text:
SOCKet Secure (SOCKS) is an Internet protocol that routes network packets between a client and server through a proxy server. SOCKS5 additionally provides authentication so only authorized users may access a server. Practically, a SOCKS server will proxy TCP connections to an arbitrary IP address as well as providing a means for UDP packets to be forwarded.
As SOCKS (as it was already marked above) transfers all data from a client to a server, nothing adding from itself, from the point of view of a web-server, a socks proxy is a client. Therefore anonymity of this type of proxy servers is really always absolute.
In this article we'll see how to use redsocks to achieve a SOCKS proxy.


About Craig
Craig Hospital in Englewood, Colorado is one of the most established rehabilitation hospitals in the world. Our patient outcomes are some of the best in the field of rehabilitative medicine. Craig Hospital is a private, non-profit, free-standing hospital licensed by the Colorado Department of Public Health and Environment, and is accredited by the Joint Commission.
Craig Hospital Patients
Over the past five decades Craig Hospital has helped more than 31,000 patients with spinal cord and traumatic brain injuries. Each year, Craig Hospital treats and average of 500 inpatients and 1,400 outpatients. One of the most important benefits of Craig is the opportunity for patients with similar ages, backgrounds and injuries to teach, encourage and support one another during rehabilitation. At any given time, there are approximately 50-55 inpatients with spinal cord injury and 25-30 with traumatic brain injury.
Rehabilitation at Craig
Craig provides a highly individualized and personal approach to treatment, focusing on the patient's physical, cognitive, and psychological well-being. Craig sets high expectations for patient participation in therapy and helps patients set their own high expectations.
Patients typically stay in the inpatient program for two to four months. Length of stay is individualized based on diagnosis, severity of injury, rate of progress and possibility complications.
Each patient and family has a consistent interdisciplinary team of professionals that includes: a physician, nurses, physical therapist, occupational therapist, speech pathologist, neuropsychologist, clinical care manager, respiratory therapist, recreational therapist and others. The team meets regularly with the patient and family to set goals, develop treatment plans, review progress and coordinate services needed at home following discharge.
Craig therapists regularly take patients into the community and the mountains for valuable, real-life learning experiences such as navigating streets, rough terrain, and public buildings, and interacting with the public, etc.
Patient Outcomes
On average, Craig graduates are more independent when they are discharged; functionally make greater gains during their initial treatment, are discharged home at higher rates, are more functionally independence and require less attendant care and have fewer re-hospitalizations than other rehab facilities.
Return to work and school averages exceed the averages of other rehabilitation programs across the country. A high rate of return to work and school results in greater productivity, greater contribution to the economy, decreased burden on taxpayers and welfare programs and greater patient satisfaction with life.
find a fundraiser


text:
2019 13th European Conference on Antennas and Propagation (EuCAP)
Publish Year: 2018
Abstract: This paper presents the frequency dependence of the path loss in urban macro-cellular (UMa) scenario under the non-line-of-sight (NLOS) case. The mobility measurements in two different cities are conducted to obtain the path loss at 2.54, 3.5, 4.9, and 5.4 GHz. Some special UMa environments are illustrated. Furthermore, their path loss characteristics and the reason for causing this phenomenon are analyzed. Comparison of the frequency dependence coefficient (FDC) in different environments are performed. The results show the values of FDC remain stable in different UMa environments under the NLOS case while other parameters of fitting results variant. Additionally, this paper investigates the FDC in different distances. It can be found that the FDC shows little dependence on the distance at low frequencies, and the FDC in different distances shows a normal distribution. The results indicate that the FDC is not influenced by environments and distances in the UMa scenario under the NLOS case.

