How to Find Prisoner Info and Mugshots
Exploring the criminal justice system on the web
If you're looking for a prison inmate, a mugshot, or more information about the United States criminal justice system, the internet hosts a number of websites that can help.
The resources below can be used to locate inmate pictures, find which facility an inmate is located at, see where prisons and jails are in each state, and learn other details related to the penal system.
A facility might not update its online information on a prisoner for 24 hours or longer after incarceration.
Find Prisoners With a Federal Inmate Locator
Person using the Federal Bureau of Prisons database
Maddy Price / Lifewire
The easiest way to do a nationwide inmate search to locate which prison an inmate is located at (or where they were held before release), is to search for the person using the Find an Inmate search tool on It works for any offender incarcerated from 1982 to present day.
If you know the person's BOP register, DCDC, FBI, or INS number, you can search by it for a super-targeted search. Otherwise, try finding the inmate by their name, age, and gender.
Find Information About State Prison Systems
VINELink Iowa page
VINELink, a service of the National Victim Notification Network, lets you search criminal cases and offender information state by state, using their name or offender ID number. You also have the opportunity to obtain information about current criminal cases and the status of offenders.
The same website from above can be used to find more information about federal prisons, such as the prison's primary email address and phone number, its judicial district and county, how many inmates are in the prison, and more. Visit's Search Locations page for these details.
Locate Inmate Pictures and Mugshots
Since most states keep an online database of people in the penal system, you can usually find mugshots with identifying information such as the date of the crime and the length of the sentence.
To do this, open a search engine like Google and type your state followed by department of corrections to find your jurisdiction's offender database. Like this:
kansas department of corrections
Kansas Department of Corrections website
Once you get to your state's Department of Corrections page, you might have to do a little bit of searching for penal records. Each state has them listed differently; some might have a link to Offender Search or Inmate Search.
Every state's penal search form has a couple of things in common. You'll need at least a last name just to get started, and if you have a first name, you'll have even better results. Unless you have a lot of specific information, try a general search first and narrow it down until you find what you're looking for.
If you want a copy of your own individual arrest images, you can go to the jail where the initial booking took place and make inquiries. The process differs by county and state, but you'll most likely need to make a formal records request to obtain this information. If the mugshot is part of an ongoing investigation, it may be exempt from any kind of public records request depending on where you're located. is another way to find mugshots. Unlike the websites above, it isn't offered by the government, but it still provides millions of records, all browsable by state and searchable by name.
Not every person who gets arrested gets their picture taken, and arrest information isn't necessarily public record unless you're a celebrity or similar person of public interest.
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all its components and take the stress of the tape feeding through its parts as well as the VHS spinning its feeders on its parts.
- Tape Loader
- -The tape loader feeds the tape onto the deck as well as ejecting the tape when the user wants to remove it. It's built snugly hold VHS tapes and secure it to the tape deck. It's plastic is painted black so it blends in when people insert and remove tapes it blends in. The loader has a metal surround the tape to remove the chances of breaking that might happen to plastic over time lifting and moving VHS tapes.
- -The housing protects the components inside of the VCR. It's built to fit over all the components and frame and keep users out while having openings for ventilation in high heat areas. It painted a stone gray color to look good in appearance and match the rest of its outside visible parts. The housing is made from aluminum to be durable in movement and absorb heat off the components.
- -The frame gives a rigid support to attach all the components to as well as seal off the system. It's built to fit all the parts and maximize space while keeping its overall size small. It's painted black to provide a contrast to all the components inside of the VHS. The frame gives the unit's components protection from damage and space out the parts to minimize heat.
- -The connections/bridges provide connections between board's circuits. It's built to fit inside the frame and fit onto the circuit boards. It's exposed wire and plastic since users wont see the part. The connections/bridges are flexible to allow for different distances between boards to be connected with the same part.
- -The display shows the user what the VCR is currently doing as well as provide useful information about the VHS tape or other things it may be doing. It's built to fit in front of the unit while being large enough to read. It's made to match the rest of the parts in the front and flow with the overall look of the unit. The display's clear coating allows users to read the light material and process data.
- Rear panel cover
- -The rear panel cover is to provide information on the inputs and outputs on the back off the VCR. It's built to fit on the back of the frame where all the plugs come out of the unit from one of the circuit boards. It's black in color to match the frame. The panel is made separate from the frame because its easier to print the information on a small cut piece of plastic instead of the large frame.
- -The feet provide a balance to the system so it sits level in its location. It's built to fit underneath the VCR and be the same height as the feet on the base piece. They're black to match the unit and not be noticeable. The feet have rubber on the bottom to give the unit grip so it doesn't move around once you set it in place.
- -The spacers provide rigidity in the unit in areas where pressure by a user carrying it may damage components inside the VCR. It's made to fit in its two different locations. The are white in color to be easily identifiable. The spacers protect important parts from harm and hold weak areas together in the unit.
- -The Base seals the bottom of the VCR. It's made to fit the frame of the unit. It's unfinished metal since it's underneath and not noticeable. The base is hard and gives some support to components attached to the frame and heat sinks the boards while keeping them off the ground with its feet.
|Assembly step||What was done||Ease of assembly||Tools used|
|1||Motherboard screwed on to housing||Fairly easy||Phillips head screw driver|
|2||Tape deck screwed onto the housing||Fairly easy with some complications due to tight spaces for some of the screws and a holding bracket that was misplaced but then later found||Phillips head screw driver, pliers|
|3||Tape loader put in place on top of the tape deck||Fairly easy||Phillips head screw driver|
|4||The converter box was then put in place||Easy||Phillips head screw driver, pliers to hold up screws|
|5||Power converter was put in place||Fairly easy, trouble with locating where ground cable was to be connected||Phillips head screw driver|
|6||Back panel put in place||Easy||Phillips head screw driver|
|7||circuit board for user interface put into place||Fairly easy||Hands to clip panel into place|
|8||All wires reconnected across all boards||Average, there were some missing wires before our dissection||Hands|
|9||User input panel put into place||Fairly easy||Part clipped in by hand|
|10||Bottom housing screwed into bottom of the frame||Fairly easy||Phillips head screw driver|
|11||Top housing screwed into top of the frame||Fairly easy||Phillips head screw driver|
|12||Feet screwed onto bottom housing||Fairly easy||Phillips head screw driver|
How the VCR Works
Analyses and Testing
- A VCR will on average be used 3 times a week
- Product lifespan 10 years
- 3 uses/week*52 weeks/year*10 years = 15,600 uses
- 15,600 uses * 3 =46800 uses (error allowance)
- Test one out of every 1,000 tape loaders
- Use a machine to simulate inserting and ejecting tape
- If tape loader reaches 50,000 then pass the batch
- If tape loader fails before 50,000 further testing required
- Test 5 tape decks of the group of 1000 that failed
- If one of 5 fails discard batch
- If all 5 tape decks pass, release batch
- Maintain record of pass/fail, and batches tested for future reference
Reflection on Disassembly/assembly
The disassembly and reassembly, were hardly labor intensive, requiring only use of hand, a Phillips head screwdriver, and pliers on rare occasion. The reason for such ease in deconstruction and reconstruction was, the product is designed in separate modular components. Reassembling the VCR was almost the exact reverse of the dissection, although many different reassembly processes could have been chosen. The steps used to put the VCR back together were chosen based upon the initial deconstruction by the group. In rebuilding the VCR the same screwdriver was used, however, it was manageable to put the product back together, without reusing the pliers. The entire product was reassembled to the original configuration initially given, with the exception of a repaired gear in the tape loader, which originally did not work.
For the time period
- Make the device smaller
- Layered printing of circuit boards - Reduce empty space by stacking circuit boards and including a fan for cooling - Smaller front control panel by reducing the size of large buttons
- Second tape deck for recording or dual play of VHS tapes
- Include a receiver for better audio quality and amplification
- Include DVD player for recording VHS to DVD and convenience of an all in one media player
- MP3 Line in to allow music playback
- Plastic clips to hold secure circuit boards to frame to reduce manufacture time and separate components
- Use more durable backings of buttons to reduce tendency to break and malfunction over time
- Use more plastic parts for ease of recycling
Marshall, B. (2008). HowStuffWorks "How VCRs Work". Retrieved November, 2008, from : _URL_

