Prenatal origin of hyperdiploid acute lymphoblastic leukemia in identical twins
 1. Lookup NU author(s)
 2. Professor Christine Harrison
 3. Dr Michael Griffiths
Author(s)Maia AT, van der Velden VH, Harrison CJ, Szczepanski T, Williams MD, Griffiths MJ, van Dongen JJ, Greaves MF
Publication type Article
ISSN (print)0887-6924
ISSN (electronic)1476-5551
Studies in identical twins and with neonatal blood spots (Guthrie cards) have backtracked the origin of childhood acute leukemia and their associated chromosomal translocations to before birth. High hyperdiploidy is the most common genetic abnormality in childhood acute lymphoblastic leukemia (ALL). Evidence for an in utero initiation of this important genetic event in ALL is available from blood spots but remains limited. Twin children with hyperdiploid ALL have not hitherto been reported. We describe a pair of 2-year-old monozygotic twins with concordant B-cell precursor ALL and hyperdiploid karyotypes. One twin's leukemic cells had two rearranged TCRD alleles and one of these was a clonotypic Vdelta2-Ddelta3 sequence shared with leukemic cells of the other twin. The twins' leukemic cells had several different IGH V(H)-J(H) rearrangements but shared two common D(H)-J(H)'stem' sequences. We conclude that ALL in these twins is likely to have originated prenatally in one fetus before spreading to the other via intraplacental anastomoses. It is likely that one or more additional postnatal genetic events was required for overt leukemogenesis.
PublisherNature Publishing Group
NotesCase Reports Journal Article Research Support, Non-U.S. Gov't England official journal of the Leukemia Society of America, Leukemia Research Fund, U.K
Actions Link to this publication


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The Nooteboom Ballast trailers have been used for years in order to transport the cranes. The history of trailers began in 1953 when Anton Nooteboom built a hydraulic crane on a Ford V8 chassis. Thus, the production of the road transportation products was initiated. The first attempt to it was tippers, which were applied to carry the sand. Gradually, the production of semi-trailers began.
When the demand for the heavy transportation increased, Nooteboom decided to shift to the abnormal transporters production. In 1963, the trailers became the preferable direction and the crane production company was finally sold.
In 1984, one of the largest cranes came from Van Seumeren. Besides, the lifting capacity kept growing year by year. This made an impulse for the Dick Nooteboom's trailers development. The 6-axle ballast trailer was the first with the capacity of 68 tonnes. It was pulled by a DAF 8×4 tractor. The machinery was allowed to be used on the national and divisible roads. The followed trailers of such type were even more powerful.
The biggest ballast load trailer
In 2017, the Nooteboom company released their MPL-97-06 with pendle axles (12 tonnes per each) and the fixed load floor. It was made in the framework of the Ballast trailer programme of the firm. It was called a good alternative for the transportation of cranes. The new creation showed several important advantages:
- safety when operating on height (thanks to the low load floor of 780 mm)
- high payload
- impressive maneuverability
- stiff chassis (because of the high central beam, which prevents bending of the floor).
Two big companies opted for the new machinery for the transportation of their heavy equipment. They are Wagenborg Nedlift and Peinemann Krane. Both firms valued the advantages of the trailer, which had been recently taken into service. The machinery is planned to be applied for the transportation of the components for their LTM1750 and Terex AC500-2. Three trailers from Nooteboom were purchased in total by now by them.

source: m-a-p/FineFineWeb


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The fourth annual report, published today, gives an overview of pesticide residues found in food in 2010 in the 27 EU Member States, as well as Iceland and Norway. As part of this analysis, EFSA tested an innovative approach to dietary exposure known as cumulative risk assessment. In contrast to established techniques that evaluate pesticide residues individually, this approach considers the potential effects of combined exposure to a number of chemicals that have similar toxicological properties.
EFSA Pesticides Unit head Herman Fontier said: "This annual report on pesticide residues makes important recommendations for improved monitoring at national and EU level. It ensures risk managers have the most accurate and relevant information upon which to make decisions."
The national programmes found that 97.2% of samples contained residues within the European legal limit– known as the maximum residue level (MRL). The lowest MRL exceedance rates were found on foods of animal origin – with 0.1% of samples above permissible limits. MRL exceedance rates of foods imported into the EU, Norway and Iceland were more than five times higher than those of foods originating in these nations - 7.9% compared to 1.5%. MRL values for organic food commodities in the EU are identical to those for non-organic foods. Analysis of 3,571 organic food samples showed an MRL exceedance rate of 0.8%.
The results of the EU-coordinated programme for 2010 showed that 98.4% of samples analysed were compliant with permissible limits. MRL exceedance rates have been broadly stable over the last four years – with the percentage of samples above the legal limits ranging from 2.3% in 2007 to 1.2% in 2009. The 2010 report found the foods with the highest percentage of samples exceeding the MRL were oats (5.3%), lettuce (3.4%), strawberries (2.8%) and peaches (1.8%).
Based on the findings of the 2010 monitoring programmes, EFSA concluded there was no long-term risk to consumer health from the pesticide residues through their diets. In assessing short-term acute exposure, the report found that a risk could not be excluded for 0.4% of samples – or 79 out of a total of 18,243. This conclusion is based on a worst-case scenario that assumed consumption of the largest portion of a food type that contains the highest residue measured of each pesticide.
In addition to the established dietary exposure evaluation, EFSA performed for the first time a cumulative risk assessment as part of the 2010 report. The main aim of the pilot programme was to assess the need for improvements in the way Member States report monitoring data. EFSA highlighted the value of this trial cumulative risk assessment in paving the way for the better use of the approach in future reports. But it also recognised the need for additional data collection by national authorities and modifications to the methodology in order to reduce the significant uncertainties found in the results.
Mr Fontier said: "Cumulative risk assessment relies on a refined analysis and understanding of the possible types of combined toxicity of chemicals in food. It requires sophisticated methodologies capable of handling and combining huge amounts of data. This is why the pilot cumulative risk assessment presented in the latest report focuses on methodology rather than results, which are inconclusive as they contain a high degree of uncertainty."
EFSA has been working intensively on the development of these methodologies and on data collection over the last five years. This undertaking, which is also central to the Authority's work on chemical mixtures in foods, is ongoing and will result in a wider coverage of the combined effects of pesticides residues in future reports.
The 2010 report recommends a series of measures to further improve future monitoring programmes and the enforcement of pesticide residue legislation in Europe.

source: openbmb/Ultra-FineWeb


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Points of Interest:
- See an unusual geologic feature – a chert shut-ins, cliffs and wet-weather waterfall.
- Enjoy a scenic Ozark creek with chert boulders and a large shelter cave.
Natural Features Description: Solid beds of chert such as this are uncommon and here the chert is 40 feet thick. This chert, unlike the common chert rocks found throughout the Ozarks, is completely silicified forming these massive beds. Shut-ins occur where a broader stream is "shut in" to a narrow canyon-like valley. Shut-ins typically occur in Missouri where streams flow through softer sedimentary bedrock materials such as dolomite or sandstone and then encounter a more resistant rock, in this case chert. Chert is composed of silica dioxide and is highly resistant to weathering.
This area is very scenic, especially after a rain when water cascades down over a 10 feet tall waterfall and through a chert shut-in stream. A spring-fed creek keeps water flowing to some degree through the shut-in typically six to eight months of the year. The chert cliffs support a number of lichens and mosses as well as a few hardy fern species such as hairy lip fern. The name "Cowards Hollow" is thought to have been derived from local legend that the area's shelter cave was used as a hideout from Civil War deserters.
This natural area is within the Mark Twain National Forest. From Doniphan, take Highway 160 west to Highway C. Go north on C for 13 miles. Turn left (west) on to Forest Service Road 3142 (gravel). Head west for 2.5 miles. Turn right (north) on to Forest Service Road 4875. Travel 0.3 mile and park. Walk the trail to the north crossing under the powerline and into the natural area. A map and compass are recommended to explore this area. Hunting and fishing are permitted.