source: openbmb/Ultra-FineWeb


Atmospheric gravity waves between Indonesia and Australia
Atmospheric gravity waves between Indonesia and Australia
 - Credit:
 Jeff Schmaltz
When the Sun reflects off the surface of the ocean at the same angle that a satellite sensor is viewing the surface, a phenomenon called sunglint occurs. In the affected area of the image, smooth ocean water becomes a silvery mirror, while rougher surface waters appear dark. Sometimes the sunglint region of satellite images reveals interesting ocean or atmospheric features that the sensor does not typically record. This image shows a large, overlapping wave pattern in the sunglint region of an image of Indonesia (the islands at the top of the image) and Australia (the landmass in the bottom of the image). The wave pattern seen in the image is not from large ocean waves, however. The pattern is the "impression" of atmospheric gravity waves on the surface of the ocean. As the name implies, atmospheric gravity waves form when buoyancy pushes air up, and gravity pulls it back down. On its descent into the low-point of the wave (the trough), the air touches the surface of the ocean, roughening the water. The long, vertical dark lines show where the troughs of gravity waves have roughened the surface. The brighter regions show the crests of the atmospheric waves. Beneath the crests, the water is calm and reflects light directly back towards the sensor. Clouds commonly form at the crests of the waves, and such clouds are visible throughout this scene.
Images & Animations
File
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 - JPEG 312 KB
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Note: Often times, due to the size, browsers have a difficult time opening and displaying images. If you experiece an error when clicking on an image link, please try directly downloading the image (using a right click, save as method) to view it locally.
Metadata
 - Data Date:
 November 23, 2005
 - Visualization Date:
 January 5, 2005
 - Sensor(s):
 Terra - MODIS
NASA - National Aeronautics and Space Administration


text:
Bioko Island, Equatorial Guinea
The island of Bioko is a mass of earth of volcanic origin with a surface area of just over 2000 km2. It is located in the Gulf of Guinea, off the coast of Cameroon and Gabon. There are two seasons: a dry season (November to March) and a rainy season (April to October). The average annual temperature is 25 0C. Rainfall varies from 1930 mm in the north to 10990 mm in the south. About 40% of the island is inaccessible by land due to the dense tropical forest.
The island is made up of small slow rivers where blackfly vectors of the Simulium damnosum complex – S. yahense Bioko form – breed.
There are an estimated 90 000 people living on Bioko Island. The island is the only island known to be endemic with onchocerciasis. The geographical location of the island protects it from re-invasion of the blackfly.
Large scale aerial and ground larviciding started in 2003, and aerial spraying continued in 2005. Environmental assessment surveys showed no detrimental environmental impact of these vector control activities.
Ivermectin distribution started in 1990. Community-directed treatment with ivermectin started in 2000.
In 2005, the Simulium yahense Bioko form was eliminated from Bioko Island. Reinforcement of community-directed treatment with ivermectin is expected to lead to rapid elimination of onchocerciasis.

source: HuggingFaceFW/fineweb-edu


text: Nepali Rope Incense belongs to the long tradition of family cottage industries in the Himalayas. Almost all young children learn to twist ropes from their grandparents and eventually teach their own children or grandchildren. The ropes are produced in large quantities by farmers and other villagers during the off season. High quality aromatic medicinal herbs are gathered and dried. Herbs used have fumigation qualities and purify the atmosphere when burned. Lokta paper made from the Daphne bush is used to contain the herbs. The herbal blend is placed in the paper and given an artistic twist to create the rope like strands.


