ashes, be aware that cremated remains are much heavier than what most people think of as "ashes." This means that, while some of the remains may float away in the air, some of the remains may simply fall to the ground. Because some of the remains will become airborne, it's a good idea to have any guests stand upwind, so they don't accidentally get in the ashes' path.
At a casting or scattering, one person can be responsible for scattering the ashes, or everyone present can have a portion of ashes that they scatter.
Trenching Ashes
When ashes are "trenched," a small trench (a long, narrow hole) is dug in the ground, and the ashes are placed in the hole. The trench can then be covered with soil. You can also place the cremated remains in a biodegradable urn and place the urn in the trench. If you'd like, you can mark the place with natural elements (such as plantings or special stones), a small statue, or other objects.
Trenching can also take place on a beach. You can dig a shallow trench in the sand near the water's edge and fill the trench with the cremated remains. You can leave the ashes uncovered in the trench, or you can cover them with sand. As the tide comes in, the ashes will be swept out to sea. If you're thinking about trenching ashes on the beach, you might want to check the tidal schedule to make sure that you're at the beach when the tide is coming in. (If the tide is going out, the water will not come up to reach the trench.)
Raking Ashes
Raking ashes is the process of scattering ashes in a garden or in the soil and then using a rake (such as a garden rake) to incorporate the cremated remains into the earth. Raking can be done in a garden at your home, at a meaningful spot or on a meaningful piece of land, or in another location.
At a raking, one person can be responsible for raking the ashes, or everyone present can take turns raking the ashes into the soil.
If you're thinking about raking ashes in a public place, such as in a park, make sure that you have the legal right to do so in that place.
Scattering Over Water
Ashes can be scattered over water in a number of ways. You can scatter ashes over a river, a lake, a pond, or the ocean. If you'll be scattering the ashes over a large body of water, you might want to take a boat out onto the water and scatter the ashes from the boat. If you don't own a boat or have access to a boat, there are many companies that can either rent you a boat or can scatter the ashes over water on your behalf.
You can scatter the ashes over water as you would when casting or scattering ashes over land, by simply tossing the ashes over the water. If you're thinking about doing this, be aware of the direction of the wind; make sure that the wind is blowing away from the boat and anyone on the boat.
You can also scatter ashes over water using a water-soluble "scattering urn." With a water-soluble scattering urn, the cremated remains are placed in the urn and then the urn is dropped in the water, where it will dissolve, leaving the ashes in the water.
Funeral Planning