source: HuggingFaceFW/fineweb-edu


Quick Answer: How Do You Bowl Off Spin And Leg Spin?
Can a fast bowler bowl spin?
A bowler can bowl fast or spin(whatever he/she wants).
Let's take a bowler who predominantly bowls medium pace, but can also bowl spin decently.
But a bowler wouldn't normally try to bowl BOTH spin and fast in the same over.
That's not because it's not allowed or he can't bowl..
How do you bowl a Teesra?
The ball is held by an off-spinner in his normal action but instead of twisting the arm at the point of the delivery, the bowler simply does not roll his fingers down the back of the ball. The delivery looks like it will turn a lot but it doesn't turn at all. This is a good way of deceiving the batsman.
Who is the king of off spin?
Shane WarneBirthday Special: Here's why Shane Warne was the 'King of Spin'
Does spin spin off finger?
Finger spin (also known as off spin) is a type of bowling in the sport of cricket. … The other spinning technique, generally used to spin the ball in the opposite direction, is wrist spin. Although there are exceptions, finger spinners generally turn the ball less than wrist spinners.
What is the difference between off break and off spin?
Off spin is a type of finger spin bowling in cricket. A bowler who uses this technique is called an off spinner. Off spinners are right-handed spin bowlers who use their fingers to spin the ball. … The ball breaks away from the off side, hence the name 'off break'.
Can Off spinner bowl googly?
If an off-spinner bowls a ball which moves away from the batsman, then its a doosra. If a leg spinner bowls a ball which moves in to the batsman, then its a googly. Note : Considering a right hand bowler bowling to a right hand batsman.
Which way does a leg spinner spin the ball?
The leg spinner's normal delivery causes the ball to spin from right to left (from the bowler's perspective) in the cricket pitch when the ball bounces. For a right-handed batsman, that is away from the leg side, and this is where it gets the name leg break, meaning it breaks away from the leg.
Is wrist spin Leg spin?
A wrist spin delivery is released with the arm held in a fully pronated position, with the fingers on the inside of the ball (to the left for a right-handed bowler). … Right-handed wrist spin is more commonly known as leg spin.
Which is better off spin or leg spin?
There are various reasons why the leg-spinners are more challenging to face; or even why they tend to pick more wickets than off-spinners. In the case of the leg-spinners, they get more torque on the ball, which allows them to get more drift in the flight. With the help of that, to read them off their hands gets tough.
Can an off spinner bowl leg spin?
Off-spinner R Ashwin's leg-spin may start a movement among bowlers.
Who is the best spinner in the world now?
We look at the five best spinners in the cricket world today.Imran Tahir. Imran Tahir is one of the key bowlers of South African bowling line-up. … Ravindra Jadeja. He is one of the vital bowlers of Indian bowling line up especially in test format. … Rangana Hearth. … Nathan Lyon. … Ravichandran Ashwin.
Who is the best leg spinner in the world now?
Rashid KhanRashid Khan has emerged as one of the greatest leg-spinners in the global cricketing circuit in recent times. He has been a favourite to pick wickets for his team in clutch situations — and his wit while spinning the ball has made him a must-have by all the teams of all the global T20 leagues in world cricket.
Can spinner bowl a bouncer?
Yes Spinners can bowl bouncers and it has happened many times in the history of cricket. Spinner can also bowl any type of bowls which other bowlers bowls. There is no restriction.


Introduction: Types of Mechanical Springs
I know this is elementary stuff for most of you. But, we all aren't engineers. For those of us who like to disassemble things and scavenge the parts, I thought you might like to know the different kinds of common springs and what they do. I have buckets full of these things and they come in very useful.
This Instructable is open to collaboration. I would like to include "real" examples of these different springs in use. If you have an image, load it up and file it under the particular type of spring. Don't worry if it is incorrect or may fit more than one category. I may go in and rearrange for clarity.
Step 1: Compression Spring
A compression spring squeezes together to create a load. You will often find these inside switches, automotive suspensions, and jacks-in-the-box.
Step 2: Extension Spring
The extension spring stretches apart to create load. They often have little loops on the ends to attach to things. You may find these on the screen door hinge, garage door hinge, and bouncy decorations that hang from the ceiling. The Slinky(tm) is a very weak extension spring.
Step 3: Torsion Spring
The torsion spring rotates around an axis to create load. They release their load in an arc around the axis. They are commonly found in mouse traps and rocker switches. They are good for things that rotate less than 360 degrees.
Step 4: Constant Force Spring 1
Also called a "clock spring", because it is often found in clockworks. This spring is made of a band of steel wrapped around itself a number of times to create a geometric spiral. The idea is to create a rotational force that releases a constant amount of load, instead of a quick burst of power. Besides clocks, they are found in all sorts of wind-up toys. Be careful when removing these from a mechanism. They tend to unravel with a dynamic flair and much excitement. They are great for things that need to rotate many times and still have a reasonable amount of force to apply and release.
Step 5: Constant Force Spring 2
This type of clock spring is used when more power is required. It has many fewer rotations and a much thicker band of steel. They are used in automotive seat recliners (pictured here) and other heavy duty applications.
Remove from mechanism only when load is reduced to zero or it may remove some fingers for you.
Step 6: Belleville Spring (aka Belleville Washer)
Belleville springs are a coned disk spring typically containing a hole in the center for a non-permanent fasteners (bolt et. al.). Bolt pretensioning is a typical use for a Belleville washer.
Belleville springs can be nested (making springs in parallel) making more spring deflection for the same amount of load OR allowing higher loads with the same deflection - depending on their orientation. While useful, nesting Belleville springs can be unstable.
With proper design (selection), Belleville springs can be used for a "snap-acting" mechanism. Likewise, with proper design/selection, the spring can have constant force over a large deflection. This type of design maintains bolt pretension when a dynamic load is present or in situation where thermal expansion/contraction is significant.
Cite: Shigley, Joseph et. al. "Mechanical Engineering Design" 7th International Edition. 2004.
Photo: Wikipedia
Step 7: Spring Clip
This category includes snap rings and hose clamps. The spring is a portion of a circle and the force is applied radially concentric to the center point of the circle.
Step 8: Natural Spring
This is a helical spring found in nature. It is excellent for strangling tomatoes, supporting cucumbers and displaying your grapes. I hope you have enjoyed this Instructable.
Comments
author
DaljeetG (author)2017-06-12
What type of spring is used in gramaphone
author
jacobsteel (author)2017-03-23
Great! Good pix too.
author
bestdealspring (author)2015-03-12
Great educational post on springs. One that I didn't see listed is a leaf spring, which is most commonly used for Auto, Truck and Trailer suspension. Leaf springs are made of heat treated flat pieces of steel that are bowed so as to flex under pressure.
leaf-springs.jpg
author
123mani (author)2012-03-28
We are on a project which needs springs that can bear a minimum of 30kg and should compress about 25cm. Are they available in stores or we have to design ourselves. Please post your reply.
author
chs9 (author)2009-11-10
My friend and I have designed a spring loaded cannon, but before we commit the time and money (graduate school doesn't pay well, we have to be thrifty) I'd like to hear what you engineers think! I have a forum post describing it, an opinions are welcome!
_URL_
author
survivalengineer (author)chs92010-05-20
I have personally built a full-sized ballista using the larger leaf springs from an s10 truck. The problems I ran into were mostly a result of my lack of any real engineering experience, and I'm sure you would be able to overcome such problems. To winch it back, since I was on a budget, I staked it to the ground and pulled the draw string back with a truck. I never measured the actual tension force, but it tossed a six-foot long sharpened piece of standard reinforcing bar (rebar) clear through a car from about fifty yards off. Never had the room to fully test the range or accuracy, but the materials are viable.
author
whiteoakart (author)2007-03-07
This Instructable is open to collaboration. I would like to include "real" examples of these different springs in use. If you have an image, load it up and file it under the particular type of spring. Don't worry if it is incorrect or may fit more than one category. I may go in and rearrange for clarity.
author
sharlston (author)whiteoakart2009-09-14
can i be a collabortaor?
author
whiteoakart (author)sharlston2009-09-14
Absolutely! Collaboration is open to anyone. I know I have glossed over a few, so any additions will only make this resource better.
author
sharlston (author)whiteoakart2009-09-14
have you added me? ill upload pictures of springs in action like in squirt bottles and suspensions
author
whiteoakart (author)sharlston2009-09-16
I can not find the control to add a collaborator. When I published this Instructable, there was a link to add people. Any ideas how to do it now?
author
brettyourgoals (author)2009-06-22
What about leaf springs? Don't suppose anyone knows how easy/hard it is to replace one on a Mercedes Sprinter?
author
sharlston (author)brettyourgoals2009-09-14
its pretty hard when i was little 3 years ago my uncle was replacing his mates hes a mechanic and it took him 3 days i cant remeber what he did
author
yoshhash (author)2008-03-28
you also missed the A-shaped compression spring, like the big one in the hydrofoil:
_URL_
speaking of which.....does anyone have any suggestions on how i can find or salvage such a spring? I am thinking of laminating one out of many layers of wood, but it would be better if i could find one ready made.
author
stu2745 (author)2008-03-20
A good cheap source for this type of spring (of a useful size) would be the pull starter mechanism of a petrol lawn mower.
author
i make shooting things (author)2007-08-25
you missed one, a torsion spring used on catapults and other midevil devises like my torsion spring catapult (launch it!)
author
Step 3 is a torsion spring. It is identical in concept to your string version, even though, visually, they look different. BTW, I like your catapult. Have you tried the version that shoots bolts (arrow or spear, not the threaded fastener)? It is made with two torsion springs, like yours, mounted vertically. The two arms face toward the center and push a bolt along a track. It is one of the historically early designs of catapult.
author
sorry bout that i didnt read the steps i just skimmed the pictures
thanks
your talking about a ballista ( ballista kit ) i havent tried to build one but maybe ill give it a try. i did make a ballista shaped object that uses a rubber band on a track to shoot stuff however it broke often and had little range
if u liked my catapult check out my sling shot
author
I built a balista in 6th grade for a science project. I might still have it.
author
legan (author)2007-03-12
jtobako, I'm in the springs industry, though I hail from the far east. What you are looking for is known as a curved spring washer. You can get them easily in the States
author
jtobako (author)legan2007-03-20
thanks. btw, if you use the REPLY tag at the end,