source: HuggingFaceFW/fineweb-edu


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Real Life Stories
The Low-Tech Active Learning Classroom at Cégep de Sept-Îles
The term active learning classroom usually evokes images of a sleek space packed with all of the latest technological bells and whistles. Not so at Cégep de Sept-Îles. To fit our teaching and learning needs and goals, we consciously opted for a classroom where inter-activity – not technology – plays a central role. This being 2017, of course it doesn't mean we relegated electronic devices altogether. Here's the story that explains the "how" and "why" of our low-tech active learning classroom.
Picturing Our Active Learning Classroom
Even though our active learning classroom (ALC) officially opened its doors in the Winter 2017 term, its story started about 5 years prior to that. I took part in a tour of several ALCs at McGill University, Dawson College and Champlain Saint-Lambert College organized by the Society for Teaching and Learning in Higher Education (STLHE/SAPES). This proved to be an incredibly valuable first-hand experience, and something I would whole-heartedly recommend to anyone planning to lobby for an active learning classroom at their institution. I had the chance to exchange with ALC "gurus" Adam Finkelstein, Jim Sparks, Chris Whittaker and Elizabeth Charles. It also allowed me to make some first-hand observations that would shape our project at Cégep de Sept-Îles:
- Space is very important. Students need to be able to move around, both on their chairs and throughout the room.
- Air and temperature are another important consideration. When students are active, the temperature can go up quickly. Electronic devices also generate a considerable amount of heat.
- It is important to keep noise and acoustics in mind. If there are no sound-absorbing elements, things get chaotic quite quickly once students get talking.
- Big tables allow students to spread out, but hinder conversation. This, in turn, increases noise levels even further!
- Workstations can also become a physical barrier to conversation, as students need to talk "over" or "in between" computer screens.
Sharing a Vision
I documented my visit with photos and videos, which I shared with the college's administration. As a teacher pushing for an active learning classroom, gathering the necessary documentation as well as theoretical and pedagogical references to back up my vision proved key in making a convincing case.
- Administrators talked to me about my ideas for an "e-learning class" or a "computer lab." I had to make it clear that active learning is not all about technology; it's about students collaborating.
- Technical Services and Purchasing each had their own vision about equipment and design. From a teacher's perspective, for instance, rolling chairs were non-negotiable, even if it meant fitting in fewer students in the room. The most cost-effective solution is not necessarily the best one: imagine the sound of twenty-odd students moving about on squeaky chairs with noisy wheels.
All design decisions should first and foremost be based on pedagogical considerations, not on what "can" or "cannot" be done in terms of cost, or protocol. Teachers need to be solid about their vision for the active learning classroom.
Getting Colleagues Involved in the Design Process
Once the idea of an active learning classroom got some traction with the administration, we set up a poll with SurveyMonkey. We wanted to find out which teachers were already using active learning techniques – even if they didn't necessarily refer to them by that name. About 80% of the respondents already used approaches like project-based learning, case studies, flipped teaching, peer feedback, etc. I also wanted to get other teachers across the college on board, so the ALC would not be a one-woman project. Everyone had the opportunity to get involved. We formed a working group, which allowed us to work with different points of view and experiences. This was very enriching. In total, 6 teachers got release time to turn the active learning classroom dream into reality. Subsequent meetings led to the final design, which includes:
- 5 regular whiteboards (3 on the walls and 2 on wheels)
- Rolling chairs that swivel
- Narrow trapezium-shaped tables with a slightly wider side toward the whiteboard. These were made in-house; their colours are representative of the area.
- A convertible standing desk for the teacher
- A projector and speakers, as in any other classroom
The active learning classroom at Cégep de Sept-îles
The room's colour scheme represents local elements such as plants (blueberries, spruce) and wildlife (gulls, minke whales). The wall and flooring colours did not make it into the final design.
Three elements are essential to the success of an active learning classroom: adapted chairs and tables, and writeable surfaces.
Low-Tech, yet Active?
As the above list shows, we took a decidedly low-tech approach, for several reasons:
- It is less stressful for the teacher and the students, as there is no pressure to use technology at all times.
- It is more accessible budget-wise.
- Any technological device that is an integral part of the room is prone to becoming outdated at some point.
- Interactive whiteboards are a nice feature, but different brands and models can lead to compatibility problems. They are also rarely used to their full potential.
Does this mean we shun technology at Cégep de Sept-îles? Of course not! We have carts with laptops and iPads, which are accessible to students in the active learning classroom when relevant. As a result:
- Students do not see the active learning classroom as a mere computer lab, but as a space where they collaborate in different ways.
- Technology is never a distraction; it is only used when it enhances learning.
- There is better continuity between work in different spaces because students can use the same devices and platforms (such as Moodle or Google Drive) elsewhere.
- The room offers better flexibility because there are no fixed workstations or cables to hinder movement.
Students learning actively, without the use of technology.
First Experiences and Observations
Once our active learning classroom was ready to welcome its first groups of students, the teachers involved created a folder on Google Drive where we documented our use of the ALC. This included images, a list of problems and solutions and a document compiling our ideas and success stories. Below are a few examples of teacher notes, representing very different fields:
|Traditional Lesson||Active Learning Lesson|
PowerPoint, lecture with examples and discussion on elements of the plot in a short story.
|I listed the events in a short story in the order they appeared in the story. This story had a lot of flashbacks and repetition. Students put them in chronological order. Each group used their whiteboard to make a diagram of the plot of the short story.|
Lecture-type delivery of theory on protein synthesis starting with the DNA molecule in the nucleus.
|Each team was given a protein to synthesize. Students first researched information online and in their course book. Then, they discussed the concepts and illustrated them on the whiteboard. At the end of the activity, each team presented a skit to illustrate the protein synthesis to the other teams.|
|"The respiratory system"
|Students had to analyze mini case studies (one / table). Each team had a different color marker to write their interpretations on the white board. After 10 minutes, they changed places and tried to solve the next mini case. They could add or modify the information already available on the board. When every team had resolved all cases, there was a class debriefing.|
Short story plot diagrams produced during the Plot Lines activity described above show how different student teams creatively used their whiteboards to complete the task at hand.
For each class taught in the ALC, teachers also had one additional period in the room to explore and plan their activities. This was important to overcome two important concerns shared by several colleagues:
- Loss of control (classroom management)
- Loss of time (efficiency)
Learning in the active learning classroom definitely feels "messier," but it is also more profound and effective. Activities seem more chaotic and less productive, but my students feel like they get more out of the learning experience. As soon as they walk into the room, they start talking straight away. This is a refreshing change from seeing students riveted to the screen of their smartphone while they are waiting for class to start!
Learning activities may seem less orderly, but students are more focused and learn more effectively.
In this video, teachers who were also on the Cégep's ALC working group, share their experiences and thoughts on active learning.
Teachers sharing their experiences and thoughts on active learning (video in French)
Tips for Getting Your Very Own Active Learning Classroom
It took a considerable amount of effort, but I am proud to say the active learning classroom at Cégep de Sept-Îles is a success! If you are interested in getting an ALC at your college, the following steps are crucial:
- Establish a working group and get teachers as well as administration involved.
- Identify your specific needs and do research.
- Don't try to reinvent the wheel – look at what's out there and visit in person, if possible.
- Keep the main focus on pedagogy; only consider technology as a supporting tool.
- Obtain release time to plan and implement the ALC.
When planning your first classes in the active learning classroom, carefully choose your activities, but always allow for creativity and flexibility. Instead of asking yourself "what am I going to say to my students?" consider what you are going to get your students to do to meet the learning objectives." Keep it simple,

source: openbmb/Ultra-FineWeb


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Better performance of slag concrete exposing to high temperatures
Concrete made with GGBS cement is much better than concrete made with 100% OPC at maintaining its compressive strength when exposed to high temperatures.
OPC specimens heated to 400 °C or above have been shown to exhibit severe cracking to the point of disintegration after a few days. However, it was found that concrete made with blends of 35%, 50% and 65% GGBS performed much better. In the GGBS specimens there was no visible cracking after exposure to the higher temperatures. The concrete with 100% OPC degraded to powder over the following year, while the concrete made with GGBS maintained its strength over the same period.
Further studies showed that after exposure to 900 °C concrete with 0% GGBS maintained 6% of its original strength, concrete with 30% GGBS maintained 54% of its original strength and concrete with 70% GGBS maintained 70% of its original strength.
How does slag improve the resistance to fire damage?
Why concrete made with GGBS has better resistance to fire damage? It is generally agreed that above 400 °C Ca(OH)2 which is the hydration products of OPC decomposes into CaO and H2O, then on cooling CaO and left H2O rehydrates into Ca(OH)2 which needs more space than CaO causing the concrete to crack and degrade. With the addition of GGBS into concrete, hydration product Ca(OH)2 is generally reduced compared with concrete made with 100% OPC, thus improving the performance of resisting fire damage.
Reference: Ecocem report–Technical Performance
- Sample Preparation for Quantitative X-Ray Diffraction (XRD/Rietveld)
- Determining the Amount of Reacted Slag in Blended Cement Using EDTA Method
- 3D printer to print a house, is it the future of cementitious materials?
- How GGBS is used and its typical substitution rates
- Does particle size of slag influence its reactivity?
- Published literature data on the reaction degree of slag
- Methods to measure the reaction degree of slag in blended cement
- Factors influence the reaction degree of slag in slag blended cement
- The activation theory of slag in blended cement
- Features of microstructure development in the inner product of reacting slag in blended cement


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This week, NILU welcomed the partners from the Polish GIOS, Chief Inspectorate of Environmental Protection, to Kjeller.
Over the course of three days, NILU researchers from several departments have shared insights and experiences that contribute to the ongoing collaborative project "Strengthening of atmospheric deposition assessment in Poland based on Norwegian experience".
Of particular interest to the Polish partners was how NILU carries out monitoring and assessment of the deposition of air pollution in Norway and Europe. In addition, a comprehensive tour of NILU's chemical laboratories as well as an exclusive visit to the Birkenes Observatory in Agder were included in the program (see picture above).
The first day of the visit began with a presentation of NILU by Deputy CEO Ole-Anders Braathen. Among other things, the EBAS database was highlighted as a valuable international resource that is openly accessible to all.
Furthermore, project manager Barbara Toczko (pictured below) gave a summary of the activities in the project:
- Developing the concept of revision and optimization of deposition measurements in Poland (NILU lead: Wenche Aas, ATMOS)
- Developing the concept of launching the quality assurance / quality control (QA/QC) system for deposition measure (NILU lead: Helene Lunder Halvorsen, MILK)
- Developing the guidance document on assessment of atmospheric deposition, including a proposal of the most suitable deposition modeling technique (NILU lead: Joana Soares, IMPACT)
- Visualisation and making available of atmospheric deposition data via the web site "Air Quality" CIEP (NILU lead: Rune Åvar Ødegaard, DIGITAL)
- Procurement of deposition measurement instruments
- Project management and promotion activities (see _URL_
We look forward to continuing the collaboration!