Drafting a Diversity, Equity, and Inclusion (DEI) Statement
Why Should I Write a DEI Statement?
As UT professors Charlotte Canning and Richard Reddick wrote in their Chronicle of Higher Education piece, "...the exercise of writing, reviewing, and committing to a statement of equity, diversity, and inclusion can be instructive to all members of the academic community, not only those who hold marginalized identities." In fact, much of the work around service, mentoring, and research has been disproportionately shouldered by historically marginalized persons at universities, creating a "cultural taxation" (Padilla, 1994) on the often-invisible labor they perform. Canning and Reddick state, "[in] response, the university must acknowledge that diversity work is in fact critical to the values that have led to progress - and that it must be shared by all members in the academic community." Reflecting and committing to paper what your goals, actions, and plans around diversity, equity, and inclusion are just one of the ways in which you can advance these efforts. Writing a DEI statement can promote further reflection on the strategies you use in your teaching, exhibit how you engage in DEI efforts through your service, research and mentorship, and reveal opportunities for commitment that you might want to explore more.
As institutions become more intentional in their efforts to create and uphold practices regarding diversity, equity, and inclusion on college campuses, faculty and graduate students are invited to explain how their experiences and values align with the institution, the students they serve, and their broader efforts in the community. Dr. Tabbye Chavous explains:
Asking faculty candidates to submit statements about how equity, diversity, and inclusion factor into their teaching, research and service as exercising truth in advertising. It doesn't quite make sense to affirm diversity as underpinning the institutional mission, while not giving candidates the opportunity to talk about and be credited for their efforts. (as quoted in Flaherty, 2018)
In short, everyone has something to contribute. No matter one's research area, discipline, or various intersecting social identities, each person should think about and articulate how advancing issues around diversity, equity, and inclusion are apparent in their work and future initiatives.
What Should I Include in My DEI Statement?
A DEI statement will ideally address multiple facets of how your values and experiences advance diversity, equity, and inclusion in your work. It is customary to write the statement in first person. Given the brief amount of time reviewers may have to look at your application, the statement should be a maximum of two-pages in length (single-spaced) and include an introductory paragraph, topic sentences that capture the main point of each paragraph, and a conclusion that ties the distinct facets of your statement together as a whole. Refrain from using buzzwords, jargon, or vague statements (e.g., "I love working with all students").
To aid you in writing your DEI statement, we have provided brief descriptions of five different topics to consider addressing in your statement below. There are no requirements that you must address all of these topics, and you are not limited to only discussing these perspectives. Your statement should reflect the relative importance of these issues to your work and reveal your personal commitment to diversity, equity, and inclusion.
What does diversity, equity, and/or inclusion mean to you?
First, clarify what these terms mean to you. Avoid repeating these terms instead of defining and contextualizing them. Explain the intrinsic value of diversity, equity, and/or inclusion in your work and in higher education. Avoid using broad, ambiguous descriptions about diversity, equity, and inclusion. Even if you do not explicitly define each of these terms, be clear so readers have a shared understanding about how you understand diversity, equity, and inclusion. You may contextualize pressing issues around diversity, equity, and inclusion in your discipline.
How do you prioritize and value diversity, equity, and inclusion in your teaching?
Describe how you create inclusive and equitable learning environments for your students. You may describe frameworks you utilize when designing courses and assignments. Explain some of the teaching strategies you use to make your classroom accessible and inclusive. Also, what knowledge, skills, or attitudes do you seek to foster in your students and how do they relate to DEI? If you provide multiple ways for students express their knowledge, describe those strategies and why you use them. You may also describe how you assess whether or not your teaching strategies ensure that students' learning needs are met.
In what ways are diversity, equity, and inclusion apparent in your research or scholarly work?
If your research addresses issues of diversity, equity, and inclusion, describe them here. If you work with marginalized populations in your research, explain how your research advances knowledge and addresses equity in different communities. Describe how you respectfully engage in that research and how you honor those communities in your scholarship.
How have you shown commitment to diversity, equity, and inclusion beyond your classroom?
Highlight your service and mentoring experience. If you have examples of serving on committees, participating in community outreach, or volunteer work, describe them here. Share some of your accomplishments or lessons learned from those experiences. If you have mentored underrepresented students, explain what you have learned from those relationships and how you will continue mentoring others. Review what you have written and make sure you are not tokenizing these experiences, especially if they are limited, and not overgeneralizing or making claims about a group of students from these examples.
How do you envision this commitment will develop in the future?
Here, explain how you will continue your work in the future. If there are initiatives or programs in which you would like to participate, describe how your involvement may amplify the work that is already being done. Do you plan on starting a new initative or program that aligns with your interests and expertise? If you plan on pursuing trainings, workshops, or professional development opportunities to grow in DEI, what are they? (Be realistic and authentic.) If you are using this document as part of a job market application, contextualize your goals with your future institution and the population of learners whom they educate. Contributing to DEI efforts is an iterative and ongoing process, and your statement should reflect how you will keep growing.
In addition to the five aspects listed above, take a step back and consider your statement from a holistic perspective. Have you also considered…
…telling a compelling, respectful story?
Research about teaching philosophy statements states they should be vivid portrait of how a person is intentional about teaching practices and committed to career" (Chism, 1998). DEI statements are similar; it is a chance to communicate a holistic picture of who you are and the actions you take around diversity, equity, and inclusion that may not normally be captured in other materials like teaching or research statements. Ask others for honest feedback and discuss how you might improve your statement.
…incorporating concrete examples?
Diversity, equity, and inclusion statements are not vague, philosophical documents. Include specific details and concrete examples; it should be an evidence-based account of your growth, best practices, ability and potential.
…navigating self-disclosure in your statement?
Some may wonder how much personal information they should disclose about themselves when writing these statements. There is not a universal answer for this question. Those who hold social identities that have been historically marginalized may choose not to disclose that information, as personal biases are shown to affect evaluation of written application materials (see: Moss-Racusin et al., 2012). If you do want to discuss your social identity, consider discussing your identity and the impact of your identity on your work, interests, and actions (Sylvester et al., 2019). For example, you might state: "My experience as a member of an underrepresented group has helped me build a toolkit for mentoring students who face similar challenges based on their identity" (Morris, 2018, slide 13). If you share a story about yourself, do not draw false parallels between your own experience and that of others.
…the multi-faceted components of diversity, equity, and inclusion?
Just as the terms "diversity" "equity" and "inclusion" are broad terms, there are many facets you may choose to explore. Beyond student demographic information, how is diversity apparent in the institution's mission and values? What barriers exist in working towards inclusion in curriculum? How are you prepared to share and amplify the work of others?
Meet With a Consultant to Review Your Statement
We offer one-on-one consultations for teaching statements and diversity, equity, and inclusion (DEI) statements. We bridge our pedagogical expertise with evidence-based practices to help you convey your teaching values and the instructional choices you make to help students achieve learning goals.
In order to maximize our time together, we require you to upload a draft of your statement so we may review it ahead of time. We welcome drafts at various stages in your writing process and offer feedback and suggestions for continued improvement. Schedule your consultation here
Canning, C. & Reddick, R., (11 January, 19). In Defense of Diversity Statements. The Chronicle of Higher Education. Retrieved from _URL_
Flaherty, C. (18, November 19). Breaking Down Diversity Statements. Inside Higher Education. Retrieved from _URL_
Padilla, A.


text: Study breathes new optimism into Sharjah Baby Friendly Emirate Campaign Health Protection August 1, 20120 Sharjah: A wave of optimism is sweeping the medical fraternity, after stunning revelations that the number of asthmatic babies can be drastically reduced by up to 62 percent through a simple, free and healthy solution of breastfeeding. Researchers discovered that breastfeeding greatly reduces the risk of asthma among infants aged 2-6 years. In more positive news, it was found that the longer a baby is exclusively breastfed, the greater the protection from asthma. This gives mothers an irresistible motivation to feed their babies exclusively on breast milk, without supplementing it with artificial formula. While this incredible asthma protection was evident in all infants up to the age of six, it was found to be particularly beneficial for toddlers older than 3 years. On this note experts recommend that for optimal health benefits, mothers should exclusively breastfeed for six months, then introduce complimentary home-made feeding while continuing to breastfeed for two years. This news is an enormous boost to the efforts of the Sharjah Baby Friendly Emirate Campaign, as it is the latest in a long line of health benefits attributed to breastfeeding. Director of the Executive Committee for the Sharjah Baby Friendly Emirate Campaign, Dr Hessa Khalfan Al Ghazal, expressed great delight at the findings: "Breast milk never ceases to amaze us. Just when we think we have discovered all the health benefits of breastfeeding, researchers discover even more advantages. This should reassure every mother in Sharjah who has been having second thoughts about whether to choose breastfeeding over artificial formula." Dr Al Ghazal was quick to add that it is never too late to change for mothers who had previously started on artificial milk: "The research emphatically shows that the anti-asthma health benefits increase with each month that the baby is breastfed. Therefore even if the mother had previously started on artificial milk, the months of breastfeeding starting from now can make a massive difference." The benefits are not restricted to babies, as it will lead to fewer adults growing up with asthma. Sufferers who have experienced the excruciating agony of breathing difficulties will appreciate the benefit of breathing normally, which the rest of society takes for granted.