Plotting Surfaces with R
In this post, I'd like to review some basic options for plotting three dimensional surfaces in R. In addition to producing some eye catching visualizations, plotting surfaces can also help develop one's geometric intuition for the mathematics describing the surfaces.
The first plot below shows a Helicoid surface which is the path a propeller moving at uniform speed along the z-axis would sweep out. You might be familiar with this shape from working with a hand turned steel auger or a helocoid anemometer. The surface is built up from first principles as follows: we consider two open intervals U = {u: \(\in\) (0, 2\(\pi\))} and V = {v: \(\in\) (0, \(\pi\))}, lay down a mesh or grid over the two dimensional open set U x V, compute the parametric representation of the surface in \(R^{3}\), and use the surf3D() function from the plot3D package to render the surface.
M <- mesh(seq(0, 6*pi, length.out = 50),seq(pi/3, pi, length.out = 50))
u <- M$x ; v <- M$y
x <- v * cos(u)
y <- v * sin(u)
z <- 10 * u
surf3D(x, y, z, colvar = z, colkey = TRUE,
 box = TRUE, bty = "b", phi = 20, theta = 120)
The next code block uses the same approach and functions to render half of a torus.
R <- 3; r <- 2
M <- mesh(seq(0, 2*pi,length.out=50), seq(0, pi,length.out=50))
alpha <- M$x; beta <- M$y
x <- (R + r*cos(alpha)) * cos(beta)
y <- (R + r*cos(alpha)) * sin(beta)
z <- r * sin(alpha)
surf3D(x = x, y = y, z = z, colkey=TRUE, bty="b2",
 phi = 40, theta = 30, main="Half of a Torus")
You might test your intuition about the how changing the ratio of R and r alters the look of the torus.
I think surf3D(), which is built on base R graphics, produces high quality visualizations. I really like the crisp, metallic look of the torus. However, although surf3D() allows you to set the viewing angle, it is limited to producing static plots. A first remedy for this might be to consider the plot3d() function in the rgl package which contains functions built on base graphics and the OpenGL standard for high performance graphics. You can use the same code as above, but just swap out surf3D() and replace it with plot3d().
Here is a wireframe version of the half torus that you can rotate with your mouse.
torus <- plot3d(x, y, z, type = "l", col = "blue",
 cex =.3, pch = 1, main = "Half Torus", pch = 20)
rglwidget(elementId = "plot3drgl")
These days, of course, JaveScript has become the preferred rendering engine for interactive plots, and there are several possibilities for creating interactive, JavaScript plots in R including threejs, plotly, and graph3D. Here we show an arresting rendering of two surfaces from the threejs gallery that is built up from the parametric equations.
N = 20000
theta = runif(N)*2*pi
phi = runif(N)*2*pi
R = 1.5
r = 1.0
x = (R + r*cos(theta))*cos(phi)
y = (R + r*cos(theta))*sin(phi)
z = r*sin(theta)
d = 6
h = 6
t = 2*runif(N) - 1
w = t^2*sqrt(1-t^2)
x1 = d*cos(theta)*sin(phi)*w
y1 = d*sin(theta)*sin(phi)*w
i = order(phi)
j = order(t)
col = c(rainbow(length(phi))[order(i)],
 rainbow(length(t), start=0, end=2/6)[order(j)])
M = cbind(x=c(x, x1), y=c(y, y1), z=c(z, h*t))
scatterplot3js(M, size=0.1, color=col, bg="black", pch=".")


The Semantics of Gringo and Proving Strong Equivalence (2013)
Manuals written by the designers of answer set solvers usually describe the semantics of the input languages of their systems using examples and informal comments that appeal to the user's intuition, without references to any precise semantics.We would like to describe a precise semantics for a large subset of the input language of the solver GRINGO based on representing GRINGO rules as infinitary propositional formulas. To prove strong equivalence of programs in this language we need a system of natural deduction for infinitary formulas, similar to intuitionistic propositional logic.
TPLP, Online Supplement (2013).
Amelia Harrison Ph.D. Student ameliaj [at] cs utexas edu


Lab 2 animal and plant cells
Lab sheet: virtual plant vs animal labdocx comparing plant and animal cells problem: how are plant and animal cells alike how are they different procedure: in this virtual lab, you will view cells from your cheek (animal cells) and cells from onion, and from elodea, which is a water plant careful observation should reveal similarities and differences between the cells. Assignment: scie207 phase 2 lab report title: animal and plant cell structures instructions: your lab report will consist of the completed tables label each. View test prep - plant and animal cell answer sheet from ndwd eg 101 at trinity valley community college lab 3: plant and animal cells answer sheet fill out the table below structure/function outer. The purpose of this lab is to learn how to prepare a wet mound, to learn proper staining techniques and to examine human cheek cells and onion skin cells it is predicted that all cells, no matter if it be plant or animal, will be in beside each other in large groups, that most of the major. Partnerships for reform through investigative science and math plants and animal cells 11 5 name:_____ date: _____ animal and plant cells worksheet. Bio10 lab 2 cells and tissues 15 lab 2: cells and tissues pre lab 2 test 1 is fungus a eukaryotic or prokaryotic organism 2 define cells. Plant and animal cells microscope lab objectives: students will discover that onions are made up of cells students will observe onion cells under a microscope.
lab 2 animal and plant cells Animal and plant cells 2012 tuesday, october 9th, 2012 comparing plant and animal cells abstract the purpose of our lab was to have a better understanding of what are the differences between animal cells and plant cellsalthough the cell is the basic unit in both living beings they are not completely alike for that i have examined and compared human cheek cells to elodea leaf cells.
Biology 11 name:_____ march 17/18 2011 laboratory observation and comparison of animal and plant cells microscope number: _____. Experiment: differences between animal and plant cells (s science 10-7-2b) purpose: to observe the differences of animal and plant cells under the microscope materials: laser disk of elodea leaf microscope slides cover glass medicine dropper colored pencils human cheek cells toothpick methylene. Plant and animal cell lab purpose: materials: microscope slide dropper elodea coverslips microviewer microscope microviewer packet conclusion: answer questions 1-6 in q/a format in complete sentences 1. Comparing plant and animal cells problem: how are plant and animal cells alike how are they different procedure: in this lab, you will view cells from your cheek (animal cells) and cells from elodea, which is a water plant. Biology lab comparing plant and animal cells introduction: cells are the basic functional units of all living organisms they may exist singly or in aggregates.
Comparing plant and animal cells background: cells are the basic functional units of all living organisms when cells join together to take to take on a specialized. About snaps lab stations activities snaps lab stations activities require students to use science, math, literacy, problem-solving and engineering skills they are designed to enhance students' understanding of scientific concepts and help students apply scientific ideas to the real world.
Different types of cells in this lab, you will be examining and comparing plant, animal, and bacterial cells a animal cells: human cheek cells 1 place a drop of. Animal cells and plant cells animal cells usually have an irregular shape, and plant cells usually have a regular shape cells are made up of different parts.
Lab 2 animal and plant cells
lab 2 animal and plant cells Animal and plant cells 2012 tuesday, october 9th, 2012 comparing plant and animal cells abstract the purpose of our lab was to have a better understanding of what are the differences between animal cells and plant cellsalthough the cell is the basic unit in both living beings they are not completely alike for that i have examined and compared human cheek cells to elodea leaf cells.
Unicellular eukaryotes belong to the kingdom protista, and are often referred to as "protists" or "protozoans" the name "protozoan" means "first animal," but eukaryotes may display either plant or animal-like characteristics, or a combination of both. 1 what is the function of chloroplasts 2 name two structures found in plant cells but not animal cells 3 name three structures found in plant cells and in animal cells. Lab # 2 - plant and animal cells - bj objectives: students will discover that onions are made up of cells students will observe onion cells under a microscope.
 - Biol 202 lab 2 animal cells and tissues cell structure to understand cellular function is to understand much of life according to cell theory, cells (1) are the basic units of life, (2) posses all characteristics of life, and (3.
 - Read this essay on animal and plant cells lab report come browse our large digital warehouse of free sample essays get the knowledge you need in order to pass your classes and more only at termpaperwarehousecom.
 - Comparing plant and animal cells lab question how are plant and animal cells alike how are they different objectives in this lab, students will: 1 observe plant.
 - - plant biology plant cells most cells are not visible with the naked eye however, with microscopes of various types, plant cells can be readily viewed and studied.
Lab: plant cells vs animal cells introduction background information: ever since the first microscope was used, biologists. Cell-ebrate science without worksheets juanita pritchard, consultant rachel pritchard, bulloch county ideas june 2014. Lab: comparing plant and animal cells b i o l o g y i purpose: 1 use staining techniques to identify some of the basic structures found in animal and plant cells 2. Eukaryotic cell definitions: = typically found only in plant cells = typically found in animal cells. Louisiana comprehensive curriculum, revised 2008 grade 7 science unit 2 plant and animal cells 15 gle # gle text and benchmarks 15 identify and explain the limitations of models used to represent the natural. Life science: life's structure and function, book a chapter 2: cells virtual lab how do animal and plant cells work.
lab 2 animal and plant cells Animal and plant cells 2012 tuesday, october 9th, 2012 comparing plant and animal cells abstract the purpose of our lab was to have a better understanding of what are the differences between animal cells and plant cellsalthough the cell is the basic unit in both living beings they are not completely alike for that i have examined and compared human cheek cells to elodea leaf cells. lab 2 animal and plant cells Animal and plant cells 2012 tuesday, october 9th, 2012 comparing plant and animal cells abstract the purpose of our lab was to have a better understanding of what are the differences between animal cells and plant cellsalthough the cell is the basic unit in both living beings they are not completely alike for that i have examined and compared human cheek cells to elodea leaf cells. lab 2 animal and plant cells Animal and plant cells 2012 tuesday, october 9th, 2012 comparing plant and animal cells abstract the purpose of our lab was to have a better understanding of what are the differences between animal cells and plant cellsalthough the cell is the basic unit in both living beings they are not completely alike for that i have examined and compared human cheek cells to elodea leaf cells. lab 2 animal and plant cells Animal and plant cells 2012 tuesday, october 9th, 2012 comparing plant and animal cells abstract the purpose of our lab was to have a better understanding of what are the differences between animal cells and plant cellsalthough the cell is the basic unit in both living beings they are not completely alike for that i have examined and compared human cheek cells to elodea leaf cells.
Lab 2 animal and plant cells
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Are there standards for developing or purchasing accessible fax machines, photocopiers, and other office equipment?
The accessibility of fax machines, photocopiers, and similar information technology devices is addressed within the Electronic and Information Technology Accessibility Standards, developed by the federal Access Board as mandated by 1998 amendments to Section 508 of the Rehabilitation Act. Section 508 specifically applies to the federal government, and the standards affect any electronic and information technology developed, maintained, procured, or used by the federal government. The standards, however, are being mandated or voluntarily used as accessibility standards by other organizations as well, including states and educational entities.
The standards are organized into six product categories. The most applicable category is self-contained, closed products. These are essentially standalone devices, though they may operate in conjunction with other devices in an IT system. Typically these devices have controls that users must operate, and they produce some form of information output that users must be able to perceive. The Section 508 standards provide specific guidance on accessibility features to look for when purchasing these devices. The Access Board also provides an excellent tutorial in its Guide to the Standards.