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Evaluation of in vitro and in vivo equine microbial population shifts in response to colic conditions
Metadata[+] Show full item record
We designed two continuous culture experiments to test the effects of starch dosage and starvation upon equine fecal microflora. Diets were designed containing fructooligosaccharides and mannanoligosaccharides in order to investigate treatment effects on VFA and NH3 concentration, and pH following starvation or starch overload. This research indicated that total volatile fatty acid (VFA) concentration may be affected by treatment following starch overload. Additionally, branched chain VFA, and butyric acid concentrations were different across treatment in both experiments. This research indicated that following an abrupt change in the starch content of the diet, or a starvation period, those effects may be ameliorated by diet. In our third experiment, we performed pyrosequencing in order to phylogenetically characterize the shifts in the microbial populations observed in the feces of eight horses collected from both the colic (large intestinal-nonsurgical) and healthy states. Healthy samples were collected by the attending/referring veterinarian 60 days ([plus or minus] 30) post discharge. DNA was extracted from the fecal samples and the V1, V2, and V3 region of the 16S rDNA was amplified via emulsion PCR. When ubiquitous microbes were ranked colic > healthy, four were significant. All sick horses had greater reads of Clostridium phytofermentans, an uncultured Clostridiales bacterium, and Bacteroidetes as well as an uncultured bacteroidetes bacterium. These data suggest there is a need for broad bacterial diversity in the healthy equine gut.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.

source: m-a-p/FineFineWeb


Organized by guyon - Current server time: Feb. 26, 2021, 1:47 p.m. UTC
Jan. 24, 2021, midnight UTC
Competition Ends
BBO challenge
Neurips 2020 BBO post-challenge: find the best black-box optimizer for machine learning
This is an exact clone of the Neurips 2020 BBO challenge ended on October 15, 2020, formatted as an ever-lasting benchmark for research purposes, with a subset of the original challenge tasks.
The purpose is to evaluate black-box optimization algorithms on real-world objective functions. The problems chosen come from hyper-parameter (hp) selection/tuning in Machine Learning (ML) problems. The task submitted to the optimizer is:
 maximize R(hp)
 hp ∈ HP
where R(hp) = cross-validation-accuracy { dataset, ML-algorithm(hp) } and HP space includes conrinuous and discrete variables.
The participants must submit a Python class containing the optimizer, which consider R(hp) as a black-box, that is the optimizaer does NOT have access to the mathematical formula of R, all it can do is to query values of R at given points (which is time consuming).
The optimizer's class can include custom data members (e.g. storing past values of R) and must include at leaat two methods:
 1. hp=suggest(...) # this is called by the Codalab platform to get the next point queried by the optimizer (then the platform calls R(hp) = cross-validation-accuracy { dataset, ML-algorithm(hp) } to get R(hp)
 2. observe(hp, R) # this is called by the Codalab platform to give back to the optimizer object the objective function value computed R(hp) at hp
S = search space = HP space
A = moves in mixed categorical and continuous space (suggest)
R = cross-validation-accuracy { dataset, ML-algorithm(hp) }
I = values of R at given points only (observe)
We provide the starting kit of the original challenge, which contains all the information needed to use this benchmark:
 1. Download the starting kit by clicking Participate -> Files -> Starting Kit
 2. Unzip the downloaded starting kit
 3. Place yourself in the starting kit directory
 4. Run the following command:
 1.././example_submissions/random-search
 5. The resulted is ready to be submitted to Participate -> Submit / View results
That's it, you can already submit your first submission! That's easy, right? However this submission is only a baseline solution. If you want to do better than this baseline, it is sufficient to modify Optimizer submissions should follow the template, for a suggest-observe interface. Roughly speaking, you should modify suggest function and observe function, which are two important components of black box optimization algorithms.
BBO challenge: Evaluation
We re-open the Neurips 2020 BBO challenge to make it an ever-lasting benchmark. There is only one phase: post-challenge phase, which allows to test black box algorithms on this benchmark. This particular instance of benchmark is limited to a single task (one dataset and one algorithm), specifically (GINA, MLP), where GINA is subset of MNIST and MLP is a fully connected multi-layer Perceptron trained with stochastic gradient descent.
The score by which the optimizer is evaluated id the cross-valiation accuracy.
BBO benchmarck Rules
This benchmark has NO prizes and is just for educational purposes.
The original terms of the BBO challenge terms and conditions do NOT apply.
Download Size (mb) Phase
Starting Kit 0.548 #1 Post-challenge
Start: Jan. 24, 2021, midnight
Description: Only one phase: post-challenge phase
Competition Ends
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# Username Score
1 guyon 81.60


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Source: Africa Portal
Elizabeth Willmott Harrop
July 4, 2012
ADDIS ABABA, ETHIOPIA – Africa has been dubbed the new frontier for inter-country adoption, and for good reason. As traditional sending countries in Eastern Europe and Asia have tightened the supply of available children in recent years, demand has dramatically shifted to Africa.
According to the African Child Policy Forum (ACPF), there are now 50 prospective adopters for every available African adoptee, and Ethiopia is only behind China in the total number of children it makes available for international adoptions. Between 2003 and 2011, more than 41,000 Africans were moved overseas – a three-fold increase over the previous eight years.
While these figures may seem small in the context of Africa's estimated 58 million orphans, the trends were enough for government policymakers, NGOs and scholars from 20 African countries to convene at a ACPF conference on inter-country adoption in Addis Ababa in May 2012.
African officials and others are right to pay attention. According to Save the Children, over 80 percent of children in African orphanages have a living parent, just not one whocannot afford to provide for his or her child.In Ethiopia, the government recently attempted to trace the families of 385 different children from 45 different institutions. The families of all but 15 of them were located.
Seen through this lens, the African orphan crisis is largely one of insufficient family support. Officials presenting at the ACPF conference noted that there is no word for adoption in some African languages, and the concept is often misunderstood. Adoption agencies have been accused of profiting from this misconception as parents are persuaded to transfer their children into what they perceive as temporary arrangements that will provide stability and education before the child eventually returns home.
Due to increasing demand in Africa, countries across the continent now have to be wary of abusive adoption practices that have affected past sending nations. In Romania, for example, over 30,000 children were adopted in the 1990s – earning agencies over $900 million (all figures USD) but also exposing adoptees to legitimate and exploitative adopters from around the world.
Serious abuses resulting from adoptions in Africa are also well documented and the First Lady of Uganda, Janet Museveni, told the ACPF conference that inter-country adoption had facilitated trafficking for prostitution, sex slavery, organ harvesting and forced labour.The conference also heard of adoption agencies in Ethiopia accused of soliciting children directly from families, coercing women to relinquish newborns and,according to the NGO Against Child Trafficking, "parents are stated dead… dates of birth are falsified, false information is provided to the Courts".
While Ethiopia has made progress in the past two years by placing 700,000 vulnerable children into alternative options such as community care placements and domestic adoption, Ethiopia's story is typical of the way family reunification has been sidelined while impoverished parents are coerced into giving up their children in what has been called a "orphan creation" industry.
The finances involved in inter-country adoption provide insight into the economics of the problem. According to the Bureau of Consular Affairs in the United States, the world's leading receiving country, adoption agencies charged prospective parents up to $64,000 for processing an inter-country adoption in 2011.Meanwhile, in Ethiopia, the cost of a month's rent for a poor working family in Addis Ababa is just 25 cents per month, according to a mother speaking at the ACPF conference. Likewise, the total monthly budget that would allow that mother and child to stay together as a family unit can be as little as $15 per month.
David Smolin of Samford University notes that "the ethics of inter-country adoption becomes problematic where poverty induces the family to give up their child. Under such circumstances, even the cost of transporting the child from sending to receiving nation, if spent instead to aid the family, could have kept the family intact."
Ironically, orphanage care is also often more expensive than providing direct assistance to family and community structures. A 2004 UNICEF report containing cost comparisons in Uganda shows thatorphanagecosts run14 times higher than those for community care. Orphanages are often established by international adoption agencies, however, which make them more cost-effective in the context of the vast profits which can be made from inter-country adoption.
Despite the presence of numerous inter-country adoption agencies in Africa, a central theme of international standards such as the African Charter on the Rights and Welfare of the Child is that foreign adoption should be used only as a measure of last resort. This principle of subsidiarity protects the child's right to cultural identity and means domestic, family-based solutions should take precedence over international ones.
Comprehensive and well-enforced national legislation across African sending countries is therefore vital to maintain family units and connect the provision of social protection to adoption law. With these policies in place, inter-country adoption should only be applied in exceptional cases, and the need should be determined by the sending country and the best interests of the child.
As it stands, African countries are failing their children in allowing inter-country adoption to take precedence over family strengthening, depriving many of the home life they deserve. Let's hope that policy makers heard that loud and clear in Addis Ababa.
Elizabeth Willmott Harrop is a freelance writer and consultant based in the UK. She has worked with numerous development agencies, including UNICEF, Amnesty International and Plan International.