the results of folding up all of the original subtries along each key; it's the "results so far". The values in the map become the very things we swore to create.
Then, we use cata to "fold" our value along the algebra:
cata myAlg :: Trie k v -> A
cata starts from the bottom-most layer, runs myAlg on that, then goes up a layer, running myAlg on the results, then goes up another layer, running myAlg on those results, etc., until it reaches the top layer and runs myAlg again to produce the final result.
For example, we'll write a catamorphism that counts how many values/leaves we have in our trie as an Int. Since our result is an Int, we know we want an algebra returning an Int:
countAlg :: TrieF k v Int -> Int
This is the basic structure of an algebra: our final result type (Int) becomes the parameter of TrieF k v (as TrieF k v Int), and also the result of our algebra.
Remember that a Trie k v contains a Maybe v and a Map k (Trie k v), and a TrieF k v Int contains a Maybe v and a Map k Int. In a Trie k v, the Map contains all of the subtries under each branch. For countAlg, in our TrieF k v Int we are given, the Map contains the counts of each of those original subtries under each branch.
Basically, our task is "Given a map of sub-counts, how do we find the total count?"
With this in mind, we can write countAlg:
-- source:
countAlg :: TrieF k v Int -> Int
countAlg (MkTF v subtrieCounts)
 | isJust v = 1 + subtrieTotal
 | otherwise = subtrieTotal
 subtrieTotal = sum subtrieCounts
If v is indeed a leaf (it's Just), then it's one plus the total counts of all of the subtries (remember, the Map k Int contains the counts of all of the original subtries, under each key). Otherwise, it's just the total counts of all of the original subtries.
Our final count is, then:
-- source:
count :: Trie k v -> Int
count = cata countAlg
ghci> count testTrie
We can do something similar by writing a summer, as well, to sum up all values inside a trie:
-- source:
trieSumAlg :: Num a => TrieF k a a -> a
trieSumAlg (MkTF v subtrieSums) = fromMaybe 0 v + sum subtrieSums
trieSum :: Num a => Trie k a -> a
trieSum = cata trieSumAlg
ghci> trieSum testTrie
In the algebra, the subtrieSums :: Map k a contains the sums of all of the subtries. Under key k, we have the sum of the subtrie that was originally at kie k. The algebra, therefore, just adds up all of the subtrie sums with the value at that layer. "Given a map of sub-sums, how do we find a total sum?"
Down from the High Ground
Catamorphisms are naturally "inside-out", or "bottom-up". However, some operations are more naturally "outside-in", or "top-down". One immediate example is lookup :: [k] -> Trie k v -> Maybe v, which is quintessentially "top-down": it first descends down the first item in the [k], then the second, then the third, etc. until you reach the end, and return the Maybe v at that layer.
Is that…legal?
In this case, we can make it legal by inverting control: instead of folding into a Maybe v directly, fold into a "looker upper", a [k] -> Maybe v. We generate a "lookup function" from the bottom-up, and then run that all in the end on the key we want to look up.
Our algebra will therefore have type:
 :: Ord k
 => TrieF k v ([k] -> Maybe v)
 -> ([k] -> Maybe v)
A TrieF k v ([k] -> Maybe v) contains a Maybe v and a Map k ([k] -> Maybe v), or a map of "lookuppers". Indexed at each key is function of how to look up a given key in the original subtrie.
So, we are tasked with "how to implement a lookupper, given a map of sub-lookuppers".
To do this, we can pattern match on the key we are looking up. If it's [], then we just return the current leaf (if it exists). Otherwise, if it's k:ks, we can run the lookupper of the subtrie at key k.
-- source:
 :: Ord k
 -> ([k] -> Maybe v)
lookupperAlg (MkTF v lookuppers) = \case