Incidence of hand eczema in female Swedish hairdressers
Forskningsoutput: TidskriftsbidragArtikel i vetenskaplig tidskrift
Bibtex
@article{3606919f748b41fbb511251c28ad9330,
title = "Incidence of hand eczema in female Swedish hairdressers",
abstract = "Objective: To estimate the occurrence of hand eczema in hairdressers in Sweden. Methods: The occurrence of hand eczema was estimated in a Swedish longitudinal retrospective cohort study including all female graduates from vocational schools for hairdressers from 1970 to 1995. A stratified sample from the general population acted as controls. A self-administered questionnaire including questions on the occurrence of hand eczema, skin atopy, working periods and number of hair treatments performed per week was sent to the participants. Incidence rate ratios (IRRs) of hand eczema were estimated. Results: The incidence rate of hand eczema in hairdressers was 23.8 cases/1000 person-years, whereas in hairdressers who were aged,25 years it was 37.1/1000 person-years. The corresponding IRR for hairdressers compared with controls was 2.5 (95{\%} confidence interval (Cl) 2.2 to 2.8), and that for younger hairdressers was 3.1 (95{\%} Cl 2.6 to 3.5). The mean age at onset of hand eczema was 21.6 years for hairdressers and 21.2 years for controls. The 1-year prevalence of hand eczema was 18.0{\%} for hairdressers and 12.1{\%} for controls. A large number of hair treatments involving exposure to skin irritants and sensitisers were reported. The incidence rate of hand eczema was higher among individuals with a history of childhood eczema, both for hairdressers and for controls, giving an (age-adjusted) IRR of 1.9 and 2.2, respectively. The attributable fraction of hand eczema from skin atopy was 9.6{\%}. A synergistic effect of skin atopy and hairdressing was found on the occurrence of hand eczema. The relative excess risk due to interaction was 1.21 (95{\%} Cl 0.21 to 2.21; p = 0.01). Conclusion: Hairdressers are highly exposed to skin-damaging substances. The self-reported incidence of hand eczema was substantially higher in female hairdressers than in controls from the general population and than that found previously in register-based studies. For many individuals, onset of hand eczema occurs early in life. Only about 10{\%} of the hand eczema cases among hairdressers would be prevented if no one with skin atopy entered the trade.",
author = "Marie-Louise Lind and Maria Albin and Jonas Brisman and Kerstin Diab and Linnea Lillienberg and Zoli Mikoczy and J{\"o}rn Nielsen and Lars Rylander and Kjell Toren and Birgitta Meding",
year = "2007",
doi = "10.1136/oem.2005.026211",
language = "English",
volume = "64",
pages = "191--195",
journal = "Occupational and Environmental Medicine",
issn = "_PHONE_",
publisher = "BMJ Publishing Group",
number = "3",
}


What is TimbsComms?
TimbsComms is a niche communications agency. It is led by Olivia Timbs who is part of a network of professional trainers and communicators.
Olivia has over 30 years' experience in journalism and publishing, gained from working on UK national papers and for the specialist health and medical press.
Olivia has been an accredited trainer since 2013. Her courses include: Effective writing, for anyone who struggles to express themselves and lacks confidence; How to write an academic paper and get it published, for aspiring academics whatever their discipline; and How to turn your research into a news story for scientists and healthcare professionals interested in developing their journalistic skills. Using similar principles she can help people deliver speeches or make presentations.
The courses are usually run as one-day workshops for up to 16 people. In response to the pandemic Olivia has adapted the workshops so they can be delivered as interactive webinars via Zoom or Webex. Instead of being delivered in one day, the content is spread over three two-hour sessions. She also offers one-to-one mentoring and works with small groups.
So if you find writing difficult, want to increase the chances of seeing your academic paper published, if you want to improve your presentation skills or be confident that you can handle a tricky press conference, just get in touch and we will find someone to help you.


art photo
DSDR KB
Q:
I am trying to merge two files using SAS and I am getting a message that says "variable stcnty has been defined as both character and numeric." The merge did not work.
A:
Take a look at your input format statements. You have read your merging variable (stcnty) in as a character variable in one case, e.g., (stcnty $ 1-5) and as a numeric variable (stcnty 1-5) in the other. Change the format in one case so that they have the same format.
If this is a system file and you cannot see the input format, you can change the character variable to a numeric variable using these commands:
newid = stcnty*1;
Related Question Groups:


text:
ASPIRE Centre for Disability Sciences
This research group investigates the basic science of movement, not just in humans but many species. By understanding the underlying mechanisms of movement, and the extremes in performance that different species have evolved, the Centre can also develop ways to maximise performance in humans through conditioning and training. The team have developed a wide range of performance measuring devices that can be used in the field to study the movements of animals ranging from ostriches to kangaroos to elephants, in their natural environments. The technologies they have developed are now being used to study the challenges faced by people with disabilities in our built environment. These technologies can also be used to enable people to live independently and safely at home in so-called "Smart Houses".
Disability Biomechanics and Systems Integration
A key focus of this group is the prevention of secondary complications of disabilities, particularly spinal cord injury. The Centre has four main areas of research at present:
Pressure ulcer prevention
Although people with spinal cord injury face particular risks for developing pressure ulcers, this problem is in fact much larger, with as many as 20% of inpatients in district general hospitals throughout Europe and beyond experiencing pressure ulcers. The ACDS team is tackling the problem on several fronts:
- Development of new methods for measuring the properties of cushions and mattresses and understanding how these properties influence pressure ulcer risk. Recent work has included using a new technology (radiographic stereo analysis, RSA) for modelling the internal stresses within cushions and tissues so that the effective of particular materials and designs can be accurately predicted.
- Using advance pressure mapping and spectroscopic methods assess how the configuration of profiling beds and tilt in space wheelchairs affect vulnerable tissues.
- Using new opto-electronic technologies we are developing methods for assessing pressure ulcer risk so that resources can be directed to help patients at greatest risk for developing pressure ulcers.
Immediately after a spinal cord injury, bone density begins to diminish below the level of injury. The loss can be as great of 40% a year or two after injury. Research at ACDS is investigating the underlying mechanisms to determine whether in addition to inactivity, changes in blood flow to the bone associated with spinal cord injury, influences the rate of bone density loss. In an initiative led by the past ASPIRE Chair, Professor Ferguson-Pell, ACDS in collaboration with UCL and RNOH has created a unique facility for studying bone density using a combination of DXA and pQCT scanners. ACDS research physiotherapist, Zillah Bloomer, is currently studying the effects of vibration and intermittent pneumatic compression to determine if they modify bone blood flow and the rate of loss of bone density in newly injury people with spinal cord injury.
Over-use injuries associated with wheelchair propulsion
ACDS has created a unique in UK facility for the measurement and assessment of wheelchair users and their carers. There is extensive evidence that shows that prolonged over-exertion during wheelchair propulsion can result in chronic damage to the shoulder joint and other structures. The research team, which includes clinical researchers Lynne Hills (OT) and Lone Rose (PT), have developed new ways to assess whether individual wheelchair users are excessively stressing their upper limbs. They are investigating measures to reduce the risks of injury associated with long term wheelchair use. Studies are also underway, led by research PT Helena Palmer, to investigate whether children with spinal injuries are generating even higher stresses in their shoulder that adults, due to their lower strength and, in relative terms, the greater proportion of the weight they have to propel associated with their wheelchair.
PhD student Catherine Holloway, working with Professor Nick Tyler (Head of Civil Engineering at UCL), is studying how to improve the safety of carers and wheelchair occupants where the carer is propelling the wheelchair. There are significant risks for accidents in the built environment when wheelchair is pushed by a carer. These studies are identifying the risks and how to reduce them by improving the design of the built environment and also the design of carer-propelled wheelchairs. Central to this work is a simulated pedestrian research lab called PAMELA, that has been established by UCLs Civil Engineering Department.
Measuring muscle activity and composition
Measurement of muscle activity at complex structures such as the shoulders presents particularly challenging problems because the muscles are small, interwoven and deep within the joint structures. Traditional EMG is very limited for measuring muscle activity in these situations as the surface electrodes are too big to detect each muscle uniquely. Wire electrodes are invasive and may not give clear information about the functioning of the whole muscle, only perhaps muscle tissue in the immediate vicinity of the fine wire. Research student Liping Qi is studying a new technique for measuring muscle activity call acoustic myography. Minute microphones are used to "listen" to the stretching of the muscles, The sounds they make when analysed using a sophisticated technique called wavelet analysis may provide much better spatial discrimination of individual muscles and also give an insight into the mix of different muscle fibres that influence the power and endurance of the muscle.
Technologies for living independently
The developed world faces rapid growth over the next 30 years in the number of elderly people and a decrease in the number of younger people to care for them. There is intense interest in the development of Assistive Technologies that can enable frail elderly people to live independently and safely at home. Professor Ferguson-Pell has worked closely with NHS Innovations London to fund a new centre in East London (AT Care) that will be a national centre for the design and development of assistive technologies. AT Care has attracted substantial interest from companies like BT, IBM, Intel and O2 all of which have an interest in the backbone infrastructure to support assistive technologies including Smart Homes, Tele-rehabilitation, Tele-care and Tele-medicine. Substantial funding is being provided by the London Development Agency to support the development of AT Care and ACDS is providing a leading role in its development.
Motion Analysis Laboratory
ACDS in conjunction with the RNOH supports the operation of a state of the art motion analysis laboratory that specialises in the measurement of movement for clinical purposes. A central role of the Motion Lab is the measurement of walking in children with cerebral palsy. The measurements obtained are used to plan surgeries that can significantly improve walking and movement development in these young children. Recently RNOH Spinal Injury Unit consultant Dr Angela Gall has undertaken studies to determine whether Motion Analysis techniques can be helpful in the planning of Botox injections improving walking patterns in some incomplete injury spinal cord injured patients.
Page last modified on 15 jun 12 12:35


Phone: 0425 781 893 | Email:
| Providing Music Tuition in Schools Since 1999
Vibrant Vocal Program
What's It All About?
The Vibrant Vocal Program provides an opportunity for students to learn how to use their singing voice whilst developing the correct technique. They learn to read and sing music with a backing CD and are introduced to a wide variety of musical styles and genres. As students develop their skills and learn to sing solo and harmony with their peers.
How Much Does It Cost?
Group lessons of 2-6 children for 2021 costs $20 each per half hour lesson and individual lessons at $32 per half hour lesson (includes GST). Fees are paid in advance. Booked lessons are non-refundable unless notified prior to the beginning of term. If a tutor is unavailable or ill then a credit will be provided for the cancelled session.
When Are Lessons Conducted?
Lessons are conducted during class time.
Happy Singing!
Joe Davis
Crystal Valley Music
Phone: 0425 781 893 | Email:


text:
There are no crescent and stars on the doors or walls of two holy mosques, except you see a crescent shape on the minarets. Is there any basis for taking the crescent or star as a symbol of the Muslims in Sharee'ah?, questions Dr.Fiaz Fazili.
Throughout the history, people have used symbols to represent their spiritual beliefs. Today, the star and crescent is commonly accepted as a symbol of Islam, and is used in national flags of many Islamic countries e.g., Algeria, Azerbaijan, Comoros, Malaysia, Maldives, Mauritania, Pakistan, Tunisia, Turkey, Turkmenistan, Turkish Republic of Northern Cyprus, Uzbekistan, and Western Sahara.,cover of magazines, doors of mosques, halal meat shops, wayside restaurants, decorative arts, ceramics and jewelry. Many Muslim scholars consider that this symbol was not used by the Prophet Muhammad(Pbuh) and therefore has no basis in Islam. What does it symbolize or mean then? Is it a valid symbol for the faith? What prompted me to look back into the Islamic history was, a tatoo,"crescent and star," inscribed below the right index finger of a fellow devotee which diverted my attention in Tashahhud, during one of the Friday prayers in,"masjid nabawi". At the end of prayers, before I could warn this brother about the permissibility of tattoos in Islam, the man disappeared in the crowd. This incident reminded me of our school day habits, when we used to draw crescent and star with green ink on the dorsum of our hands, even some of my uncles had crescent and star tattooed on their wrists.Thus began the search for the origin of the crescent and star and its association with Islam. Contrary to popular belief, the symbol is not Muslim in origin, historians say that they were the insignia of the Ottoman Empire, not of Islam as a whole, and its use today is sometimes controversial in the Muslim world, leaving a scope for further debate from Islamic scholars on this subject-How and when did crescent moon and star become associated with the faith of Islam? Does it symbolize Islam? It's somewhat cloudy even today,if I ask believers, "What type of logo would they suggest for my forthcoming Islamic publication?",the majority most probably still will choose the same, "The crescent moon and star". But, we as Muslims have to weigh the things in Islamic perspective. There are no crescent and stars on the doors or walls of two holy mosques, except you see a crescent shape on the minarets. Is there any basis for taking the crescent or star as a symbol of the Muslims in Sharee'ah? The star and crescent was not known at the time of the Prophet (pbuh)), or at the time of the Khulafa' al-Raashidoon (the first four leaders of Islam after the departure of the Prophet (pbuh) from this earthly world, or during the time of the Umawis (Umayyad dynasty). It emerged some time after that, and historians differ as to when this symbol was first adopted and who was the first to adopt it. Some say it was the Persians, others say it was the Greeks, and that this symbol was somehow passed to the Muslims. (Al-Taraateeb al-Idaariyah by al-Kittaani). The crescent moon and star symbol actually pre-dates Islam by several thousand years, most sources agree that these ancient celestial symbols were in use by the peoples of Central Asia and Siberia in their worship. In fact, the star and crescent has actually acquired its association to the faith by association rather than intent, beginning / starting with the Ottoman Empire.Some historians, believe that the city of Byzantium (later known as Constantinople and Istanbul) adopted the crescent moon as its symbol. The symbol remained in near constant use, it wasn't until the Ottoman Turks took over Constantinople (Istanbul), and they adopted the city's existing flag and the symbol. Since the Ottomans were also ruling Dar al-Islam,(political head of the faith,the House of Islam, the community of believers,) and for hundreds of years, the Ottoman Empire ruled over the Muslim world, folks started adapting the crescent moon as a symbol for Islam in general, and began putting it on mosques, minarets, and anything else they wanted to decorate. But they didn't ever use it for decoration on the holy book Quran, since the Quran was "dictated by the Angel of God to the Messenger of God" and so should not bear any symbol. After centuries of battle with Christian Europe, it is understandable how the symbols of this empire became linked in people's minds with the faith of Islam as a whole. Based on this history, many Muslim scholars reject using the crescent moon as a symbol of Islam. The faith of Islam historically had no symbol, and many refuse to accept it. Christians, seeing the crescent moon displayed as a battle standard, assumed it was the symbol of Islam, analogous to the cross as the symbol of Christianity, but it's not the first time that erroneous understandings have taken root. There is some debate in the Muslim community even today about the use of the crescent as a symbol helps to distinguish Muslim establishments from non-Muslim establishments( crescent and star emblem on meat shops or restaurants helps Muslims to identify a halal food outlet)in a non Islamic society. Some scholars believe that since Islamic calendar is closely associated with the appearance of crescent, hence the attachment. Even in UN the Red Crescent is registered as an alternative logo to cross for international relief. In light of Islamic teachings, also In Quran as such there is no mention of symbols used in Islam or to represent Islam itself. While reviewing the Islamic history, we understand that the Prophet (pbuh) used flags of different colors in different Ghazwat (campaigns commanded by the Prophet) and Saraya (campaign commanded by any Sahabi)" Islamic armies and caravans flew simple solid-colored flags (generally black, green, or white) for identification purposes. The Prophet,s actual favorite color was green. However banners were used in the time of the Prophet(pbuh)- White banner (plain)- (Al Raheeq al Maktoom) Green banner (plain)- Black banner (plain and also with the Tawheed written on it, one flag black on white, on the other white on black, bearing an Arabic inscription inscribed "Nasr um min Allah," "with the help of Allah."or Shahadah "La ilaha ila lalah Muhmamad u Rasulla Allah" "There is no god but Allah(GOD) and Mohammad(saw) is the messenger of Allah." In later generations, the Muslim leaders continued to use a simple black, white, or green flag with no markings, writing, or symbolism on it. Some writers have mentioned even using red color on the Muslim banners. (Evolution of the Arab FlagHadi).Regardless of its origins, the color green has been firmly cemented in Islamic culture for centuries, the famous dome of our beloved Prophet.s resting place is green and green is my favorite color also, crescent and star is still my favorite logo. This leads to the question, what other "symbol" represents the Islamic faith? Is it necessary to even have a symbol? The only way you could really see the symbols of Islam, in my personal opinion is through the biography of Prophet Muhammad( PBUH),no matter how much people tell you about Islam! and no matter how they try to convince you about anything! I think that everything can be seen clearly through this biography! You can see the way He used to act! Try reading daily from the Prophet biography (seerah)! Even if it is one page daily! You will enjoy acquiring the knowledge it! But make sure it's a good one! That's best to my knowledge but Allah knows the best. I hope this helps to remove some misconceptions, and adds to the knowledge about Islamic history,leaving further a scope for Islamic scholars to guide the ummah correctly on this subject, whether we can continue using these signs. (references from Al Raheeq al Maktoom,and Islamic history)


The squeeze film between two rectangular plates when one has a porous facing is analyzed taking into account the anisotropic permeability and slip velocity at the fluid and porous material interface. Modified equations for calculating the pressure, the load carrying capacity, and the film thickness and time relations are presented. The effect of the anisotropic permeability and slip velocity at the fluid and porous material interface on the squeeze film behavior is discussed and found to be important.
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text:
Young people from across Tayside have taken to the skies with the RAF as part of a new air force initiative.
A total of 35 youths, including pupils at Harris Academy, local air cadets and young people under the care of Barnardo's Scotland and Young Carers Scotland, got up close and personal with two RAF Puma helicopters and their crews.
Two of the helicopters flew into Dundee Airport on Wednesday morning, where they were also greeted by eight students who are currently completing RAF Flying Scholarships with Tayside Aviation.
During their short stay, six RAF personnel told the young people about their Pumas and showed them around.
RAF Pumas are used as battlefield helicopters within the joint helicopter command and provide tactical troop and load movement by day or by night. The aircraft can carry up to 16 passengers or 12 fully-equipped troops, or up to two tonnes of freight carried either internally or as an under-slung load.
The other major role is that of casualty or medical evacuation support, for which up to six stretchers can be fitted.
Squadron leader Nobby Clark said the initiative was designed to raise awareness of different careers available to young people in Scotland.
"This visit is part of the RAF in Scotland's Flying Aces programme which aims to provide experience of flying to young people in Tayside regardless of their background or circumstances," he said.
"The RAF in Scotland is working with partners in Tayside and Fife to help young people with an interest in aviation to investigate their potential for developing exciting and rewarding careers as pilots, air traffic controllers, engineers, or in flight operations."
In 2017 the Flying Aces programme intends to enable some 720 air cadets from Tayside and Fife to experience flying in a small aircraft, while also awarding 'Flying Scholarships', which enable selected cadets to undergo 12 hours of flying towards their Private Pilot's Licence.