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The Hunters Federation of Côtes d'Armor studies the wintering numbers of woodcock by carrying out ringing operations around the edges of the department's forest massifs.
Every winter, the Federation organizes 3 days of counting on the massifs of the region and the coastal area and lake shores: the Beffou forest, the Avaugour-Bois-Meur massif and Lann Ar Waremme.
This makes it possible to monitor the evolution of wintering woodcock populations in these 2 hunting reserves each year.
Starting date: 2009
Species: Eurasian Woodcock (Scolopax Rusticola)
Species characteristics: Huntable species/ Migratory species
Type of actions: Management of habitats and wildlife, Research and data collection
Leading partners: Fédération départementale des chasseurs des Côtes d?Armor


_USER_{MelenkNeun, author = {Melenk, Herbert and Neun, Winfried}, title = {Implementation of Portable Standard LISP for the SPARC Processor.}, url = {_URL_ number = {TR-89-06}, abstract = {The SPARC processor is a RISC (Reduced Instruction Set Computer) microcomputer, built into the SUN4 workstations. Since RISC processors are very well-suited for LISP processing, the implementation of a dialect of LISP (Portable Standard LISP, PSL) boded well for a great speed-up in comparison with other types of microcomputers. A first approach was done at The RAND Corporation in Santa Monica, which was derived from classical processor types like MC68000 or VAX. At the KonradZuse-Zentrum f{\"u}r Informationstechnik Berlin (ZIB) that initial implementation was redesigned in order to adapt PSL to the specific features of the SPARC processor. The present implementation, in some parts, is very close to Cray PSL version also done in ZIB. Some timing informations are given in the appendix.}, language = {en} }


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Islands of Expertise: How to encourage children's interests
Kids know the darndest things! At least, they do when their parents foster their interests. This post will describe "Islands of Expertise," explain why you probably want your children to have them, and tell you how you can help.
This week she's all about dinosaurs, last week it was dolphins, and before that it was archery. Should I, as a parent, engage these interests? Or should I ignore them as fleeting fancies? Should I wait until she's older, when she's able to understand more?
The short answer is: Foster her interests now! Yes, interests do come and go, and some aspects are above her (and your!) level. But while present, the interest offers an opportunity for a child to build rich knowledge about a subject—to build an "Island of Expertise." And that has many benefits.
Islands of Expertise are the surprisingly sophisticated networks of knowledge young children can have around their interests. In contrast to the expertise seen in adults, which take ~10 years to develop, Islands of Expertise are simpler and can be developed with just two ingredients: a child with an interest, and an adult who attends to the interest often.
A hypothetical example: Preschooler Layla watches the movie Finding Nemo and develops a persistent interest in sea turtles. Her parents buy her a book about sea turtles, which she asks to read every night, and they take her to see sea turtles at the aquarium, where they also learn about why some sea animals are endangered. Since Layla is a sponge for information like most preschoolers, she quickly memorizes facts about sea turtles and starts to talk about them with her relatives and friends. Her parents, in the meantime, deepen her understanding by discussing sea turtles' habitats, how sea turtles differ from tortoises, etc. They also broaden Layla's knowledge by talking about sea migration and navigation, the seasons, and the history of animal conservation. Through all of these activities, Layla builds a rich network of knowledge centered around her interest, an Island of Expertise.
Building a network of knowledge around a subject is awesome for several reasons. First, it is simply impressive for a preschooler to have comprehensive knowledge about a topic. Second, because people talk more deeply about subjects when they have common knowledge, preschoolers with Islands of Expertise can have sophisticated discussions that would be unlikely otherwise. Whereas Layla and her parents can have a full discussion about sea turtles' diets and breathing capacities, their conversation about a passing car may simply note the car's color or how loud it is. Finally, Islands of Expertise lay groundwork for topics that children might learn later. For example, even when Layla's interest in sea turtles fades, a background for learning about biology, history, and ecology will have been established and will remain ready to be built upon in the future. Layla may never again need to name the seven species of sea turtles, but she may benefit from her familiarity with the sea turtle family when learning in biology class about animal taxonomies and evolution.
Not only is Interest Fostering valuable and actionable for parents, but it also relates to Leo's Pad. The storyline of each Leo's Pad appisode is built around a general learning theme we believe is important for preschoolers to internalize, and Interest Fostering is the theme for Leo's Pad Appisode 1: Gally's Birthday. Leo convinces Gally, "If you can dream it, you can do it!" and Leo and the learner give Gally a telescope to facilitate his stargazing, promising to help Gally reach for the stars.
A note about boys versus girls: Research has shown that at science museums (a prime location for interest cultivation), parents are more likely explain an exhibit's causal connections to young boys than to young girls. In the study that reported this, the disparity was despite the fact that boys and girls were equally interested in the exhibits, asked the same number of questions, and that parents gave both genders equal help in figuring out how to use the exhibits. Of course, the research does not imply that parents intended to explain more to their sons than daughters; they likely had no idea, and they almost certainly do not openly believe science is better suited for boys than girls. But it is still something to ponder.
Thanks for reading. And please enjoy these tips on how to build Islands of Expertise around children's interests.
HOW TO BUILD ISLANDS OF EXPERTISE
Start with a strong knowledge base
- Expose your child to a variety of activities related to her interest: museums, movies, books, etc. In all likelihood, she'll start memorizing information at an astounding rate.
- Connect current experiences to prior experiences with the topic. For example, if your child's interest is horses and you see a horse in a movie together, point out how it's similar to or different from the kind you rode at the ranch last week.
Broaden the network of knowledge
- Expose your child to neighboring topics. Talk about a bit of the history related to the topic, or how different cultures think about the topic, or the science behind it (e.g., the physics behind a flying football).
- Point out connections between the interest area and unrelated ideas. For example, if you see an armadillo on TV and your child's current obsession is knights, you can point out how the armadillo has armor just like a knight does.
- Note: Rather than just explaining these "broadening" topics, also ask questions to guide your child to think on his own. By doing so you can "scaffold" your child to draw connections between ideas.
Strengthen the network of knowledge
- Revisit often. By continuing to make connections over time between prior knowledge and new ideas, you help your child build a network that gets wider and deeper.
- It's OK if you are not an expert in the interest area! You don't need to provide full explanations for everything. "Expanatoids"—incomplete or fragmented explanations—are just fine when given at an authentic learning moment, like when you're looking at something together with your child. Since building an Island of Expertise is an ongoing endeavor, over time you and your child can connect the explanatoids into a full picture together.
- Engage your child in a satisfying conversation about the topic. You can even try to learn something about it yourself! And finally, enjoy knowing that even when the interest fades, the roots of the knowledge network will remain, supporting your child's learning efforts in the future.
(1) Crowley, K., & Jacobs, M. (2002). Building islands of expertise in everyday family activity. Learning Conversations in Museums, 333-356.
(2) Simon, H. A., & Chase, W G. (1973). Skill in chess. American Scientist, 61, 394-403.
(3) Ericsson, K. A., Krampe, R. T., & Tesch-Römer, C. (1993). The role of deliberate practice in the acquisition of expert performance. Psychological Review, 100(3), 363.
(4) Crowley, K., Callanan, M. A., Tenenbaum, H. R., & Allen, E. (2001). Parents explain more often to boys than to girls during shared scientific thinking. Psychological Science, 12(3), 258-261.


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NBS Pseudo Tech is an eco-friendly biological fungicide containing Pseudomonas fluorescens. It is effective against a wide variety of seed and soil-borne plant pathogenic fungi. It protects the seeds and roots from fungal and bacterial infections. It can also help prevent frost damage to crops. Applications during the early stages of plant growth help and protect the plant in its initial critical stages of development.
NBS PseudoTech also acts as a plant growth promoter, stimulates seed germination, and promotes early flowering and fruiting. This is a natural input that can be an invaluable tool in the development of a chemical-free approach.
A combination of NBS PseudoTech and NBS MicroShield not only effectively control a wide spectrum of disease but also helps in plant growth. Constant use of NBS Bio-Products will reduce the usage of harmful chemicals to control diseases and protects good soil organisms and beneficial microbes from depleting.