 [] -> v
 k:ks -> case M.lookup k lookuppers of
 Nothing -> Nothing
 Just lookupper -> lookupper ks
 :: Ord k
 => [k]
 -> Trie k v
 -> Maybe v
lookup ks t = cata lookupperAlg t ks
(written using the -XLambdaCase extension, allowing for \case syntax)
ghci> lookup "to" testTrie
Just 9
ghci> lookup "ton" testTrie
Just 3
ghci> lookup "tone" testTrie
Note that because Maps have lazy values by default, we only ever actually generate "lookuppers" for subtries under keys that we eventually descend on; any other subtries will be ignored (and no lookuppers are ever generated for them).
In the end, this version has all of the same performance characteristics as the explicitly recursive one; we're assembling a "lookupper" that stops as soon as it sees either a failed lookup (so it doesn't cause any more evaluation later on), or stops when it reaches the end of its list.
I Think the System Works
We've now written a couple of non-recursive functions to "query" Trie. But what was the point, again? What do we gain over writing explicit versions to query Trie? Why couldn't we just write:
-- source:
trieSumExplicit :: Num a => Trie k a -> a
trieSumExplicit (MkT v subtries) =
 fromMaybe 0 v + sum (fmap trieSumExplicit subtries)
instead of
-- source:
trieSumCata :: Num a => Trie k a -> a
trieSumCata = cata $ \(MkTF v subtrieSums) ->
 fromMaybe 0 v + sum subtrieSums
One major reason, like I mentioned before, is to avoid using explicit recursion. It's extremely easy when using explicit recursion to accidentally write an infinite loop, or to mess up your control flow somehow. It's basically like using GOTO instead of while or for loops in imperative languages. while and for loops are meant to abstract over a common type of looping control flow, and provide a disciplined structure for them. They also are often much easier to read, because as soon as you see "while" or "for", it gives you a hint at programmer intent in ways that an explicit GOTO might not.
Another major reason is to allow you to separate concerns. Writing trieSumExplicit forces you to think "how to fold this entire trie". Writing trieSumAlg allows us to just focus on "how to fold this immediate layer". You only need to ever focus on the immediate layer you are trying to sum — and never the entire trie. cata takes your "how to fold this immediate layer" function and turns it into a function that folds an entire trie, taking care of the recursive descent for you.
Before we move on, I just wanted to mention that cata is not a magic function. From the clues above, you might actually be able to implement it yourself. For our Trie, it's:
-- source:
cata' :: (TrieF k v a -> a) -> Trie k v -> a
cata' alg = alg. fmap (cata' alg). project
First we project :: Trie k v -> TrieF k v (Trie k v), to "de-recursive" our type. Then we fmap our entire cata alg :: Trie k v -> a. Then we run the alg :: TrieF k v a -> a on the result. Basically, it's fmap-collapse-then-collapse.
It might be interesting to note that the implementation of cata' here requires explicit recursion. One of the purposes of using recursion schemes like cata is to avoid directly using recursion explicitly, and "off-loading" the recursion to one reusable function. So in a sense, it's ironic: cata can save other functions from explicit recursion, but not itself.
Or, can it? The reason cata' is necessarily recursive here is that our Trie data type is recursive. However, we can actually encode Trie using an alternative representation (in terms of TrieF), and it's possible to write cata' in a non-recursive way:
-- source:
newtype MuTrie k v = MkMT (forall a. (TrieF k v a -> a) -> a)
cataMuTrie :: (TrieF k v a -> a) -> MuTrie k v -> a
cataMuTrie alg (MkMT f) = f alg
Trie' is actually isomorphic to Trie, so they're the same type (it