: ∆d = v∆t .
SIMPLIFY:
d 
t 
 t 
(a) ∆d = d1 − d2 = d1 − s3 t1 = d1 −  1  t1 = d1 − d1  1  = d1  1 − 1 
 t3 
 t3 
 t3 
(b) ∆d= v(t 3 − t1 )
CALCULATE:
 t 
9.77 s 

(a) ∆=
d d1  1 − 1 =
=
 (100. m)  1 −
 2.9791 m
 10.07 s 
 t3 
(b) ∆d (12 m/s)(10.07
=
=
s − 9.77 s) 3.6 m
ROUND:
(a) The answer is limited to 3 significant figures from 9.77 s so ∆d =
2.98 m.
(b) The distance then is 3.60 m between the first and third place runners.
DOUBLE-CHECK:
The two calculated distances are a small fraction (about 3%) of the race. It is reasonable for the third place
runner to finish a small fraction of the track behind the first place finisher.
61
Bauer/Westfall: University Physics, 2E
2.45.
THINK:
(a) Since the motion is all in one direction, the average speed equals the distance covered divided by the
time taken. I want to know the distance between the place where the ball was caught and midfield. I also
want to know the time taken to cover this distance. The average speed will be the quotient of those two
quantities.
(b) Same as in (a), but now I need to know the distance between midfield and the place where the run
ended.
(c) I do not need to calculate the acceleration over each small time interval, since all that matters is the
velocity at the start of the run and at the end. The average acceleration is the difference between those two
quantities, divided by the time taken.
SKETCH:
In this case a sketch is not needed, since the only relevant quantities are those describing the runner at the
start and end of the run, and at midfield.
RESEARCH:
The distance between two positions can be represented as ∆d = df − di , where di is the initial position and
df is the final one. The corresponding time difference is ∆t = t f − t i . The average speed is ∆d / ∆t .
(a) Midfield is the 50-yard line, so di =
−1 yd, df =
50 yd, t i =
0.00 s, and t f = 5.73 s.
(b) The end of the run is 1 yard past d = 100 yd,
so di 50
=
=
yd, df 101
=
yd, t i 5.73 s, and t f = 12.01 s.
(c) The average velocity is ∆v / ∆t=
ti
( v f − vi ) / (t f − t i ) . For this calculation,=
0,=
t i 12.01 s, and
v=
v=
0 m/s, since the runner starts and finishes the run at a standstill.
i
f
SIMPLIFY:
∆d df − di
=
(a), (b)
∆t t f − t i
(c) No simplification needed
CALCULATE:
∆d
(a)
=
∆t
∆d
(b)
=
∆t
 3 ft   0.3048 m 
( 50 yd ) − ( −1 yd )
= 8.900522356 yd/s  =

 8.138638743 m/s
( 5.73 s ) − ( 0.00 s )
 1 yd   1 ft 
 3 ft   0.3048 m 
(101 yd ) − ( 50 yd )
= 8.121019108 yd/s  =

 7.425859873 m/s
(12.01 s ) − ( 5.73 s )
 1 yd   1 ft 
∆v v f − vi
0 m/s − 0 m/s
= =
= 0 m/s 2
(c)
∆t t f − t i 12.01 s − 0.00 s
ROUND:
(a) We assume that the yard lines are exact, but the answer is limited to 3 significant figures by the time
data. So the average speed is 8.14 m/s.
(b) The average speed is 7.43 m/s.
(c) The average velocity is 0 m/s2.
DOUBLE-CHECK:
The average speeds in parts (a) and (b) are reasonable speeds (8.9 ft/s is about 18 mph), and it makes sense
that the average speed during the second half of the run would be slightly less than during the first half,
due to fatigue. In part (c) it is logical that average acceleration would be zero, since the net change in
velocity is zero.
62
Chapter 2: Motion in a Straight Line
2.46.
THINK: Use the difference formula to find the average velocity, and then the average acceleration of the
jet given its position at several times, and determine whether the acceleration is constant.
SKETCH:
final point − initial point
.
final time − initial time
SIMPLIFY: For velocity the difference formula is v =−
( x f xi ) / (t f − t i ) and the corresponding difference
RESEARCH: The difference formula m =
formula for the acceleration is a =−
( v f vi ) / ( t f − t i ) .
CALCULATE: As an example, v = ( 6.6 m − 3.0 m ) / ( 0.60 s − 0.40 s ) = 18.0 m/s , and the acceleration is
a=
( 26.0 m/s − 18.0 m/s ) / ( 0.80 s − 0.60 s=)
40.0 m/s 2 .
t [s]
0.00
x [m]
0
v [m/s]
0.0
a [m/s2]
0.20
0.70
3.5
17.5
0.40
3.0
11.5
40
0.60
6.6
18
32.5
0.80
11.8
26
40
1.00
18.5
33.5
37.5
1.20
26.6
40.5
35
1.40
36.2
48
37.5
1.60
47.3
55.5
37.5
1.80
59.9
63
37.5
2.00
73.9
70
35
63
Bauer/Westfall: University Physics, 2E
ROUND: The position measurements are given to the nearest tenth of a meter, and the time
measurements are given to two significant figures. Therefore each of the stated results for velocity and
acceleration should be rounded to two significant figures.
a [m/s2]
t [s]
x [m]
v [m/s]
0.00
0.0
0.0
0.20
0.70
3.5
18
0.40
3.0
12
40.
0.60
6.6
18
33
0.80
11.8
26
40.
1.00
18.5
34
38
1.20
26.6
41
35
1.40
36.2
48
38
1.60
47.3
56
38
1.80
59.9
63
38
2.00
73.9
70.
35
DOUBLE-CHECK: The final speed of the jet is 70. m/s, which is equivalent to 250 km/hr, the typical
take-off speed of a commercial jet airliner.
2.47.
THINK: I want to find the position of a particle after it accelerates from rest at a1 = 2.00 cm/s 2 for
t1 = 20.0 s then accelerates at a2 = −4.00 cm/s 2 for t 2 = 40.0 s.
SKETCH:
RESEARCH: The position of a particle undergoing constant acceleration is given by the formula
1
x = x0 + v0t + at 2 . The same particle's velocity is given by v= v0 + at . The final speed at the end of the
2
first segment is the initial speed for the second segment.
1
SIMPLIFY: For the first 20 s the particle's position is x1 = a1t12 . This is the initial position for the second
2
segment of the particle's trip. For the second segment, the particle is no longer at rest but has a speed of
v = a1t1 .
1
1
1
x =x1 + v0t 2 + a2t 22 = a1t12 + a1t1t 2 + a2t 22
2
2
2
CALCULATE:
1
1
x =(2.00 cm/s 2 )(20.0 s)2 + (2.00 cm/s 2 )(20.0 s)(40.0 s) + (−4.00 cm/s 2 )(40.0 s)2 =
−1200 cm
2
2
ROUND: The variables are given with three significant figures. Therefore, the particle is -1.20∙103 cm
from its original position.
DOUBLE-CHECK: Note that the second phase of the trip has a greater magnitude of acceleration than
the first part. The duration of the second phase is longer; thus the final position is expected to be negative.
64
Chapter 2: Motion in a Straight Line
2.48.
THINK: The car has a velocity of +6 m/s and a position of +12 m at t = 0. What is its velocity at t = 5.0 s?
The change in the velocity is given by the area under the curve in an acceleration versus time graph.
SKETCH:
base ⋅ height
2
RESEARCH: v= v0 + area, area of triangle =
SIMPLIFY: v= v0 +
∆a ∆t
2
(