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This project focuses on the Beothuk groups living within the Exploits River Valley (ERV), and the changes within their society and in their house construction between 1750 and 1829 AD. This follows work carried out by Laurie Mclean who has recently exposed house-pits in the Exploits River Valley previously discovered by Don Locke in the 1960s, but which were believed lost to looting and erosion.
By examining these recently rediscovered sites in detail, this research will improve our knowledge of Beothuk reactions to the arrival of Europeans, which has been of primary interest over the past few years to the public and to the archaeological community.
This request is for a preliminary study of the ERV house-pits, aimed at recording the shape using survey equipment and to test the use of drones to facilitate this process. If drones can be used to locate and record Beothuk house-pit features from photogrammetric models of the landscape the archaeological investigation of the Beothuk settlement of the ERV can be conducted faster, and on a larger scale than previously possible enabling a regionally situated understanding of Beothuk settlement change and population distribution between 1760 and 1820 AD, and ultimately address the following questions.
Do the increasing size of Beothuk House-Pits show a population increase within the Exploits River Valley due to population movement from outside the area or movement by local bands?
Did the Beothuk move into the Exploits River Valley in family groups to form new households or did they move into existing households?


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Comprehensive Emergency Evacuation Drill
With the participation of Civil Defense, on 10th Jun 2015 IMCO had conducted comprehensive emergency evacuation drill for all its staff, students, visitors and contractors with semi-real scenario (fighting fire in petrochemical work shop). By the great effort form IMCO fire wardens team all IMCO occupants had evacuated out of the buildings in around three minutes and gathered at the designated assembly points.
Health and Safety Policy Statement
The Management of International Maritime College Oman attaches the greatest importance to safeguarding the health and safety of all staff, students, visitors and others who use the premises, and regards the promotion of health and safety measures as a mutual objective for management and employees at all levels.
It is our policy to ensure, so far as is reasonably practicable, the safety of all employees, students and any other persons who may be directly affected by the activities of the College.
IMCO will, so far as is reasonably practicable:
- Aim to achieve compliance with legal requirements through good occupational health and safety performance.
- Provide adequate resources to implement this policy.
- Establish and maintain a safe and healthy study and working environment.
- Ensure that significant risks arising from work activities under our control are eliminated or adequately controlled.
- Develop and implement appropriate occupational health and safety procedures, and safe study and working practices.
- Include the management of health and safety as a specific responsibility of managers at all levels.
- Ensure this policy is understood and implemented throughout the organization.
- Involve employees in health and safety decisions through consultation and co-operation.
- Maintain study classes and workplaces under our control in a condition that is safe and without risk to health.
- Regularly review compliance with the policy and the management system that support it.
- Provide sufficient information, instruction and supervision to enable all students and employees to avoid hazards and contribute to their own health and safety at work.
- Ensure that students and employees receive appropriate training, and are competent to carry out their designated responsibilities.
Risk Management Policy Statement
International Maritime College Oman (IMCO) defines risk as "the threat or possibility that an action or event will adversely or beneficially affect an organization's ability to achieve its objectives." Risks may thus be either opportunities or threats.
IMCO is proactive in its approach to risk management, balances the cost of managing risk with anticipated benefits, and undertakes contingency planning in the event that critical risks are realized.
The objective of the College's Risk Management processes is to add value to normal management processes by providing a mechanism for:
- Identifying systemic risks that could occur at the International Maritime College Oman.
- Recognizing that there are a panoply of risks that attend any action and be prepared, to the extent possible, to withstand the financial impact of them.
- Minimizing the chances of the adverse event occurring and its potential, by implementing and enforcing safety measures
- Shifting the burden of the financial impact of the adverse event to a third part.
- Identifying whether the College's strategic risks are both understood and managed at an appropriate level.
It is the responsibility of all Management members, staffs, students and volunteers to identify, analyze, evaluate, respond, monitor and communicate risks associated with any activity, function or process within their relevant scope of responsibility and authority.


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Disparity Tips
 - Andrew Kinsler
 The last part of the page mentions "Increase the distance between your projector and your LF1", but does not elaborate on what type of separation should happen.
 Can you give more guidance? Does this mean a vertical separation, while keeping the LF1 camera lens and the projector lens in the same plane? Same spherical plane? Should there be horizontal or Z-plane separation as well?
 - Brittany Factura
 Hi Andrew,
 So sorry for the vagueness. We aim to update this article with more details and information.
 This means a horizontal separation. You can move the LF1 left or right in the horizontal direction from the projector, keeping the camera lens and projector lens in the same horizontal plane and height. No need for a vertical or z-plane separation.
 (For some detail, the structured light scan can be thought of in a similar way as stereo camera calibration and reconstruction ( and we apply similar techniques to extract disparity from the scene. The LF1 and projector can be thought of as the right eye/left eye, so increasing the distance between the two can result in more accurate disparity.)
 Here's an example of this. We used a magic arm to mount the LF1 to a separate tripod:
 Hope that helps. Please me know if you have any questions.
 - John Meehan
 A couple of questions -
 1. The "2D scene" above is a flat poster of the street scene, right? No disparity data because no 3D protrusions, but can this (or another flat poster) still be used as a subject? Or are the lines too thin and not enough contrast?
 2. How do you know when the disparity is insufficient, and the LF1 should be moved laterally with respect to the projector? This disparity data is used as an internal calibration for the LF1, right? How does the user know when it needs to be improved?
 - Bruce du
 First of all, this is not a street view. This is an exhibition hall. The wall with hollow letters on the left is the actual wall of the exhibition hall, while the middle part goes all the way to the right. This is a large hand-painted painting, including street lights, people, roads, buildings, etc., which are all the contents of a plane painting. Because it's a 2D drawing, it can't produce disparity data. This is my understanding of the official meaning of lightform. If the official staff of lightform confirm that my idea is correct, I will be very happy.
 - Lightform Support
 Hi Bruce,
 Yes-- you are correct. The examples we have for 2D are flat pieces of art (a drawing on a wall, or a painting of a street) so it will not produce disparity data. I will look into using different images to convey this as I can see how those examples can seem misleading.
 - Ron Foreman
 Actually, I have a projector/light form mounting issue, that separating the two may resolve. Is this an option under normal conditions without concern for disparity issues?
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Bacteria may be harbingers of invisible damage in concrete
A small "garden" of concrete cylinders shares space with the colorful sedum, chives and crocus on Colburn Lab's green roof at the University of Delaware.
Although the cylinders themselves aren't alive, bacteria living on or in them could serve as valuable indicators of damage growing inside the concrete.
Located on the green roof because it offers access to daily weather data, the cylinders are part of a research study led by microbiologist Julia Maresca, an assistant professor in UD's Department of Civil and Environmental Engineering.
Maresca hopes to find biomarkers that can tell inspectors whether concrete has been damaged before that damage is visible to the naked eye.
The current effort focuses on damage from a problem common in the Mid-Atlantic region called the alkali-silica reaction, or ASR. When silica, other cations, and water react in concrete, a gel is formed that expands inside the concrete, causing extensive cracking.
"Bacteria require specific environmental conditions," says Maresca. "If chemical damage occurs, those conditions change. We predict that in response to chemical changes caused by the alkali-silica reaction, the kinds of bacteria living there may also then change. If certain kinds of bacteria appear only when ASR has occurred, their presence could be used as a bio-indicator for damage."
To identify candidate bacteria, Maresca worked with structural engineer Thomas Schumacher to prepare a set of concrete test cylinders using materials that are highly susceptible to ASR and a parallel set made of materials resistant to this reaction. All of the cylinders were placed on the green roof in the spring of 2013. Since then, one pair of cylinders has been removed every four to six weeks for analysis of the bacterial populations.
Maresca explains that because very few bacteria can be cultivated in the laboratory, DNA analysis is needed to identify the bacteria living on and in the concrete. Doctoral student Keira Zhang discovered that a method used to extract DNA from ancient bones also worked on concrete. Using this method, DNA from all of the cylinders removed from the green roof over the past two years is underway.
"Analysis of this DNA will show how microbial communities in and on concrete vary over time as ASR-susceptible and ASR-resistant concrete weathers," Maresca says. "After we identify potential bio-indicators, our next step will be to analyze undamaged and ASR-damaged field samples to see whether the predictions we made using laboratory samples hold true in the field."
"If our initial prediction is correct, this research will lead to development of a simple test for specific bacterial bio-indicators for ASR-susceptible roadways," she adds. "Early detection of ASR damage will enable state and local departments of transportation to remediate roadways before extensive cracking has occurred."
About the research
Seed funding for the project was provided by the University of Delaware Research Foundation, and the research is currently funded by the Mid-Atlantic Transportation Sustainability University Transportation Center.
Undergraduate research assistants Mary-Katherine Sutter, Paul Moser and Alison Treglia also contributed to the work.
UDaily article by Diane Kukich | Photo by Evan Krape