text:
The numbers say "yes," adding weight to last year's benchmarking survey.
Does productive efficiency help determine an electric utility's prospects in regulated or competitive markets? Is productive efficiency a better marker of real-world success than simple financial attributes, such as cash flow, dividend ratio or operating income?
In unregulated markets, higher productivity translates directly into relative declines in costs and prices, and by extension, greater ability to compete and prosper. In the regulated arena, it improves the utility's earning potential through more favorable regulatory treatment, especially under performance-based ratemaking regimes. Now, however, in financial markets too, there is ample evidence that productive efficiency can secure high marks for a utility.
Prompted by competitive pressures emanating from open access on the one hand and induced by the potential rewards of performance ratemaking on the other hand, in recent years electric utilities have begun to pay increased attention to the efficiency with which they conduct their business. Productive efficiency of U.S. utilities in the production and delivery of electric power was examined in two recent studies, the results of which were published in two issues of Public Utilities Fortnightly.fn1 Using different analytic procedures, these studies produced indices of productive efficiency for about 100 investor-owned utilities, and explored patterns underlying the observed variations in efficiency in terms of geography, utility size, resource composition and other relevant dimensions.


Risser sign - trends in a South African black population
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dc.contributor.author Mayet, Ziyaad
dc.date.accessioned 2012-01-16T11:35:10Z
dc.date.available 2012-01-16T11:35:10Z
dc.date.issued 2012-01-16
dc.identifier.uri _URL_
dc.description M.Med. (Orthopaedics), Faculty of Health Sciences, University of the Witwatersrand, 2011 en_US
dc.description.abstract The 5 stages of the Risser sign, which chart the development of ossification of the iliac crest has been widely used as a tool to assess skeletal age and remaining spinal growth, and thereby influence scoliosis management. However, as with other markers of skeletal age, it is under the influence of genetic and environmental factors. Proof of this was given by Risser, who observed that children in warmer climates developed earlier. Numerous other authors have also shown differences for other measures of maturity between different race groups. We tried to show that a different trend occurred in the South African Black population, as compared to published data from other population groups. Radiographs from the Radiology records departments of various hospitals were assessed by 2 independent observers for the Risser sign. This was used to chart trends, which was compared to trends published by Scoles et. al. which was recorded on the Cleveland based Brush-Bolton Collection. The South African black population showed a trend towards starting earlier. They however completed their fusion later. This is suggestive of a longer duration of iliac ossification. Furthermore, the importance of climatic control was shown by the fact that the black & white populations mirrored each other. en_US
dc.language.iso en en_US
dc.subject Risser sign en_US
dc.subject scoliosis management en_US
dc.title Risser sign - trends in a South African black population en_US
dc.type Thesis en_US
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Remote Caching
A remote cache is used by a team of developers and/or a continuous integration (CI) system to share build outputs. If your build is reproducible, the outputs from one machine can be safely reused on another machine, which can make builds significantly faster.
Remote caching overview
Bazel breaks a build into discrete steps, which are called actions. Each action has inputs, output names, a command line, and environment variables. Required inputs and expected outputs are declared explicitly for each action.
You can set up a server to be a remote cache for build outputs, which are these action outputs. These outputs consist of a list of output file names and the hashes of their contents. With a remote cache, you can reuse build outputs from another user's build rather than building each new output locally.
To use remote caching:
 - Set up a server as the cache's backend
 - Configure the Bazel build to use the remote cache
 - Use Bazel version 0.10.0 or later
The remote cache stores two types of data:
 - The action cache, which is a map of action hashes to action result metadata.
 - A content-addressable store (CAS) of output files.
How a build uses remote caching
Once a server is set up as the remote cache, you use the cache in multiple ways:
 - Read and write to the remote cache
 - Read and/or write to the remote cache except for specific targets
 - Only read from the remote cache
 - Not use the remote cache at all
When you run a Bazel build that can read and write to the remote cache, the build follows these steps:
 1. Bazel creates the graph of targets that need to be built, and then creates a list of required actions. Each of these actions has declared inputs and output filenames.
 2. Bazel checks your local machine for existing build outputs and reuses any that it finds.
 3. Bazel checks the cache for existing build outputs. If the output is found, Bazel retrieves the output. This is a cache hit.
 4. For required actions where the outputs were not found, Bazel executes the actions locally and creates the required build outputs.
 5. New build outputs are uploaded to the remote cache.
Setting up a server as the cache's backend
You need to set up a server to act as the cache's backend. A HTTP/1.1 server can treat Bazel's data as opaque bytes and so many existing servers can be used as a remote caching backend. Bazel's HTTP Caching Protocol is what supports remote caching.
You are responsible for choosing, setting up, and maintaining the backend server that will store the cached outputs. When choosing a server, consider:
 - Networking speed. For example, if your team is in the same office, you may want to run your own local server.
 - Security. The remote cache will have your binaries and so needs to be secure.
 - Ease of management. For example, Google Cloud Storage is a fully managed service.
There are many backends that can be used for a remote cache. Some options include:
nginx is an open source web server. With its WebDAV module, it can be used as a remote cache for Bazel. On Debian and Ubuntu you can install the nginx-extras package. On macOS nginx is available via Homebrew:
$ brew tap denji/nginx
$ brew install nginx-full --with-webdav
Below is an example configuration for nginx. Note that you will need to change /path/to/cache/dir to a valid directory where nginx has permission to write and read. You may need to change client_max_body_size option to a larger value if you have larger output files. The server will require other configuration such as authentication.
Example configuration for server section in nginx.conf:
location /cache/ {
 # The path to the directory where nginx should store the cache contents.
 root /path/to/cache/dir;
 # Allow PUT
 dav_methods PUT;
 # Allow nginx to create the /ac and /cas subdirectories.
 create_full_put_path on;
 # The maximum size of a single file.
 client_max_body_size 1G;
 allow all;
Bazel Remote Cache
Bazel Remote Cache is an open source remote build cache that you can use on your infrastructure. It is experimental and unsupported.
This cache stores contents on disk and also provides garbage collection to enforce an upper storage limit and clean unused artifacts. The cache is available as a docker image and its code is available on GitHub.
Please refer to the GitHub page for instructions on how to use it.
Google Cloud Storage
Google Cloud Storage is a fully managed object store which provides an HTTP API that is compatible with Bazel's remote caching protocol. It requires that you have a Google Cloud account with billing enabled.
To use Cloud Storage as the cache:
 1. Create a storage bucket. Ensure that you select a bucket location that's closest to you, as network bandwidth is important for the remote cache.
 2. Create a service account for Bazel to authenticate to Cloud Storage. See Creating a service account.
 3. Generate a secret JSON key and then pass it to Bazel for authentication. Store the key securely, as anyone with the key can read and write arbitrary data to/from your GCS bucket.
 4. Connect to Cloud Storage by adding the following flags to your Bazel command:
 - Pass the following URL to Bazel by using the flag: --remote_http_cache= where bucket-name is the name of your storage bucket.
 - Pass the authentication key using the flag: --google_credentials=/path/to/your/secret-key.json, or --google_default_credentials to use Application Default Credentials.
 5. You can configure Cloud Storage to automatically delete old files. To do so, see Managing Object Lifecycles.
Other servers
You can set up any HTTP/1.1 server that supports PUT and GET as the cache's backend. Users have reported success with caching backends such as Hazelcast, Apache httpd, and AWS S3.
As of version 0.11.0 support for HTTP Basic Authentication was added to Bazel. You can pass a username and password to Bazel via the remote cache URL. The syntax is Please note that HTTP Basic Authentication transmits username and password in plaintext over the network and it's thus critical to always use it with HTTPS.
HTTP Caching Protocol
Bazel supports remote caching via HTTP/1.1. The protocol is conceptually simple: Binary data (BLOB) is uploaded via PUT requests and downloaded via GET requests. Action result metadata is stored under the path /ac/ and output files are stored under the path /cas/.
For example, consider a remote cache running under http://localhost:8080/cache. A Bazel request to download action result metadata for an action with the SHA256 hash 01ba4719... will look as follows:
GET /cache/ac/01ba4719c80b6fe911b091a7c05124b64eeece964e09c058ef8f9805daca546b HTTP/1.1
Host: localhost:8080
Accept: */*
Connection: Keep-Alive
A Bazel request to upload an output file with the SHA256 hash 15e2b0d3... to the CAS will look as follows:
PUT /cache/cas/15e2b0d3c33891ebb0f1ef609ec419420c20e320ce94c65fbc8c3312448eb225 HTTP/1.1
Host: localhost:8080
Accept: */*
Content-Length: 9
Connection: Keep-Alive
Run Bazel using the remote cache
Once a server is set up as the remote cache, to use the remote cache you need to add flags to your Bazel command. See list of configurations and their flags below.
You may also need configure authentication, which is specific to your chosen server.
You may want to add these flags in a.bazelrc file so that you don't need to specify them every time you run Bazel. Depending on your project and team dynamics, you can add flags to a.bazelrc file that is:
 - On your local machine
 - In your project's workspace, shared with the team
 - On the CI system
Read from and write to the remote cache
Take care in who has the ability to write to the remote cache. You may want only your CI system to be able to write to the remote cache.
Use the following flags to:
 - read from and write to the remote cache
 - disable sandboxing
build --remote_cache=
build --spawn_strategy=local
Using the remote cache with sandboxing enabled is the default. Use the following flags to read and write from the remote cache with sandboxing enabled:
build --remote_cache=
Read only from the remote cache
Use the following flags to: read from the remote cache with sandboxing disabled.
build --remote_cache=
build --remote_upload_local_results=false
build --spawn_strategy=local
Using the remote cache with sandboxing enabled is experimental. Use the following flags to read from the remote cache with sandboxing enabled:
build --remote_cache=
build --remote_upload_local_results=false
Exclude specific targets from using the remote cache
To exclude specific targets from using the remote cache, tag the target with no-cache. For example:
 name = "target",
 tags = ["no-cache"],
Delete content from the remote cache
Deleting content from the remote cache is part of managing your server. How you delete content from the remote cache depends on