Blog 8.24.2012 No Comments's first-ever SolidWorks API programming contest has come to a close. Some of the finest API programmers out there stepped up to the challenge described in our last post: Write a macro in as few lines as possible that discovers and displays a single message box listing the children of all part components in the assembly. Without further adieu, here are the results:
1. Ivana K. (15 lines)
2. Josh B. (19 lines)
3. Jeff Z. (20 lines)
4. Satheesh P. (26 lines)
5. Matteo O. (28 lines)
6. Anonymous (57 lines)
Congratulations, Ivana! You will receive a $100 gift card to or one of its international affiliates. Josh and Jeff will each receive a $50 gift card as well. Many thanks to all who participated!
Download Ivana K's solution
The Solution
Writing a top-tier macro that meets the contest requirements involves three challenges, in my opinion.
The first challenge is simply determining how to obtain the children of a part component. Its not as simple as you might think. IComponent2::GetChildren only returns child components, not child features, which means that on a part component this method returns an empty array. To get the children, we actually need to get the IFeature pointer than corresponds to the part component and then use IFeature::GetChildren. This method returns whatever is listed in the Parent/Child dialog box of a part component. The lesson is, a component is considered a feature by the SolidWorks API. With that in mind, we know to traverse the assembly as a set of features rather than components.
The second challenge is understanding how to write recursive functions. Recursion refers to a function referencing itself. A great example of recursion can be seen in the API Help example Traverse Assembly at Component and Feature Levels Using Recursion. Indeed, many contestants used a heavily-trimmed version of this macro as a means of traversing the FeatureManager tree. Recursion lets a programmer re-use code, which can result in having to write fewer lines of code overall. Such was the case with this macro.
The third challenge is knowing tricks and shortcuts within the VBA or VB.NET programming language to remove as many lines as possible. Ivana's winning solution illustrates this well:
 1. The text displayed in ISldWorks::SendMsgToUser2 is actually the return value of the getNames functions.
 2. Most of the variable names are declared as function arguments or as For Each loop elements, instead of on their own line. (Note that declaring variables in For Each loops is only possible in VB.NET.)
 3. Automatic type-casting is used to reduce the number of variable declarations. For example, using "swMod.FeatureByName(c.Name2).getchildren" to get the child features of a component.
 4. Use AndAlso and OrElse operators (available in VB.NET) to effectively squish two conditional statements into one line. Normal And and Or operators require all statements to be verified, whereas AndAlso and OrElse will begin executing the statements contained within the conditional once the outcome is guaranteed. So in Ivana's case, the following logic was applied to each component in the assembly: If the component is a sub-assembly then traverse its features, or, if the component has child features then it must be a part component so add the names of those child features to the final results string.
We can see, then, that VB.NET does offer some significant advantages in terms of reducing line length.
(Note: Should you desire to count the lines in the winning solution on your own, keep in mind that comments, blank lines, Imports statements, and Class declarations are not counted. Also, lines containing 2 or more variables declarations on the same line are counted as separate lines.)
Do know of any alternate solutions or have any questions about the solution we discussed? Please share below.
Until next time,
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Questions and Comments
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wood ash uses and benefits around home and yard
Wood Ash Use and Benefits
Do you have a wood burning fireplace but don't know what to do with the messy ash? Don't throw it away! Wood ash has many practical uses around the home and even in the garden/yard. Here are some benefits of using wood ash outside of the fireplace.
White wood ash can be used to clean and maintain your home. Using ash is a good alternative to some cleaning products. Test a small area that is hidden before using on or near fabrics and furniture. If you want to get rid of dirt and grime on glass, stainless steel or frying pans, dry ash can help. You can clean the glass window of your oven or even the fireplace door by dipping a damp sponge in ash and scrub the glass gently. For a homemade silver polish that's nontoxic, make a paste of ash and water, then rub with a cloth.
Ash has the power of melting ice on driveways and front walkways. You can sprinkle ash on icy spots and the ice will melt within a day, without hurting the soil or concrete underneath. You can also combine white ash with water to form a paste, which can remove stains from driveways. Gently buff the paste into the surface and then wipe it off with a soft cloth. You can also use dry ash to remove wet paint on cement. Sprinkle ash directly on the wet paint splatters and it will be absorbed by the ash.
Other than sunlight and water, plants need elements that can be found in ash, such as phosphorus, potassium, calcium and boron. Ash is very alkaline and raises pH levels in garden soil, which is a great environment for seeds to grow. Ash also acts as a pest repellent. It gets rid of slugs and snails when spread evenly around garden beds.
Ash is a great odor remover. Place a small bowl of ash in the fridge and change it every two days until the bad smell is gone. For pet odors, you can sprinkle ash in cat litter boxes to neutralize the smell.
Beware, after using the ash, store it in a fireproof container with the lid shut to choke any embers.


Chaetomium sp
What Is Chaetomium sp?
Chaetomium is a genus of fungi belonging to the Chaetomiaceae family. Most of its species form into dematiaceous mold typically found in soil, air, cellulose, and plant debris.
History of Chaetomium SP
In 1817, Gustav Kunze, a German professor, established the genus Chaetomium (meaning the plume of the helmet) to classify the species C. globosum and C. elatum.
After that, no further contributions were made to the newly formed genus until 1837, when the publication of Corda described the characteristics of its asci.
Later on in 1915, Arthur Houston Chivers produced a complete monographic treatment of the genus, while recognizing only 28 of the described 114 species.
Research in the late 20th century revealed that members of this genus typically have superficial, ostiolar perithecia, covered in tiny yet lots of hair.
Furthermore, the same research also revealed that on top of being a contaminant, chaetomium sp are causative agents of infections in humans.
Many of its species cause type 1 allergic reactions and infections, and a few of them lead to clinical syndromes like peritonitis, onychomycosis, and brain abscess.
Symptoms of Diseases Caused By Chaetomium SP
Since species of the chaetomium genus can cause several health issues, the symptoms vary completely depending on the condition we are talking about.
However, in the vast majority of cases, chaetomium sp leads to type 1 allergic reactions — which can occur in many parts of the body, but typically in the:
 - Skin: In the form of hives
 - Body: In the form of anaphylaxis
 - Soft tissues: In the form of angioedema
 - Eyes: In the form of allergic conjunctivitis
 - Lungs and airways: In the form of asthma
 - Nose: In the form of allergic rhinitis (hay fever)
Although none of those symptoms are serious, health experts say that if not treated right away, type 1 allergic reactions can lead to permanent damage to the infected body part.
How You Can Treat Chaetomium SP
Since different species of chaetomium can cause different diseases, the treatment varies accordingly.
For instance, onychomycosis caused by C. globosum is treated with antifungal terbinafine and amorolfine treatment. Whereas, opportunistic infections caused by chaetomium sp are treated with amphotericin B deoxycholate.
All that being said, unless you're already suffering from a disease caused by chaetomium sp, you shouldn't be worrying about the treatment.
You should be worrying about how to prevent the disease.
Remember, an ounce of prevention is worth a pound of cure. So why not take safety precautions right now, so you won't have to face the risk of facing a problem caused by chaetomium sp?
If you're now wondering what safety precautions we are talking about, disinfecting your home and workplace with a solution that can kill chaetomium sp is all you need to do.
How Alliance Enviro-Tech Can Help
Alliance Enviro-Tech can disinfect both residential and commercial spaces thoroughly.
Our Path-Guard® can kill chaetomium sp in under 5 minutes, giving you peace of mind to know your property is safe for everyone living or working there.
For more information, contact us to find out how we can help keep your property safe and clean.


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R&D PROJECT: AGRITECH
Innovative irrigation systems in protected cultivation
Period of reference: June 2022 – September 2022
Abinsula Role: Sensor Sistem Integrator
Reference Personnel: Antonio Solinas, Francesco Martini, Marco Uras, Gabriele Foddis
Irrismart is a project involving Abinsula, the Department of Agriculture of the University of Sassari, the Polytechnic University of Marche, Irrivolt and Azienda Agricola F.lli Setzu.
The aim of the project was to make water use more efficient by devising an intelligent irrigation system, equipped with sensors and capable of meeting the plant's needs without unnecessary water wastage.
As part of this project, Abinsula was responsible for implementing the sensor system in the field: from the supply of the sensors to the installation and final configuration of the system. The sensors chosen were able to measure soil temperature and humidity, air temperature and humidity, both inside and outside the greenhouse.
The activities took place mainly inside the greenhouse-tunnel of the F.lli Setzu farm near Samassi and were divided into three phases:


Re: difference between attr= and attrs=?
At 11:20 AM 12/1/00 +0800, Corisen wrote:
>may i know if there is any difference between using "attr=" and "attrs=" in
>the ACL?
yes, no difference.
>would really appreciate if someone could just spend a little time to explain
>what is the entry in the "attr=attribute,entry" used for? when and why must
>it be use in some cases for ACL to work properly.
I suggest you check the archives of this list.


text:
(Business in Cameroon) - Cameroon's National Meteorological Directorate recently issued its Livestock Weather Assistance Bulletin, forecasting temperatures ranging between 35 and 41 degrees Celsius during the first ten days of April 2024. The institution stressed the negative repercussions on poultry, cattle, and pig production.
To mitigate the adverse effects of these high temperatures on livestock, which could lead to decreased production, the National Weather Authority advised farmers to regularly water their animals, create shade systems, and move animals during the cooler hours of the day. Also, increasing the ventilation rate in buildings used for livestock farming is recommended.
The National Meteorological Directorate states that the Livestock Weather Assistance Bulletin aims to provide rural institutions, pastoral industries, and individuals with weather forecasts and advice concerning livestock conditions, production variations, and disease occurrence throughout different decades and seasons.


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It is possible to access the accelerometer directly from the MCU using the TWI (I2C) bus. However, one issue you should consider: the built-in TWR protocol stack that the MDEK1001 kit is shipped with (optionally) uses the accelerometer as a wake-up device for Tags operating in low-power mode. If you were also to try accessing the accelerometer you would probably run into conflict with the embedded protocol stack.
You can disable the Tag's accelerometer wake-up feature by configuring the protocol stack over the USB/serial comm port or via the BLE linked Android app - however, be careful if you use the accelerometer's interrupt pin (INT1) since it's possible the protocol stack has an attached interrupt handler. Similarly, if you directly control the TWI you might want to consider how you use the transfer complete event (interrupt driven or polled).
If you are not planning to use the embedded TWR protocol stack, you could erase the nRF52 Flash and write your own application code using the Nordic nRF52 SDK - in which case you'll be free to configure the accelerometer and TWI as you like.
Decawave is about to release example driver code for the TWI and the accelerometer which you could use as the starting point for your own application code development.
Hope this helps - let me know if you have further questions.