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It turns out that when a graph is concave upward (cup up), its slope (first derivative) is increasing, so its second derivative is positive. When a graph is concave downward (cup down), its slope is decreasing, so its second derivative is negative.
A point of inflection (POI) is exactly where the concavity changes from concave up to concave down or concave down to concave up. It turns out that a graph crosses it's tangent line at a POI.
Here's an illustration of concavity:
The Second Derivative Test can also be used in curve sketching to find relative minima and relative maxima, and is the following:
Second Derivative Test
You might see problems like this on concavity, points of inflection, and the Second Derivative Test. I think the best way to tackle these problems is to create a sign chart using points where the first derivative is 0 or undefined (critical values) and also where the second derivative is 0 or undefined:
Concavity and Second Derivative
Here's a concavity problem with a trigonometric function:
Concavity and Second Derivative Trig
Here are more Second Derivative Test problems:
Second Derivative Test Problems
Curve Sketching: General Rules
Let's put it all together; here are some general curve sketching rules:
 1. Find critical numbers (numbers that make the first derivative 0 or undefined).
 2. Put the critical numbers in a sign chart to see where the first derivative is positive or negative (plug in the first derivative to get signs).
 3. Where first derivative is positive, the function is increasing; where it's negative, the function is decreasing (remember that you can combine two consecutive intervals only if the original function is defined for that critical number).
 4. To get relative minimums and relative maximums, see how the derivative is changing. If it's changing from negative to positive, it's a minimum, and if it's changing from positive to negative, it's a maximum. To get the coordinates of the point at these places, plug the x value into the original function to get the value.
 5. Get the second derivative, and find the values where it's either 0 or undefined. Note that a point of inflection (POI) is where the second derivative changes sign, and the original function is defined at that point.
 6. Put those values in a sign chart to see where the second derivative is positive or negative (plug in the second derivative to get signs).
 7. Where second derivative is positive, the graph is concave up, where the second derivative is negative, the graph is concave down (remember that you can combine two consecutive intervals only if the original function is defined for that for the first and second derivative).
 8. Use other points (can use a t-chart) to help graph!
Also, these tips may help:
 1. If finding absolute extrema, find the critical numbers and endpoints, then plug into the original function to find y values. Compare all these values: the largest is the absolute maximum and the smallest is the absolute minimum.
 2. When graphing, it might be helpful to identify any asymptotes or removable discontinuities (holes) by seeing what makes the denominator of the original function 0. Remember that a hole happens when you can cross out a factor in both the numerator and denominator (see Drawing Rational Graphs in the Graphing Rational Functions, including Asymptotes Section).
Here are some other hints that may help with the relationship of f, f and f'''. Again, remember that the relationship of f to f is the same as f to f''' (similarly, the relationship of f to f is the same as f''' to f).
Also, I like to use the PMS acronym (sorry 🙂 ) to "travel" back and forth among the curves of the function, derivative, and second derivative:
Curve Sketching Chart
Here are some problems that you may see:
Sketch a Curve
Here's one where we might have the information in a table.
Sketch a possible graph:
Table of Values
Here is what the graph might look like:
Curve Sketching Graph
Here are more types of curve sketching problems you may see:
Curve Sketching Prob
Curve Sketching Prob2
Here's one more observation:
Here is an example graph of an original function, its first derivative, and second derivative. Notice how when we take the derivative in this example, we go from a cubic (original function) to a quadratic (first derivative) to a linear (second derivative). This makes sense, since the we are always going down a degree when we take a derivative:
Original First Second
Learn these rules, and practice, practice, practice!
On to Optimization – you are ready!
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To prepare for a successful Active Directory (AD) configuration on your Formstack Account, we have prepared a brief introduction and overview of our Active Directory configuration including basic terminology and uses.
Once you have gathered these details, you may proceed with Active Directory setup in your Formstack account following this guide. Before enabling Active Directory (AD) on your Formstack Account, please familiarize and prepare the following authentication assets from your Active Directory Service Provider.
Active Directory (Password Authentication Provider)
Active Directory is an enterprise level directory service that's offered by Microsoft. At this point, it's pretty much the standard user management system on Windows servers. Active Directory exposes many different interfaces to the user directory, but for now, we're using the LDAP interface it provides. This authentication provider is built on our LDAP authentication provider and provides convenient defaults when configuring it. Just like with LDAP, to authenticate a user against Active Directory, we simply use the username and password provided by the user to attempt to "bind" or connect to the Active Directory server as that user. If we succeed, then the user is authenticated.
Active Directory also allows searching for user information once the user has been authenticated which is how we pull the user's email address and additional user information. Once Formstack has an email address, we search for the Formstack user and authenticate as that user. If a user is not found, the user information is used to create a new user under that account. When users are created this way, they have no account permissions and will need to be granted permission to Formstack resources.
Just like our LDAP authentication provider, Active Directory requires the account owner to provide five different configuration options:
1. Active Directory Hostname
This setting is the hostname or IP address of the Active Directory server. Hostnames will generally contain only alphabetical characters (A-Z), numeric characters (0-9), the minus sign (-), and the period (.). Period characters are allowed only when they are used to delimit the components of domain style names.
2. Active Directory Port
Active Directory communications involve a number of ports, some of which are more familiar to network and security administrators than others. This setting is the port on the provided Active Directory Hostname that we should use to connect with.
For a secure Active Directory connection, this is typically port 636
3. Active Directory Base DN
The Base DN setting specifies the root for searches in the Active Directory. This setting is used to target a specific "directory tree" on the Active Directory server. DN here stands for Distinguished Name and is a unique identifier for the Active Directory directory to use. Some Active Directory configurations can have multiple directories on the same server and this allows us to select the correct one.
Below is an example of the format this setting follows. There is no default for this setting and it will need to be set by the account owner.
4. Active Directory User DN
This setting is used to format the username provided by the authenticating user. DN here stands for Distinguished Name. The format is fairly standard for Active Directory unless it's somehow been changed by the Active Directory administrators.
Below is an example of the format this setting follows. There is no default for this setting.The :username value here will be replaced with the username of the authenticating user. The DOMAIN value should be replaced by the appropriate Active Directory DOMAIN value.
5. Active Directory User Filter
This setting is used to search the Active Directory server for user information once the user has authenticated. This is required because we need to find the user's email address to search for their Formstack user. Active Directory filtering can be very powerful and this setting can be used to not only find the authenticated user but also to narrow down the set of users who can authenticate through the authentication provider.
Below is an example of the format this setting follows. There is no default for this setting.It's format should be fairly standard and the username attribute that is filtered upon is a standard username attribute for Active Directory. The :username value here will be replaced with the username of the authenticating user.
Custom SSO User Fields
Within your Active Directory configuration, you will also be presented with a Single Sign-On (SSO) Autofill plugin that allows your users to populate fields on your forms with information from a selected SSO Provider and populate in your Active Directory Authentication settings page in Formstack:
Custom Field Key: Locate the custom field is your Active Directory account and retrieve the field unique identifier or field key ID. Copy this from Active Directory and paste to your Formstack account.
Custom Field Label: Copy the field label from the Active Directory account and paste to your Formstack account.
To complete the SSO Auto-fill mappings, please follow the setup steps outlined here.


Multimedia Framework Overview
This chapter provides an overview of the Multimedia Framework, and covers:
Multimedia architecture
The Multimedia library architecture is modular, meaning that it consists of units that can be interchanged with each other to provide only the functionality you need. In addition, because it uses the Addon Interfaces library to define its standard interfaces, you can write new components (such as codecs), and easily incorporate new components written by QNX or third parties as they become available, in some cases without having to recompile your application.
A filter is the basic building block of the Multimedia framework. Multimedia Filters:
To process a multimedia file, your application uses only the filters it needs to get the multimedia data, process it, and send it to a target device. We classify filters based on their specific task. A filter can be a:
Reads data from a source. Examples are audio card readers, data stream readers, and video capture card readers.
Parses a stream of data into component parts. Examples are MPEG bitstream parsers, WAV format parsers, and AVI format parsers.
Decodes compressed or encoded data. Examples are mpeg audio & video decoders, and divx decoders.
Encodes raw data into a specific format. Examples are mpeg audio & video encoders.
Sends data to a destination. Examples are audio card writers, video output writers, and output file writers.
A filter is a generic object. Its functionality is determined by the way it processes data, and the interfaces it implements. A Multimedia library interface defines the set of methods that the library expects filters of a specific type to have. For example, all filters must implement the create and destroy methods defined in the AODeConstructor interface so that the library can create and destroy them, while only filters that read data from a source need to implement the MediaReader interface. The implementation of an interface is declared as a structure of pointers to implemented functions in a defined order.
Each filter can have multiple input and output channels, so if you have a file format that's interleaved with more than one data stream, you can have as many output data channels as the input data stream contains. This is how the MPEG System parser works, for example -- it parses MPEG System data into two streams, video and sound. An MPEG System encoder filter works the opposite way; it has separate input channels for sound and video, and one output channel.
We already provide a number of filters written for the Multimedia framework, but if you need a new one, you have to write only the decoder, parser, or other filter that hasn't already been written. Because the multimedia architecture uses a "plugin" framework, each filter component can easily be integrated (plugged in) with existing filters.
To use the Multimedia library, your application sets up a graph, an abstract object that encapsulates the multimedia filters needed to process a multimedia stream. A graph is stored as a MmGraph_t structure. It's built and destroyed at run time by the player application, and is specific to a particular media stream. Your application adds to the graph all the filters required to process multimedia data from source to destination.
If you know the specific filter required to process the multimedia stream, you can add it to the graph by name. However, a more flexible approach is to use functions that query the library and find the best filter for the data. In this way your application can handle any media type that the library's filters can handle, and use any new filters added to the library without being recompiled.
In the example below, six filters are used to read, parse, decode, and present an MPEG media stream. Each filter has an input channel and at least one output channel, except for special purpose "media reader" and "media writer" filters, which are at the beginning and end of the filter chain.
Multimedia graph example
Multimedia graph example.
In the filters we provide, multimedia streams are synchronized by the audio stream, if present. In the MPEG example above, the writer filters don't communicate directly. Instead, they use the audio writer filter MediaClock interface to the Multimedia library (all filters have hooks to the library) to determine the correct media time. In this way, the video writer continuously checks its media time against the audio writer, and synchronizes its playback accordingly.
QNX components
The Multimedia library includes filters provided by QNX Software Systems that support the multimedia formats listed in the table below. You can write your own filters, or obtain filters from third parties to handle additional formats.
Note: Some filters are available only with the Multimedia Technology Development Kit.
Format Filter(s) Mimetype
MPEG-1 (audio), audio/mp1, audio/mp2, audio/mp3, audio/mpeg
MPEG-1 (video), video/mpv
MPEG-1 System (audio and video), video/mpeg
AU (audio format) audio/x-au, audio/x-basic
IFF (audio format) audio/x-iff
AIFF (audio format) audio/x-aif
AVI (file format, parser filter only, no codec support) audio/x-avi
OGG (open source audio format), audio/x-ogg
WAV (audio format, most versions supported) audio/x-wav
MIDI (audio format)* audio/midi
* The MIDI filter requires a configuration file, midi.cfg, that defines the mapping of MIDI programs to instrument files. See the MIDI Configuration File appendix for more information.
For more detail about each of the filters included with the Multimedia library, see the Multimedia Filter Reference chapter.
The Multimedia library offers these benefits:
Extending functionality
You may want to extend the Multimedia Framework's functionality by writing filters for various media types not handled by the QNX-provided components. The chapter on Extending the Multimedia Framework covers this subject in detail, and shows examples of writing a parser and decoder.
Note: The source for the QNX-provided filters, as well as the source for the Addon Library and Multimedia library, are available in the Multimedia TDK. You require this TDK to write your own filters.