text:
This queen rearing system is an essential tool for those in the practice. This system is very simple to use and it produces reliable results. It is made of high quality plastic material, which doesn't break or age easily. It works by placing your queen beneath the queen excluder of your cup-kit box. The cup-kit box enables the queen to lay eggs directly into a plastic plug, which avoids dangers caused by grafting. This also ensures that the larvae is of the correct age. The queen then lays eggs into the cups before she is released again. The eggs are then given a little royal jelly as they develop and placed on the cell blocks and curler cages that come with the system. The developed virgin queen cells are then introduced to their new colony.
This system is made of plastic, yellow in colour and is convenient due to its portability to different parts of the apiary.
Step 1: You insert the comb box into a frame and 110 brown cell starter cups are fitted into the back of it. This kit will enable you to raise queens without grafting or touching larvae.
Step 2: Confine the queen in the front cage where she immediately lays eggs into the available cells before release the next day. Newly hatched larvae is ready to transfer every 4th day.
Step 3: Remove each cell starter cup and insert into a cell cup holder, which is not included in the system.
Step 4: Slide this unit into a cell bar holder attached to a cell bar. The cell bar is bought separately from the system.
Step 5: Put the cell bar into the cell building colony.


text:
Today is a magical day in Japan. It is a day to celebrate a tradition that has its start in a love story. It is 7-7-07.
If you make a wish on this day, and if it does not rain, then your wish will come true. This year, it is especially lucky because it is the seventh day of the seventh month of the seventh year.
THE TWO STARS: Tanabata means "Festival of the stars." This is a story about the two stars Altair (the boy) and Vega (the girl) which are the main stars in two constellations, Aquila the eagle and Lyra the musical lyre:
THE LOVE STORY: There was a girl named Orihime - she was the daughter of the Sky God and she wove beautiful weavings. One day, she looked out of her window and saw the oxen-boy, Hikoboshi, and they fell in love. They spent so much time together that she didn't have any time to weave, and so the Sky God separated the two, and allowed them to only meet each other on the seventh of the seventh.
Why is the Milky Way involved? "In the Chinese Calender, there is almost always a half moon on July 7th and they believe ORIHIME and [HIKOBOSHI] use that half moon as a boat to meet each other over the great river in the sky, AMANOGAWA [the Milky Way]," reports this site.
YOUR ROLE: As long as the Milky Way does not overflow, i.e. it doesn not rain, everyone's wish will come true on this day. So you can put on your bright summer cotton kimono, called the "yukata," and you can go dancing in the parks, and you can write your wishes on brightly colored paper (as described here!) and tie them to a plant (in Japan, it would be a bamboo tree). And finally, you make that wish wholly and deliberately, and then you let go....
---- This article orignally appeared on the author's blog here.


text:
PhosLube – Base Oils Aromatic Carbon Analysis
Aromatic carbon analysis within a lubricant mineral base oil is very important because content ranges can directly effect outcomes of other tests such as viscosity and boiling points. This analysis is typically performed via infrared spectroscopy, which focuses primarily on the electromagnetic spectrum (wavelengths and frequencies). This is a form of absorption spectroscopy, which measures absorption of radiation via frequency/wavelengths during interaction with the sample being analyzed. These tests are typically performed to determine particles amounts within a sample. PhosLube offers a number of tests for base oils, but aromatic carbon analysis may be the most common.


Macrocephaly
Also known as: big head, increased head circumference
What is macrocephaly?
When a child has a head circumference that is larger than normal (for the infant's gestational age, age, sex and race), the medical term is macrocephaly. Most often these children may have an accelerated growth in the first few months after delivery and often have a family history of macrocephaly. The head circumference stabilizes at 18-24 months. Other serious causes of a large head should be excluded.

What causes macrocephaly?
There are a large number of conditions that give rise to megacephaly. Some occur as a part of another medical condition. In other infants/children, it is part of a disorder inherited from family members. Not infrequently no cause can be found.