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Deleting A Mp3/Wma File; Other Operations; Programmed Playback; Displaying File Information (Id3 Tag) - LG SB156 Owner's Manual
Portable audio
Hide thumbs
Deleting a MP3/WMA file
You can delete file, folder or format by pressing
DELETE. (USB only)
1. Press DELETE repeatedly during selecting
the MP3/ WMA file. This function is supported
only in stop status. The display changes in the
following order.
- DELETE? : deletes file
- DEL DIR? : deletes folder
- FORMAT? : formats USB
2. To select "YES" or "NO", press Y/U on
the unit or Cc/vV on the remote
control or rotate FILE SEARCH.
3. To delete file/folder or format, press SELECT on
the unit.
4. If you want to exit the current mode, press Z
on the remote control or I/PRE - on the unit.
y Do not extract the USB device during
operation.(play, delete, etc.)
y Regular back up is recommended to
prevent data loss.
y The delete function may not be supported
according to the USB status. (lock, etc.)
SB156-F0U_ADEULLK_ENG.indd 11
Other Operations
Programmed Playback
The program function enables you to store your
favorite files from any disc or USB device.
A program can contain 20 tracks.
1. Insert a CD or USB and wait for it to be order.
2. Press PROGRAM/MEMO on the remote control
in stop status.
3. Press Y/U on the unit or
Cc/vV on the romote control or
rotate FILE SEARCH in stop status.
4. Press PROGRAM/MEMO again to save and
select a next track.
5. Press d/M on the remote control or T/PRE +
or SELECT on the unit to play the programmed
music files.
6. To clear your selection, press Z on the remote
control or I/PRE - on the unit twice.
The programs are also cleared when the disc
or USB device is removed, the unit is powered
off or the function is switched to others.
Displaying file information
While playing an MP3 file containing file
information, you can display the information by
pressing INFO.
Turn off the sound temporarily
Press @ MUTE to mute your unit.
You can mute your unit, for example, to answer the
telephone, the "MUTE" is displayed in the display
2013-03-29 �� 10:26:32
 Related Manuals for LG SB156


An Investigation into the Application of Modern Compute Technologies
A Performance Comparison of the Vulkan API and OpenCL API for Path Tracing.
 - Brandon Lee Calvert Graduate
Abstract
This study compares the performance of OpenCL and Vulkan for the purpose of path tracing. A range of performance metrics are covered to provide a wide overview of how the APIs behave; including how fast the APIs perform the given task, the CPU usage, the virtual and physical memory usage, the GPU core utilisation, GPU memory controller utilisation, GPU memory usage. Trends appeared in the data, with the APIs performing differently based on the architecture used. Some statics had more consistent trends, with the OpenCL application having higher CPU usage, higher virtual and physical memory usage, higher GPU utilisation and higher GPU memory usage. Vulkan performed better on the Kepler based cards whilst OpenCL performed better on the Maxwell based cards. In line with this Vulkan used more memory bandwidth on Kepler cards and OpenCL used more memory bandwidth on Maxwell.
Published
2017-06-14
How to Cite
CALVERT, Brandon Lee. An Investigation into the Application of Modern Compute Technologies. Discovery, Invention & Application, [S.l.], june 2017. Available at: <_URL_ Date accessed: 22 jan. 2019.
Issue
Section
Articles


Back to Quizzes
Can you name celebrities on the cover of TV Guide in 1980?
Actors look a little different in ink and oil.
You would recognize all these actors from classic TV shows. In photographs.
Illustrations? Those are a little harder. Artists are more subjective. Which can make identifying the stars on TV Guide a little tougher. Back in the day, the magazine loved to use paintings and drawings on the covers.
All of the following covers hit newsstands and grocery aisles in 1980. Keep that in mind as you try to match the cover with the TV show. Good luck!
 1. What show featured these porthole people?
 2. Recognize this trio?
 3. The sunglasses and hat should help.
 4. Where could you find this fellow?
 5. How about this trio?
 6. Who is the actor on the left?
 7. Recognize this duo?
 8. These two TV veterans teamed up on which show?
 9. Where could you watch these bubbly personalities?
 10. Recognize these eyebrows?
 11. What about this clan?
 12. What was the name of this 'All in the Family' spin-off?
 13. What was the name of this 'BJ and the Bear' spin-off?
 14. Do these women ring a bell?
 15. Finally, we have this drama. What was it called?
Your Result...
Share your results:


text:
Lichens, drones, and dinosaur bones – Dr Brian Pickles
What do lichens and drones have to do with dinosaur bones? Come along and listen to Dr Brian Pickles talk about his exciting dinosaur discovery in Dinosaur Provincial Park (Alberta, Canada) in 2021. He will also be discussing the biodiversity of the dinosaur-dominated Late Cretaceous ecosystems (77-75 million years ago) and his research on the interactions between modern organisms and fossils.
The event is FREE but booking is essential due to limited space
Date: Wed 19th Jan 2022
Start time: 19:15 for 19:30
End time (approx): 20:30
Book your place by email: _EMAIL_


text:
EUFOR personnel in the Multinational Battalion are drawn from the armed forces of Austria, Hungary and Turkey. They continually train for a wide range of scenarios and maintain their high level of performance in a wide array of situations. The EUFOR Multinational Battalion recently completed a successful exercise confirming their ability to conduct medical evacuations of personnel via helicopter in a number of complex scenarios.
The Battalion Commander Lieutenant Colonel Daniel Wilfing commanded the Multinational Battalion during the exercise;
"The purpose of this exercise, is first of all to train our ability to react on different situations within the country (BiH)".
The Multinational Battalion is configured to respond to different situations as well as to train and exercise with the Armed Forces of Bosnia and Herzegovina. If the situation requires, EUFOR can be reinforced by reserves provided by EU nations and NATO. This is exercised on a yearly basis through the exercise series 'Quick Response'.


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The will host a baseball celebration to honor the minor league players from the Hudson Valley who helped contribute to the popularity of the national pastime of baseball in the years following World War II. Many of the honorees served in the military fighting in WWII or in the Korean War, which ended their professional baseball careers when they got injured in war or could not find a team when they returned home.
The museum has invited these 80 and 90-year-old men to share their stories and experiences in professional baseball and to educate the public about the sport along the Hudson River and Peekskill's contribution to the game in the 1940s. The event will be held at the Peekskill Museum and other city establishments from Friday, July 20 to Sunday, July 22.
A press release from the museum explains some of the background history:
The Hudson River Valley towns were playing baseball as early as the 1850's and played host to professional baseball as early as 1886 when the existing Hudson River League became affiliated with the minor leagues. This professional league did not last long, but was again active from 1903-7 with teams along the river from Yonkers to Kingston, including Ossining, Peekskill, Newburgh and Poughkeepsie. After some short-lived leagues (Eastern Association, Atlantic, and New York/New Jersey) prior to 1915, minor league baseball was not present in our area until 1946 with the formation of the Class D North Atlantic League. The championship of the league that year was won by the Peekskill Highlanders. Several NAL teams were from Pennsylvania, but other New York teams in the league included the Nyack Rockies, Kingston Dodgers and Newburgh/Walden Hummingbirds. Peekskill was active in the league through 1949 and played in the championship playoff series each year.
In 1947 another minor league, the Class B Colonial League was formed further up the Hudson. Poughkeepsie, Kingston (shifting from the NAL in 1948), and Saugerties fielded teams as did Port Chester and several towns in Connecticut. Interestingly Lou Baselice of Mount Vernon, the owner of the Peekskill Highlanders also owned the Poughkeepsie team and at the end of the season, he would move his best Peekskill players to Poughkeepsie. The Colonial league lasted into 1950, when many minor leagues folded due to the televising of Major League baseball games and poor attendence.
In December, 2011 Peekskill museum baseball historian and collector Bob Mayer began contacting as many of the living players from these local teams as possible. It was difficult to locate the players since the Minor League Database maintained by SABR and BaseballReference.com does not often have up-to-date information on these men, Mayer wrote.
But staying persistent, Mayer was able to locate nearly 40 players or their families, most former Peekskill Highlanders and Poughkeepsie Chiefs.
About a dozen players and some widows and deceased players' sons plan to attend the museum events in July.
Below is Mayer's description of the weekend events:
The Mayor of the City of Peekskill has agreed to have the city take on a supportive role in this project and will assist with transportation, reception, and publicity. The Peekskill Museum (non-profit) will also play a pivotal role.
The plan is to play host to these men and their companions in Peekskill where we will gather for a Welcome at the Peekskill Museum Friday afternoon July 20th. Mayor Foster will be one of our guest speakers. Then we'll have an informal dinner at the Westchester Diner (across the street from the old Peekskill Stadium). The players and their companions will have several options to explore Peekskill and the vicinity on Saturday morning. This could include a water tour, shopping or visiting the Arts Center, etc. This will be followed by an event for the public which will be held at the Cove Restaurant and include: an exhibition of Hudson River baseball memorabilia, a player panel discussion and a guest speaker.
The player panel will be moderated by a professional sports interviewer (John Vorperian of "Beyond the Game") who will get the players talking about their experiences and sharing their many stories. The players will also respond to questions from the public, and there will be time for the attendees to mix with the players and get autographs before we have a dinner/reception for the players and their guests. We are trying to arrange for a baseball celebrity to speak at the dinner.
On Sunday July 22nd the players will have a breakfast at the Inn on the Hudson then attend a Peekskill Tides (Westchester/Rockland College Wood Bat League) baseball game at Peekskill Stadium, where they will be brought to the field, announced and honored by the home team. Our Local Little Leagues will have a chance to meet the players who will also sign autographs at the game.