text:
Minister of State at the Department of Agriculture Food and the Marine, Andrew Doyle TD
Minister of State at the Department of Agriculture, Food and the Marine, Andrew Doyle T.D, addressed the "BioFarm 2019 - Ireland's Biological Farming Conference" in Portlaoise recently, which focused on the capabilities of agriculture to combat climate change.
Minister Doyle highlighted the options available to farmers in this respect through his Department's Organic Farming Scheme and Agro-Forestry Scheme.
Noting that the many benefits of agro-forestry discussed at the Conference, Minister Doyle also pointed out the substantial grants available of €6,220 per hectare under the Agro-Forestry Scheme together with an annual premium of up to €660 per hectare.
He added that the agro-forestry system "is ideally suited to farmers who are interested in forestry but who also wish to keep their land in agricultural production and I therefore believe that it merits serious consideration."
Addressing the issue of climate change the Minister noted that, "Ireland's food producers and farmers have a remarkable reputation internationally in terms of the sustainability of the food and drink we produce".
Acknowledging that further action is needed in adapting to the consequences of climate change, reducing vulnerability and achieving sustainable development, he pointed out that his Department has recently published a first Agriculture, Forest and Seafood Climate Change Sectoral Adaptation Plan to help deliver on these objectives.
The Conference, which was a two-day event was organised by the National Organic Training Skillnet (NOTS) and brought together international experts in climate change mitigation, soil specialists and agro- forestry experts.
Subscribe or register today to discover more from DonegalLive.ie


text:
smooth ride to Juneau:
RAP maps wind shear and turbulence at isolated airport
That ubiquitous air travel safety announcement about fastening
seatbelts and placing seats in their upright positions has a special meaning
when it comes to flying into Juneau International Airport. The local wind
shear and turbulence are notorious because the mountains that tightly
encircle the airport produce a complex wind-flow pattern that literally
rattles passengers who travel in and out of Alaskas small capital
Two airplanesa University of Wyoming King Air
and an Alaska Airlines 737-400gather data on RAPs prototype
As the project manager for the FAA-sponsored Juneau Wind Project, Bob
Barron of the Research Applications Program hopes to give travelers a
smoother, safer ride.
Bob and his colleagues are developing a prototype warning system that
issues up-to-the-minute alerts about wind shear and turbulence to air
traffic controllers, airline dispatchers, and pilots. The goal is to warn
pilots in time to prevent injuries to passengers and crew. RAP designed
a similar system thats operating at Hong Kongs Chek Lap Kok
Its great that NCAR can use its scientific and technical
expertise to contribute to society on this day-to-day operational level,
RAPs Bob Barron and Deirdre Garvey.
The RAP team used anemometers and wind profilers to set up the Juneau
warning system. The devices use vector mathematics to create a comprehensive
picture of surrounding winds and to determine the danger these winds pose
to airplanes and passengers.
A wind profiler is an upward-looking radar that can measure turbulence,
wind speed, and wind direction. It gives researchers a profile of horizontal
winds and turbulence at 60-meter (200-foot) increments up to about 2.5
kilometers (1.5 miles). An anemometer also measures wind speed and wind
direction, but its measurements are at a single point near the ground.
The team placed the anemometers and wind profilers at a variety of locations
ranging from the airports runways to the surrounding mountains.
Many sites were chosen for their proximity to flight paths, while others
were placed upstream to monitor incoming air before it reaches the airport.
RAP is working with the Atmospheric Technology Division to locate and
operate the instruments. From 1996 to 1997, ATD collected wind data for
several months to explore wind patterns and ultimately determine the best
locations for the wind profilers in Juneau. ATDs Steve Cohn has
helped ensure the accuracy and proper functioning of the Juneau wind profilers,
analyzing data with RAPs Steve Mueller, Andrew Weekley, Cory Morse,
and Kent Goodrich.
By boat or plane
Despite a population of barely more than 30,000, Juneau has a busy airport.
This is because, unlike Rome, no roads lead to Juneau. The only ways in
or out are by boat or plane. From apples to zucchini, supplies travel
through the airport along with people.
This high volume of traffic, coupled with unusually dangerous winds,
brought Juneau International Airport to the attention of the FAA. The
area has two major airflows: a warm south to southeast wind from the Gulf
of Alaska and a north to northeast wind bringing cold air from the interior.
Under certain wind conditions, the only way to fly out of Juneau is by
making a slow, 180-degree turn just after takeoff while turbulent winds
coming over the mountains buffet the aircraft.
For several years, RAP has worked with the FAA, Alaska Airlines, the
Univeristy of North Dakota, the University of Oklahoma, and the University
of Wyoming to collect data in Juneau. In 1998, 2000, and 2002, RAP and
university staffers traveled to Juneau to collect wind data that have
been used to build and refine the warning system. This past winter, two
airplanes, the University of Wyomings King Air and a larger Alaska
Airlines Boeing 737-400, gathered data to fine-tune the prototype system.
The planes were used to correlate ground-system readings with actual
data from the planes. For further accuracy, the Doppler on Wheelsa
truckborne radar owned jointly by NCAR and the University of Oklahoma
that measures radial wind speedconfirmed the data.
With the cold winter weather and rough traveling conditions in Juneau,
Bob jokes that a lot of people have suffered on the project. But everyone
involved understands that the focus of the new system is safety. Turbulence
is a major concern for the airlines. In one serious incident in Juneau,
a 737 departing the airport fully loaded with passengers encountered a
wind hazard and rolled over more than 90 degrees. Fortunately in this
case, the pilots were able to get the airplane back upright just a few
hundred feet above the ground and complete their departure. The Juneau
warning system is designed to provide alerts that will allow pilots to
avoid these types of hazardous areas.
It will also help airlines save money. Turbulence costs U.S. airlines
an estimated $100 million each year in injuries and operational disruptions
such as delays and rerouting. In Juneau, high winds can last from 2 to
72 hours, and wind information can help airlines adjust their routes and
schedules to optimize usage of the airport.
The warning system features sophisticated technology. The wind
profilers have two computers, explains RAPs Deirdre Garvey.
One is part of the profiler and the other is a Debian Linux computer
running the RAP algorithms. The anemometers and wind profilers transmit
data to a central location at the airport, where final data analysis is
performed. There is also a wind information system in Juneau running a
set of RAP algorithms and sending the data to various remote locations
in Juneau. Despite all this technology, in the end, it is up to the pilot
to decide how to respond to the warnings.
RAP hopes to have the prototype completed and handed over to the FAA
by 2004. The FAA will then modify the system to fit its long-term needs.
In the meantime, RAP staffers will continue to refine the prototype alert
system and check it for accuracy.
Until the warning system is up and running, people will be sure to remember
to pull their seat belts tight on their next trip to Juneau. Bob sighs,
NCAR never seems to send me to a place where the weather is nice.
Before the Juneau project, RAP built a similar warning system at Hong
Kongs Chek Lap Kok Airport (above in an artists illustration),
which is scheduled to be completed as shown in 2040. Without this warning
system, called the Windshear and Turbulence Warning System (WTWS), research
showed that one in 700 flights would encounter severe wind shear and one
in 2,500 would encounter severe turbulence. With the WTWS system installed,
unexpected windshear and turbulence are rarely encountered. The WTWS is
equipped with a suite of wind shear and turbulence detection algorithms.
It processes data from anemometers and a terminal Doppler weather radar.
Also in this issue...
launching instrument collection
Lally wins prestigious ballooning award
special evening with an intimate of the atmosphere
PTO, health benefits, and diversity training
to front page