What are the signs/ symptoms of macrocephaly?
Parents need to watch for a bulging soft spot on the top of the head (fontanel), vomiting, poor feeding, abnormal eye or limb movements, irritability or sleepiness and poor mental development (some are signs of increased pressure in the head).

What are macrocephaly care options?
Children with benign macrocephaly won't need any treatment. For all the other many different conditions that can cause macrocephaly medical management will vary. Help with managing specific symptoms is available as is surgery when indicated.
Reviewed by: Jack Wolfsdorf, MD, FAAP
This page was last updated on: 6/15/2018 8:04:58 AM
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Brain Wellness: Yoga for Kids
This program is provided by a certified yoga instructor. It offers children and teens the following benefits: managing stress through breathing, self-awareness, healthy movement and meditation. Yoga also promotes strength, flexibility, coordination and body awareness. Learn more.
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Dr. John Ragheb Contributes to Development of New CDC Guidelines for Mild Traumatic Brain Injury
Dr. John Ragheb, Director of the Division of Neurosurgery at Nicklaus Children's Hospital, is among a group of renowned physicians who developed the first evidence-based guideline in the U.S. on mild traumatic brain injury (mTBI) and concussions among children, published by the CDC in September.
Dr. Aaron Berger Discusses Brachial Plexus Injuries
Dr. Aaron Berger is a pediatriac hand surgeon at Nicklaus Children's Hospital. For more information about the Brachial Plexus and Peripheral Nerve Disorders Program, please visit nicklauschildrens.org/BrachialPlexus


Data Summaries
 - 4 minutes to read
The GridControl allows you to display summary information about groups of rows or individual data columns. For example, you can display the number of records, the minimum or maximum value, etc. This summary information is called data summary.
Create a Summary
The GridControl supports Total and Group summaries:
The GridSummaryItem objects represent data summaries. You can specify the field against whose values the summary is calculated, the aggregate function, and the summary value format. The GridControl.TotalSummary collection stores Total summaries, the GridControl.GroupSummary collection stores Group summaries.
Create Summaries in a ViewModel
You can define total and group summaries in a ViewModel and display them in the GridControl.
View Example: How to Bind the GridControl to Total and Group Summaries Specified in a ViewModel
Refer to the following help topic for more information: How to: Bind the Grid to Total and Group Summaries.
Recalculate Summary on Data Updates
The GridControl updates its summary values after you post an edited row's changes to a data source. Call the DataViewBase.CommitEditing method in the GridViewBase.CellValueChanged event handler to update summary values each time a cell value is edited:
private void view_CellValueChanged(object sender, DevExpress.Xpf.Grid.CellValueChangedEventArgs e) {
 view.CommitEditing();
}
The GridControl does not update its summaries if you modify the control's data source directly (without using the control's UI). Set the DataControlBase.AllowLiveDataShaping property to true to make the control recalculate summaries when the data source changes.
Optimized Summary Recalculation
The GridControl can use an optimized summary recalculation mechanism, which processes only changed data records if an update is needed. As a result, the time required to update summary values does not depend on the number of records.
Set the GridControl.OptimizeSummaryCalculation property to true to enable the optimized summary recalculation. The GridControl should be bound to an ObservableCollection or ChunkList<T> whose items implement the INotifyPropertyChanged and INotifyPropertyChanging interfaces. The GridControl cannot optimize the recalculation of Custom Summaries and summaries for Unbound Columns.
Summary for Selection
The GridControl can calculate summaries against selected rows and cells:
Set the DataViewBase.SummaryCalculationMode property to SelectedRows / Mixed to make the GridControl calculate all summaries within its view against selected rows.
Note
 - SelectedRows - The summary value is calculated against selected rows.
 - AllRows - The summary value is calculated against all rows.
 - Mixed - The summary value is calculated against selected rows if their number is more than one; otherwise, against all rows.
<dxg:GridControl x:Name="grid" SelectionMode="Row">
 <dxg:GridControl.View>
 <dxg:TableView x:Name="view"
 SummaryCalculationMode="SelectedRows"
 ShowTotalSummary="True" />
 </dxg:GridControl.View>
 <dxg:GridControl.TotalSummary>
 <dxg:GridSummaryItem FieldName="Total" SummaryType="Sum" DisplayFormat="Sum={0:$0.00}" />
 </dxg:GridControl.TotalSummary>
 <dxg:GridControl.GroupSummary>
 <dxg:GridSummaryItem FieldName="Total" SummaryType="Sum" DisplayFormat="Sum={0:$0.00}" />
 </dxg:GridControl.GroupSummary>
</dxg:GridControl>
Run Demo: Data Grid - Web Style Row Selection
You can create an individual summary for selected rows/cells and set its SummaryItemBase.CalculationMode property to SelectedRows / Mixed:
<dxg:GridControl x:Name="grid" SelectionMode="Row">
 <!-- -->
 <dxg:GridControl.View>
 <dxg:TableView x:Name="view" ShowTotalSummary="True" ShowGroupedColumns="True" />
 </dxg:GridControl.View>
 <dxg:GridControl.TotalSummary>
 <!-- The first summary against selected rows -->
 <dxg:GridSummaryItem FieldName="Total" SummaryType="Sum" ShowInColumn="Total"
 DisplayFormat="Selection Total=${0:N}" CalculationMode="SelectedRows" />
 <!-- The second summary against all rows -->
 <dxg:GridSummaryItem FieldName="Total" SummaryType="Sum" ShowInColumn="Total"
 DisplayFormat="Total=${0:N}" />
 </dxg:GridControl.TotalSummary>
 <dxg:GridControl.GroupSummary>
 <dxg:GridSummaryItem FieldName="Total" SummaryType="Sum"
 DisplayFormat="Grand Total=${0:N}" CalculationMode="SelectedRows" />
 </dxg:GridControl.GroupSummary>
</dxg:GridControl>
Run Demo: Data Grid - Multi Row Selection
Note
The GridControl in Server Mode or bound to an ICollectionView / Virtual Source does not calculate summaries for selection.
See Also