text:
House of European History
Some of the links might be affiliate links and, at no extra cost to you, we earn a small commission. See our disclaimer for more info.
Step into a world where the pages of history come alive, and the story of Europe unfolds before your eyes.
Welcome to the House of European History in Brussels, a captivating museum that takes you on a thought-provoking journey through the continent's rich and complex tapestry of cultures, events, and ideas.
With its engaging exhibits and immersive displays, this museum offers an opportunity for both young and old to explore the diverse facets of Europe's past and reflect on its present.
Discover the House of European History in Brussels
You are provided with a tablet and a pair of headphones at the entrance. There are no labels for the exhibits, so you need these to get the most out of your visit. The audioguide is available in all 24 European languages
This is a quite big museum and the permanent exhibition spans over 4 floors. You need over 2 hours to see everything
Tracing Europe's Footprints through Time
Journeying to the second floor of the museum, you will find yourself immersed in the very foundations of Europe.
Through captivating exhibits and insightful displays, you will embark on an exploration of the historical, cultural, and philosophical roots that have shaped the continent.
Uncover the building blocks of Europe's identity, and gain a profound appreciation for the rich tapestry of ideas that continue to influence its present and future.
Europe: A Global Power
Ascending to the third floor, you will be transported back in time to the era that revolutionized the world: the Industrial Revolution.
Explore the profound impact of this transformative period through engaging exhibits and interactive displays. Discover the technological advancements, social changes, and economic shifts that shaped Europe and paved the way for the modern world.
From steam-powered machinery to urbanization, the story of the Industrial Revolution unfolds before you, inviting reflection on its lasting legacy and the lessons we can learn from this monumental chapter in history.
Europe in ruins
Prepare to be captivated as you ascend to the fourth floor, where the most riveting and consequential chapters of the 20th century await: World War I and World War II.
Immerse yourself in the gripping narratives, powerful artifacts, and poignant testimonies that reveal the profound impact of these global conflicts.
Witness the bravery and sacrifice of individuals, the geopolitical dynamics that shaped the wars, and the devastating consequences they left in their wake.
This section of the museum serves as a solemn reminder of the importance of peace, the resilience of humanity, and the imperative to learn from history to build a better future.
1945 – today
As you ascend to the fifth floor, you will enter a realm of more recent historical events, where the echoes of the past still reverberate in our present.
This floor serves as a curated collection of significant moments and milestones that have shaped the world in recent decades.
From the fall of the Berlin Wall to the rise of globalization, from the advancements in technology to the challenges of climate change, this section of the museum invites contemplation on the complexities of our contemporary world.
Explore thought-provoking exhibits that delve into political, social, and environmental developments, encouraging us to reflect on the lessons learned and the ongoing narratives that continue to shape our shared future.
The museum has taken great care to ensure a kid-friendly experience, particularly for children aged 6 and above.
Young explorers are in for an exciting journey as they are equipped with special backpacks that become their time-traveling companions. These backpacks are filled with interactive tools and activities that enhance their understanding of the exhibits and foster a sense of adventure.
With their trusty backpacks in tow, children will embark on a captivating exploration of the museum's rich displays. Engaging learning areas designed specifically for kids provide interactive and hands-on experiences, sparking their imagination and curiosity.
Through games, puzzles, and interactive exhibits, young visitors will discover the wonders of history and science in an engaging and educational manner.
As they delve into the museum's immersive environment, children will be transported through time, unraveling the mysteries of the past and connecting with the stories that have shaped our world. This interactive approach not only makes learning fun but also encourages critical thinking and fosters a love for discovery.
The museum's commitment to creating a kid-friendly atmosphere ensures that young visitors have a memorable and enriching experience. So, grab your time-traveling backpack and watch as your child's imagination soars, opening doors to new realms of knowledge and adventure.
There are many corners for kids where they can learn different aspects of history while playing. There are also animators for kids 6-10 years old on Wednesday afternoon, Saturday and Sunday. See more details here
One of the highlights for our kids is the opportunity to step into the shoes of historical figures by trying on costumes from different eras. Witnessing their faces light up with excitement as they transform into knights, princesses, explorers, and even astronauts is truly magical.
For your little astronaut, the chance to don a space suit and embark on a simulated journey into space must have been an absolute thrill. Imaginations soar as they envision themselves floating amidst the stars, exploring distant galaxies, and experiencing the wonder of space firsthand.
This interactive experience not only ignites their creativity but also fosters a deeper understanding of history and science. Through role-playing and hands-on activities, children engage with the stories and contexts of different time periods, gaining a unique perspective on the people and events that have shaped our world.
The joy and elation on their faces as they try on costumes and embark on imaginative adventures are a testament to the museum's commitment to providing immersive and educational experiences. These moments create lasting memories and inspire a lifelong love for learning.
As parents, witnessing the joy and wonder in your children's eyes as they explore the museum and don different costumes is truly priceless. These experiences become cherished moments that not only entertain but also inspire and educate, fostering a passion for history, science, and the limitless possibilities of the human imagination.
Our little astronaut was elated to go into space!
As you enter the museum, you'll be transported through time, beginning with the ancient roots of Europe and gradually weaving your way through the centuries.
Witness the rise and fall of empires, the struggles for independence, and the transformative events that have shaped the continent we know today.
Through multimedia presentations, historical artifacts, and interactive exhibits, you and your family will gain a deeper understanding of Europe's collective memory and the interconnectedness of its nations.
Immersive Exhibitions: A Journey of Reflection
Prepare to be captivated by the thoughtfully curated exhibitions that bring history to life. Interactive installations, audiovisual presentations, and thought-provoking artworks will engage your senses and provoke contemplation.
Encounter historical documents, personal testimonies, and iconic symbols that embody Europe's complex heritage, while guided narratives offer insightful context and encourage meaningful conversations.
Embracing Diversity and Unity
At the House of European History, the mosaic of Europe's cultures and identities is celebrated. Engage with stories of individuals who have shaped Europe's social, political, and artistic landscapes, and discover the common threads that unite its diverse peoples.
Through exhibitions exploring themes such as migration, democracy, and human rights, the museum prompts visitors of all ages to reflect on the values that underpin European society and encourages dialogue on the challenges and opportunities that lie ahead.
Whether you're a history enthusiast, a student, or a family seeking an enriching experience, this museum offers a unique perspective on Europe's intricate tapestry of cultures, ideas, and values.
- Open: see here for opening hours
- Cost: free entrance
- Stroller friendly, wheelchair friendly
- Baby changing table available
- Dogs are not allowed
Where to Park
- Parking: parking on the streets nearby is limited
- Indoor private parking nearby:
Parking Jourdan 1
Avenue du Maelbeek 16, 1040 Etterbeek
- Another indoor private parking nearby:
Parking Forte Dei Marmi
Avenue du Maelbeek 61, 1040 Etterbeek
As always, this museum is also added also to the map. You can check the map out to find other indoor and outdoor activities, kids friendly cafés and restaurants, hotels and more.
House of European History
Rue Belliard 135, 1000 Bruxelles, Belgium
Brussels with Kids
Here are the best things to do in Brussels with kids and where to stay – with practical tips from a local!
Read more: Brussels with Kids
There is a small playground with a sandpit at Park Leopold, the park where the museum is located.
Museum of Natural Sciences
Museum of Natural Sciences is at the other side of Park Leopold and is pretty great for kids of all ages. There is a section with dinosaurs and it is quite interactive for kids
Read more: Museum of Natural Sciences
Not far is also Park Cinquantenaire, with a bigger playground with a sandpit and two more museums (see below). If it's summer, there is a pop-up bar and we love spending time there. It's not right next to the playground, but there is lots of green space around
Royal Museum of Armed Forces
Royal Military Museum is a military history museum with medieval armor and tanks. There is also an aviation hall (kids love the airplanes and they can even enter a few!) and access to the top of the Cinquantenaire arch with a panoramic view.
Read more: Royal Military Museum
Autoworld is at Park Cinquantenaire and is great for kids that are into cars.
Read more: Autoworld
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World Wild Schooling * Traveling with kids
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text:
From Wikipedia, the free encyclopedia
Sequential art refers to the art form of using a train of images deployed in sequence to graphic storytelling or convey information. The best-known example of sequential art is comics, which are a printed arrangement of art and balloons, especially comic books and comic strips.
The term is rarely applied to other media, such as film, animation or storyboards. Scott McCloud also notes that the movie roll, before it is being projected, arguably could be seen as a very slow comic.
Origins of the term
The term was coined in 1985 by comics artist Will Eisner in his book Comics and Sequential Art. Eisner analyzed this form into four elements: design, drawing, caricature, and writing. Scott McCloud, another comics artist, elaborated the explanation further, in his books Understanding Comics and Reinventing Comics.
Types of sequential art
Sequential art predates comics by millennia. Some of the earliest examples are the cave paintings, Egyptian hieroglyphics and paintings and pre-Columbian American picture manuscripts, which were recurrent mediums of artistic expression.
Wall paintings and hieroglyphs
All the forms of communications since the dawn of human intellect has always served to transmit human experience. Wall painting is the earliest form of graphic communication; it pre-dates written communication and its earliest example are found in caves. Egyptian friezes made more accurate, methodical and organized depiction of their lifestyle through this same medium.
Egyptian hieroglyphs codified the images into repeatable and easier to reproduce symbols. In fact the proto-writing and the early alphabets, such as the Egyptian Canaanite alphabet, Chinese and Phoenician, also make clear references to their evolution from wall painting.
Greek artists used to use friezes and vases as mediums to tell stories. They lack color and use sculpture instead. Rome's Trajan's Column, dedicated in 113 AD, is an early surviving examples of a narrative told through the use of sequential pictures. Since only five codices of Mayan culture are known to survive to this day, the major sources of pre-Columbian sequentian art are paintings on vessels and plates.
Tapestry is a form of textile art. One of its basic characteristics is that is woven, rather than embroidered. Weaving has a direction--that is, you begin at one point and proceed, by interlacing threads, to another point. You do not range over the surface, as a painter might while working on a canvas.
In some cases tapestry was used as a medium to tell stories. The misleadingly named Bayeux Tapestry (it is actually an embroidery) tells the story of the Norman conquest of England. It looks in some ways like a cartoon, as the story unrolls--two combatants [the Anglo-Saxon English, led by Harold Godwinson, recently crowned as King of England (before that a powerful earl), and the Normans, led by William the Conqueror] fight a battle over the control of what was then England (1066 CE).
Sequences in painting
Painting can also be a common ground for sequential art. For instance, in Lucas Cranach the Elder's "Adam and Eve" different scenes of the Biblical story are shown in the same painting: on the front, God is admonishing the couple for their sin; in the background to the right are shown the earlier scenes of Eve's creation from Adam's rib and of their being tempted to eat the forbidden fruit; on the left is the later scene of their expulsion from Paradise.
Cubist paintings share characteristics with sequential art, with the main difference being that the images are not juxtaposed but repeated over themselves in different poses sharing some shapes.
Early printed sequential art
The invention of the printing press, allowing movable type, established a separation between images and words, the two requiring different methods in order to be reproduced. Early printed material concentrated on religious subjects, but through the 17th and 18th centuries they began to tackle aspects of political and social life, and also started to satirize and caricature. It was also during this period that the speech bubble was developed as a means of attributing dialogue.
William Hogarth is often identified in histories of the comics form. His work, A Rake's Progress, was composed of a number of canvases, each reproduced as a print, and the eight prints together created a narrative. As printing techniques developed, due to the technological advances of the industrial revolution, magazines and newspapers were established. These publications utilized illustrations as a means of commenting on political and social issues, such illustrations becoming known as cartoons in the 1840s. Soon, artists were experimenting with establishing a sequence of images to create a narrative.
While surviving works of these periods such as Francis Barlow's A True Narrative of the Horrid Hellish Popish Plot (c.1682) as well as The Punishments of Lemuel Gulliver and A Rake's Progress by William Hogarth (1726), can be seen to establish a narrative over a number of images, it wasn't until the 19th century that the elements of such works began to crystallise into the comic strip.
Comics were an eventual product of the invention of printing. As an art form, comics established popularized itself in the pages of newspapers and magazines in the late 19th and early 20th century, alongside the similar forms created as a consequence of the invention of photography: film and animation. The three forms share certain conventions, most noticeably the mixing of words and pictures, and all three owe parts of their conventions to the technological leaps made through the industrial revolution.
A storyboard is a graphic organizer used by directors and artists for the purpose of pre-visualizing a motion picture, animation, motion graphic or interactive media sequence, including website interactivity. They are commonly a series of illustrations, pictures or images displayed in sequence.
The latest form of sequential art is the web comic. As pointed by McCloud in Reinventing Comics, in contrast with any printed media, it isn't really limited to the size of a page. While the size of the screen might limit what the reader might see at once, the story might continue in other pages, or in any direction of a single page. Although not unique for the web medium, a single panel of a web comic can also continue in more than one sequence.
- Comics and Sequential Art: Principles & Practice of the World's Most Popular Art Form!, Will Eisner, ISBN _PHONE_
- EISNER, Will, Graphic Storytelling & Visual Narrative, Poorhouse Press, 2001 (1st. Ed., 1996), p. 6
- MCCLOUD, Scott, Understanding Comics, Harper Perennial, 1993, p. 10-16.
- EISNER, Will, Comics and Sequential Art, Poorhouse Press, 1985, p. 15, 101.
- MAGNUSSEN, Anne, CHISTIANSEN, Comics & culture, Museum Tusculanum Press, 2000, p. 59-60.