Nuclear physicist who worked for the CIA, executed in Iran
Source : 112 Ukraine
On penalty reported scientist's relatives, after his body was returned to his native city
15:38, 7 August 2016
Фото из открытых источников
Iranian nuclear physicist Shahram Amiri, who lived a long time in the USA was executed in Tehran. This was reported by the scientist's family, according to BBC. On penalty reported Amiri's relatives, when his body was returned to his native city. They found the traces of rope around the neck of the scientist.
Shahram Amiri in 2009 went on a pilgrimage to Mecca, and then disappeared and appeared in the United States, where, as reported he was kept by force by the CIA. US denied any involvement in the abduction. In 2010, ABC News channel reported that a nuclear physicist fled to the United States and helped the CIA to gather information on Iran's nuclear program. Subsequently, the White House said that the scientist willfully fled to the United States and gave Washington the important information.
In 2010, Amiri returned to Tehran, where he was greeted as a hero. However, after this he fell under long period of imprisonment.
Related: Iran is first to ban Pokémon Go
Related: Iranian oil might be transported to Central Europe via Ukraine
Система Orphus
see more


text:
South African Journal of Education
versão impressa ISSN 0256-0100
MAHLOMAHOLO, Sechaba MG. Gender differentials and sustainable learning environments. S. Afr. j. educ. [online]. 2011, vol.31, n.3, pp. 312-321. ISSN 0256-0100.
The centrality of quality education provisioning for all towards a better and socially just life is acknowledged globally. To date, however, there are still skewed gender differentials unfavourable to girls, thus impeding gender equality. In this paper I report on the reasons for leaving school early cited by out-of-school girls in North-West Province, South Africa. These reasons are juxtaposed against those cited by out-of-school boys to show how powerful gender as 'positioning in discourses' appears to be. Structured focus group interviews using the adapted version of 'Masitsa's inventory' were conducted. Qualitative data were coded and analysed based on frequency tables. The findings reveal that more girls than boys say they leave school early owing to: repeated failure; long distance to and from school; pregnancy; poverty; ill-health; attraction of odd jobs; looking after siblings; lack of motivation; early marriage, and criminal activity. The conclusion, therefore, is that if schools in the context of the community can become sustainable learning environments privileging girls' concerns, they can assist in resolving these problems of skewed gender differentials. This could lead towards achievement of a socially just life for all.
Palavras-chave : early school leavers; gender differentials; social justice; sustainable learning environments.


text:
Tuesday 18 June
Ceylon birdwing (Troides darsius)
Ceylon birdwing fact file
- Find out more
- Print factsheet
Ceylon birdwing description
The Ceylon birdwing is one of the largest butterflies of Sri Lanka (2). Like most other Troides birdwings, the male is adorned with bright golden-yellow markings on the hindwings, which contrast starkly with the velvety black forewings and interjecting black veins (2). The female is larger than the male, and has a different arrangement of yellow markings on the hindwing, and pale stripes on the forewing (2) (3).
- Troides helena darsius. Top
- Pupa of a butterfly.
- A species or taxonomic group that is only found in one particular country or geographic area.
- Stage in an animal's lifecycle after it hatches from the egg. Larvae are typically very different in appearance to adults; they are able to feed and move around but usually are unable to reproduce.
- An abrupt physical change from the larval to the adult form.
- The process of becoming a pupa, the stage of an insect's development, when huge changes occur that reorganise the larval form into the adult form. In butterflies the pupa is also called a chrysalis.
- CITES (January, 2006)
- Sunday Observer: Nature's jewels at Sinharaja (July, 2006)
- Haugum, J. and Low, A.M. (1985) A Monograph of the Birdwing Butterflies. Scandinavian Science Press, Klampenborg.
- Troides darsius (July, 2006)
- The World of Birdwing Butterflies (July, 2006)
- Yen, S.H. and Yang, P.S. (2001) Illustrated Identification Guide to Insects Protected by the CITES and Wildlife Conservation Law of Taiwan. R.O.C. Council of Agriculture, Taiwan.
- Tree of Life Web Project (July, 2006)
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- download and retain copies of the Material on their personal systems in digital form in low resolution for their own personal use;
- teachers, lecturers and students may incorporate the Material in their educational material (including, but not limited to, their lesson plans, presentations, worksheets and projects) in hard copy and digital format for use within a registered educational establishment, provided that the integrity of the Material is maintained and that copyright ownership and authorship is appropriately acknowledged by the End User.
Ceylon birdwing biology
The Ceylon birdwing is most active during the morning and early afternoon (3) (5). The butterfly feeds on the nectar of flowers such as Hibiscus, Poinciana (Caesalpinia pulcherrima) and Bougainvillea (3), and the larvae found on the leaves of Aristolochia plants (3) (6).
Orange-yellow eggs are laid singly on the young leaves and shoots of the Aristolochia food plants, which are then voraciously devoured by the young caterpillars after hatching (3) (6). Feeding upon these plants also serves as a defensive mechanism as they contain certain chemicals that make the caterpillars toxic and therefore unpalatable to most predators (7). The caterpillars eventually pupate and undergo metamorphosis into adult butterflies, and maintain these toxic chemicals in their tissues into adulthood (7). The chrysalis of this species is dark brownish-yellow, or greenish-yellow in some individuals, and its leaf-like appearance helps camouflage it amongst the vegetation from potential predators (3). Troides birdwings typically pupate on the twigs or stems of plants close to the larval food plant or on the food plant itself (3).Top
Ceylon birdwing rangeTop
Ceylon birdwing habitat
Occasionally observed in lowland cities (5), this species survives today mainly in its primary habitat of thinly wooded mountain forests, throughout the island with the exception of the far north (4). The Ceylon birdwing has been recorded from sea-level up to an elevation of 2,000 metres, but is now less frequently seen in the lowlands (5).Top
Ceylon birdwing status
Listed on Appendix II of CITES (1).Top
Ceylon birdwing threats
The principal threat to Troides butterflies is deforestation (6). The Ceylon birdwing is under considerable pressure from an expanding and encroaching human population, and from habitat destruction associated with human development (4).Top
Ceylon birdwing conservation
The Ceylon birdwing is listed on Appendix II of the Convention on International Trade in Endangered Species (CITES), meaning that any international trade in this species should be carefully monitored (1). However, more needs to be done to help preserve its fragile habitat, including the Aristolochia food plants on which the larvae rely, if the long-term future of this stunning native butterfly is to be safeguarded (6).Top
Authenticated (05/08/08) by John Tennent, Scientific Associate, Department of Entomology, The Natural History Museum, London.Top
More »Related species
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text:
commercial law: an overview
Commercial law governs the broad areas of business, commerce, and consumer transactions. Specific law has developed in a number of commercial fields. These include:
The Uniform Commercial Code, which has been substantially adopted as statutory law in nearly every state, governs numerous areas of commercial law. Currently it is divided into thirteen Articles:
Definition from Nolo's Plain-English Law Dictionary
The law that applies to the rights, relations, and conduct of persons and businesses engaged in commerce, merchandising, trade, and sales. In recent years this body of law has been codified in the Uniform Commercial Code (UCC), which has been almost universally adopted by the U.S. states.
Definition provided by Nolo's Plain-English Law Dictionary.
August 19, 2010, 5:12 pm


text:
Typical Fax Error Rates
Our faxing system has about a 1% error rate to a traditional analog or digital lines. Unfortunately, many endpoints are poorly designed fax over IP (FoIP) endpoints. So, adding VoIP faxes to and from us, the error rate is 5% outbound and 8% inbound. Our faxing system is also monitored so errors due to a failure of our fax servers are cleared immediately.
When faxes fail, it is typically a single fax source that says "We can't send a fax".
The Failed Fax Send Error Reduction Process
- We provide you a second fax number designed to take a different call path to our servers. Most of the time, this 2nd number works.
- Do only large faxes, over 500 pages fail?
- Many times these are mechanical issues with a paper feeder.
- We will send to ourselves a fax of the same size from a third party "electronic fax" service. This is a fax not sourced from a stack of papers in a hopper.
- We will take a manual read of our error rates.
- The remaining focus is on the sender.
- Ask the sender to reboot their fax machine or server.
- We establish a permanent 3rd fax number for you on a fax system run by another company. If this fails, we can say two independent systems, with nothing but the sender fax in common, can not receive the senders fax.
At this point, the issue is with the sender's fax machine. We can help further but only if the above data is acknowledged.
Observations from our industry peers say a 6% error rate is typical
Fax transmission is an analog technology. It's modem tones transmitted over a phone line at around 2100 hz. In the old days of analog lines, what fax is based on, we saw error rates of 6%. Like making a copy of an (analog) cassette tape, analog fax tones can be compressed and re-transmitted that yield literally a poor sounding copy of the original fax transmission. Today, in the day of voice over IP VoIP and without our services, we see as much as a 20% error rate. Beyond our data, below is third party evidence.
" no one will sign off on it but you are looking at 5 – 7%" – industry expert. We can play the name of this person and company privately.
… googling the phrase _URL_
"When attempting to send real-time faxes over an IP network that is operating under normal conditions, a success rate of 80% is reasonable for single-page faxes. "
"Traditional analog faxing has roughly a 5% failure rate; e-faxing has a slightly higher failure rate around 5-8% due to the additional steps necessary with a fax server. "
"Fax over internet, FoIP, had formerly been unable to achieve a transmission success rate of more than 85%"