text:
12-hour Clinical Supervisor Training (Initial Training)
Friday, Dec 15, 2017 – Saturday, Dec 16, 2017
8:30am – 4:30pm
Join Robert Rhoton Psy D., LPC, D.A.A.E.T.S. in exploring and developing enhanced general and clinical supervision skills for those independently licensed professionals that currently provide clinical supervision or intend to deliver clinical supervision in compliance with the Arizona Revised Statutes and ADHS requirements. This training utilizes case studies and a collaborative participant discussion format to assure that all points are covered and adequately understood.
Who should attend? Those supervising associate level mental health professionals on their journey to independent licensure.
Arizona Trauma Institute is approved by the National Board for Certified Counselors (NBCC) to grant Continuing education credit for live workshops. ACEP number is 6677. 12 CEU's are awarded for this training.
Rules regarding the need for this 12 hour supervision.
- A licensee who maintains more than one license may apply the same continuing education hours for renewal of each license if the content of the continuing education relates to the scope of practice of each license.
- For each license period, a licensee may report a maximum of:
- Ten clock hours of continuing education for first-time presentations by the licensee that deal with current developments, skills, procedures, or treatments related to the practice of behavioral health. The licensee may claim one clock hour for each hour spent preparing, writing, and presenting information;
- Six clock hours of continuing education for attendance at a Board meeting where the licensee is not:
- A member of the Board,
- The subject of any matter on the agenda, or
- The complainant in any matter that is on the agenda; and
- Ten clock hours of continuing education for service as a Board or ARC member.
- For each license period, a licensee shall report:
- A minimum of three clock hours of continuing education sponsored, approved, or offered by an entity listed in subsection (D) in:
- Behavioral health ethics or mental health law, and
- Cultural competency and diversity; and
- Beginning January 1, 2018, complete a Board-approved tutorial on Board statutes and rules.
- A licensee shall participate in continuing education that relates to the scope of practice of the license held and to maintaining or improving the skill and competency of the licensee. Toe Board has determined that in addition to the continuing education listed in subsections (B) and (C), the following continuing education meets this standard:
The Board has determined that a substance abuse technician, associate substance abuse counselor, or an independent substance abuse counselor shall ensure that at least 20 of the 30 clock hours of continuing education required under R4-6-80l(B) are in the following categories:
- Pharmacology and psychopharmacology,
- Addiction processes,
- Models of substance use disorder and addiction treatment,
- Relapse prevention,
- Interdisciplinary approaches and teams in substance use disorder and addiction treatment,
- Substance use disorder and addiction assessment and diagnostic criteria,
- Appropriate use of substance use disorder and addiction treatment modalities,
- Substance use disorder and addiction as it related to diverse populations,
- Substance use disorder and addiction treatment and prevention,
- Clinical application of current substance use disorder and addiction research, or
- Co-occurring disorders.
Event LocationArizona Trauma Institute, 49 S. Sycamore St. Suite 2
Mesa, AZ, 85202


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Applying for Exemption/Misc. Determination: Sample Questions
Bingo and Other Gaming
Applications for exemption and miscellaneous determination requests are assigned to Exempt Organizations specialists for review. If additional information is necessary to make a determination, a specialist will contact the organization for the information. Here's a list of questions that might be asked on this topic.
1. For each gaming activity you conduct (or plan to conduct), provide the following information:
a. The name of each gaming activity.
b. Whether members of the general public will participate in your gaming activity or
 whether your gaming activity will be limited to members of your organization.
c. When you began (or plan to begin) conducting the activity.
d. The percentage of your time and resources you expect to devote to each gaming activity
e. The number of hours you expect to hold the gaming activity each month.
f. A statement describing how you use your gaming proceeds, including whether you
 give your gaming proceeds to other organizations.
g. If you give your gaming proceeds to other organizations, describe how do you decide
 which organizations receive your proceeds.
h. Submit copies of advertisements, flyers, pamphlets, announcements, or other literature
 that describe your exempt, gaming, or other activities.
2. For each of your gaming activities, state whether you will use volunteers or compensated individuals for various aspects of the gaming operation. Examples of aspects of the gaming operation would include, but are not limited to: managing bingo operations; providing bingo cards, pull-tabs, and supplies; providing concessions; providing security; and providing janitorial services.
a. If compensated individuals are used, provide the following information:
 - List the compensated individuals, their job title, and a detailed duty description.
 - State the number of hours each position requires per week and the number
 of hours that are related to the operation of gaming activities.
 - State the amount of compensation for each person or position (if it is not
 currently filled).
 - Explain how you determine the compensation for each position, including who
 in your organization is responsible for setting the compensation amount.
 - Identify any relationship that each compensated individual may have with any
 of your officers, directors, trustees, or members.
b. If volunteers are used, provide the following information:
 - List how many volunteers you use each game/session.
 - Describe the duties the volunteers perform.
 - State how many hours volunteers work each session and each week
 - State whether you provide volunteers with reduced fees or tuition dependent
 on the individual volunteering for the gaming activity.
 - State whether the volunteers receive tips. If so, describe how you record the
 tips in your books and records.
3. Have you ever, or do you plan to, contract with a third party to operate your gaming activities and from whom you will receive your gaming revenue? If so, provide the following information:
a. A description of who initiated the initial contact – you or the gaming operator.
b. An explanation of how and why you chose the gaming operator.
c. A description of your relationship with the gaming operator.
d. Identify any relationship that exists between the gaming operator and any of your
 directors, officers, trustees, or members.
e. Submit all copies of contracts you have entered into with any gaming operator.
4. Is the facility where you conduct your gaming activities a commercial gaming facility?
5. Is the owner of facility where you conduct your gaming activities also one of your directors, officers, trustees, or members?
6. Submit copies of all contracts or leases you have with any individual or business, including any lessors that provide you with goods or services related to your gaming activities.
7. Are you a grantor, beneficiary or trustee of a trust or member of a partnership or other entity formed to administer charitable gaming?
8. Provide the following financial information for all gaming activities (both for your current tax year, and projected for your next two tax years):
a. Gross income from each gaming activity, broken out by game category (ex. bingo,
 pull-tabs, raffles, etc.).
b. Gross income from non-gaming sources (such as concessions or sales of gaming
 supplies) that occur during or are related to your gaming activity. List each source
c. Prizes paid out in each gaming category.
d. Rent, salaries, contract payments, and other expenses from gaming activities, itemizing
 each expense.
e. Net income from each gaming activity.
9. Describe the records that you keep to document your gross receipts (before payouts) and disbursements (including payouts), including whether you keep separate records for each gaming activity.
10. Submit a copy of your state and/or local laws that allow you to conduct bingo or other gaming activities.
More information:
See the complete list of Applying for Exemption/Miscellaneous Determination Sample Questions by topic.
Page Last Reviewed or Updated: 16-Dec-2014


text:
Prior to fingerprint deposition the brass samples were first ultrasonically cleaned in micro 90 solution for 15 minutes.
Following this the samples were then cleaned ultrasonically in acetone for 5 minutes, rinsed in distilled water, then sonicated in iso-proponal, rinsed again, sonicated in ethanol, and rinsed for a last time, before being dried in nitrogen.
Finger prints were deposited by pressing onto the metal surface for 1-2 seconds. The samples were then left in air at room temperature for a set amount number of hours to corrode.
After the designated hours were up, the particular sample was washed using the method previously used by bond et al. in 0.5 L of warm water containing 3-4 drops of commercial detergent.
The samples were then placed in an XPS machine.


text:
Paul Witherspoon began his career as a petroleum engineer where he is best known for his work on the assessment of caprock integrity for underground storage of natural gas. It was only after joining the faculty of the University of California at Berkeley at the age of 38 that he began to address hydrogeological issues. He was the leader in turning hydrogeological attention away from a singular concern with aquifer assessment toward a greater consideration of the importance of aquitards. The aquitard-evaluation methodologies he and his students developed at Berkeley, and later at the Lawrence Berkeley Laboratory, turned out to be invaluable in the assessment of contaminant transport problems and nuclear waste isolation. He and his LBL team are also widely recognized for their pioneering work on flow in fractured rocks, geothermal energy resources, and numerical simulation methods. Paul has always been a strong advocate of large-scale underground testing, and the importance of the in-situ research carried out at the Stripa Mine in Sweden under his influence attests to the validity of his vision.
Featuring Paul Witherspoon, R. Allan Freeze
Conversation between Paul Whitherspoon and Allan Freeze


Fish are getting sucked into the skimmer
Discussion in 'Water Features' started by jeffslawnservice, Jan 24, 2013.
 1. jeffslawnservice
 jeffslawnservice LawnSite Senior Member
 Posts: 830
 This morning when I went out to look at my pond I noticed two fish in the skimmer is there anyway yo prevent this? The pond is frozen also.
 Posted via Mobile Device
 2. rlitman
 rlitman LawnSite Bronze Member
 Posts: 1,518
 Yeah, don't run a skimmer when the pond might be freezing.
 Skimmer float weirs rely on being able to float freely to position themselves correctly. If ice interferes with their motion, you can end up with a waterfall that can trap fish.
 3. jeffslawnservice
 jeffslawnservice LawnSite Senior Member
 Posts: 830
 Not sure if I follow your post, its a skimmer box with a pump in it, should I shut off the pump and install an aerator or since its already frozen is that a no go.
 Posted via Mobile Device
 4. biodale
 biodale LawnSite Member
 Posts: 177
 If your pond is frozen over the fish will probably die. Then the dead fish will be sucked into the skimmer. Hydrogen disulfide will continue to be produced by decaying matter and will be trapped under the ice. Hydrogen disulfide is toxic in very small concentrations. Normally it will be released into the atmosphere, but it becomes trapped under the ice and lethal concentrations can form.
 Either thaw the ice or cut it out to form breathing holes. Don't pound on the ice. Shock waves can rupture the fish's air bladder, killing the fish. I lost a pond of koi when the electricity went out for 12 hours and ice formed completely over the pond surface.
 5. tadpole
 tadpole LawnSite Bronze Member
 Posts: 1,216
 I have always had doubts as to the prevalent belief that fish will automatically die in a completely iced over pond. Naturally occurring ponds in the Northern latitudes are prone to completely ice over every winter, yet the fish remain alive. If they didn't, these same ponds would be completely devoid of any fish and we know that is not the case.
 Hydrogen sulphide gas is formed by the action of heterotrophic bacteria which breakdown Hydrogen disulphide (an inorganic oil) under anaerobic conditions. This gas is formed ONLY in when there is a complete lack of Oxygen.
 6. neighborguy
 neighborguy LawnSite Member
 Posts: 186
 The way to prevent fish ending up in the skimmer is to buy smarter fish.
 7. rlitman
 rlitman LawnSite Bronze Member
 Posts: 1,518
 Several issues raised here. Let's start with the OP's first:
 Sounds like what I expected. Either the skimmer is a box that hangs off the side of the liner, or you have a center skimmer (those are not too common).
 Either "skim" the water by having the water cascade over a floating weir. When the pump is off, this weir should float freely to just above the water's surface. When the pump is turned on, the water level behind the weir drops, which causes the floating weir to drop. Eventually it is just low enough to let a thin ribbon of water flow over, and that generally stops fish from entering. Now if ice gets in there, it can hold the weir down, leaving enough water for a fish to swim though.
 Skimmers should not be run during freezing conditions. Yes, shut that pump.
 Naturally occurring ponds have way less fish per gallon of water. That leaves much more available dissolved oxygen. A frozen over man made backyard pond is like stuffing an elevator full of people, and duct taping every seam shut. Eventually they'll run out of air.
 Yes. But don't put the aerator in the skimmer box.
 If you have a heater, try to melt a small hole over spot at least 2' deep, but not the absolute deepest part of the pond. Then toss in a sinking aerator stone into there.
 The bubbles will usually keep a small area ice free, and even if they don't, so long as you keep bubbling air into the pond, it will find a way back out, and your fish will be fine.
 Since the bubbles stir up the water, I prefer to not actually put my winter bubbler in the deepest part. I prefer to leave the deepest parts more still, as the ground will warm the deepest water a little, when you stir that up, you lose heat out the top.
 Oh, and yes, hydrogen sulfide only forms in anaerobic conditions. This is possible under piles of leaves at the bottom (which is why you do not want to let leaves accumulate, but also why you need to be careful cleaning them out), but not in open water in a pond.
 8. rlitman
 rlitman LawnSite Bronze Member
 Posts: 1,518
 LOL. When people ask me why I installed an electric fence around my pond, my answer is always "To keep the fish in, of course."
 9. tadpole
 tadpole LawnSite Bronze Member
 Posts: 1,216
 This analogy may have some merit if the pond already has a stocking density too high for the pond's capacity. I hear of just as many reports of Koi (and Goldfish) surviving the winter in an iced-over pond as I do of Koi (and Goldfish) mortality in ponds that provided venting in the ice.
 Koi and Goldfish are known to survive in anoxic (low oxygen) conditions for extended periods under otherwise normal conditions. Cold water will retain considerably more Oxygen than warm water and fish metabolism is extremely low at low temps. Koi and Goldfish require very little Oxygen to survive in cold (near freezing) water. Koi because they are a warm water specie and can adapt to low Oxygen levels and Goldfish because they have the ability to store Oxygen in their muscle tissue when necessary. This has been proven in several scientific studies.
 I would need to see more than anecdotal evidence that venting or aeration would be required in an iced over pond with the appropriate fish load.
 10. rlitman
 rlitman LawnSite Bronze Member
 Posts: 1,518
 Couldn't agree more. In a clean pond with the appropriate fish load, and the appropriate depth to leave sufficient liquid water, a few days (perhaps even weeks) of ice is not a concern.
 But how many ponds do you see people installing with too many fish, in a 2' deep hard plastic box store liner, with 6" of rotting leaves at the bottom?
 Granted, in those situations, surviving through winter is the least of their problems.
 Also, while cold water does retain more oxygen, and the fish's metabolism is extremely slow in the cold, the actual volume of dissolved oxygen is still staggeringly low, and can be used up. With everything just right, sure a week or so iced over shouldn't be a problem. Now if you are in a climate that ices over for months, I'd think about it.
 Last winter on Long Island, ice would have maybe only closed things over for a few days. But in winters past, I've seen ice cover ponds for a month or more. I used to use that heated ring with the dome over it. But I've found that if I put it over a bubbler, I don't even need to plug the heat in to keep a hole in the ice. Do I need to do all this. Perhaps not, but it is cheap insurance.
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Rails and Sidekiq logs contain fields starting with meta. with this context information.
Entry points can be seen at:
Adding attributes
When adding new attributes, make sure they're exposed within the context of the entry points above and:
 - Pass them within the hash to the with_context (or push) method (make sure to pass a Proc if the method or variable shouldn't be evaluated right away)
 - Change Gitlab::ApplicationContext to accept these new values
 - Make sure the new attributes are accepted at Labkit::Context
See our HOWTO: Use Sidekiq metadata logs for further knowledge on creating visualizations in Kibana.
The fields of the context are currently only logged for Sidekiq jobs triggered through web requests. See the follow-up work for more information.
Logging context metadata (through workers)
Additional metadata can be attached to a worker through the use of the ApplicationWorker#log_extra_metadata_on_done method. Using this method adds metadata that is later logged to Kibana with the done job payload.
class MyExampleWorker
 include ApplicationWorker
 def perform(*args)
 # Worker performs work
 #...
 # The contents of value will appear in Kibana under 'json.extra.my_example_worker.my_key'
 log_extra_metadata_on_done(:my_key, value)
Please see this example which logs a count of how many artifacts are destroyed per run of the ExpireArtifactsWorker.
Exception Handling
It often happens that you catch the exception and want to track it.
It should be noted that manual logging of exceptions is not allowed, as:
 1. Manual logged exceptions can leak confidential data,
 2. Manual logged exception very often require to clean backtrace which reduces the boilerplate,
 3. Very often manually logged exception needs to be tracked to Sentry as well,
 4. Manually logged exceptions does not use correlation_id, which makes hard to pin them to request, user and context in which this exception was raised,
 5. Manually logged exceptions often end up across multiple files, which increases burden scraping all logging files.
To avoid duplicating and having consistent behavior the Gitlab::ErrorTracking provides helper methods to track exceptions:
 1. Gitlab::ErrorTracking.track_and_raise_exception: this method logs, sends exception to Sentry (if configured) and re-raises the exception,
 2. Gitlab::ErrorTracking.track_exception: this method only logs and sends exception to Sentry (if configured),
 3. Gitlab::ErrorTracking.log_exception: this method only logs the exception, and DOES NOT send the exception to Sentry,
 4. Gitlab::ErrorTracking.track_and_raise_for_dev_exception: this method logs, sends exception to Sentry (if configured) and re-raises the exception for development and test environments.
It is advised to only use Gitlab::ErrorTracking.track_and_raise_exception and Gitlab::ErrorTracking.track_exception as presented on below examples.
Consider adding additional extra parameters to provide more context for each tracked exception.
class MyService < ::BaseService
 def execute
 rescue => e
 Gitlab::ErrorTracking.track_exception(e, project_id:
 error('Exception occurred')
class MyService < ::BaseService
 def execute
 rescue => e
 Gitlab::ErrorTracking.track_and_raise_exception(e, project_id:
Additional steps with new log files
 1. Consider log retention settings. By default, Omnibus rotates any logs in /var/log/gitlab/gitlab-rails/*.log every hour and keep at most 30 compressed files. On, that setting is only 6 compressed files. These settings should suffice for most users, but you may need to tweak them in Omnibus GitLab.
 2. If you add a new file, submit an issue to the production tracker or a merge request to the gitlab_fluentd project. See this example.
 3. Be sure to update the GitLab CE/EE documentation and the runbooks.