text:
satisfaction n1 a : the act or fact of satisfying
b : execution of an accord by performance of the substituted obligation often used in the phrase accord and satisfaction compare accord, transaction
c : a document indicating that an obligation has been satisfied [a of mortgage]
2 : the quality or state of being satisfied
Source: Merriam-Webster's Dictionary of Law ©1996. Merriam-Webster, Incorporated. Published under license with Merriam-Webster, Incorporated.


text:
Landscape Epidemiology of Tularemia Outbreaks in Sweden
Figure 2. A) Spatial distribution of 56 places of tularemia transmission in Ljusdal, Sweden, 1995–2005, overlaid on a map with color-coded demographic data based on residential addresses. B) Disease cluster in an area of 25 km2 along the Ljusnan River in Ljusdal. Reported places of disease transmission and corresponding bacterial genotypes are shown. The 33 Francisella tularensis isolates belong to genetic group 1e and are of genotype ID 15 (red) or genotype ID 16 (black). Place of disease transmission was reported to be certain (circle), probable (square), or possible (diamond); patient residency was used when transmission data was unavailable (triangle).


Ethereum Hashrate Chart
The Ethereum hashrate chart provides the current Ethereum hashrate history in graph format with an option to expand the Ethereum global hashrate chart time frame back to 2016.
Ethereum Hashrate Now: 310.15 TH/s
Nov 30, 2020 02:55 AM UTC - 310,154,397,355,106 H/s
Loading Ethereum network hashrate chart Loading Ethereum network hashrate chart
The Ethereum network hashrate chart can be used to visualize Ethereum mining hashrate increases and decreases viewable in segment options of daily, weekly, monthly, 3 months, 6 months, 1 year, 3 years, and all time.
What is Ethereum Hashrate?
Ethereum hashrate is a calculated numerical value that specifies an estimate of how many hashes are being generated by Ethereum miners trying to solve the current Ethereum block or any given block.
Ethereum hashrate is represented in Hashes per Second or H/s.
The global Ethereum network hashrate is a calculated value and is measured in hashes per second (H/s). The calculation uses the current mining difficulty and the average Ethereum block time between mined blocks versus the defined block time as variables to determine the global Ethereum network hashrate.
As the Ethereum network hashrate goes up - the ETH hashrate numbers get so large that abbreviations must be used.
The current Ethereum hashrate is 310.15 TH/s, representing the global Ethereum network hashrate with a mining difficulty of 3.72 P at block height 11,359,735.
View the Ethereum hashrate chart for all time historical hashrates.
Hashrate Unit/s Hash Hashes Per Second
H/s (Hash) 1 One
kH/s (KiloHash) 1,000 One Thousand
MH/s (MegaHash) 1,000,000 One Million
GH/s (GigaHash) 1,000,000,000 One Billion
TH/s (TeraHash) 1,000,000,000,000 One Trillion
PH/s (PetaHash) 1,000,000,000,000,000 One Quadrillion
EH/s (ExaHash) 1,000,000,000,000,000,000 One Quintillion
ZH/s (ZettaHash) 1,000,000,000,000,000,000,000 One Sextillion
YH/s (YottaHash) 1,000,000,000,000,000,000,000,000 One Septillion
It is important to point out the Ethereum hashrate does not determine how quickly or slowly each block is solved.
This timing, called the block time is enforced by the Ethereum mining difficulty value, which is adjusted upwards or downwards during each block difficulty retarget to keep blocks being solved at a constant time frame.
For more information about the Ethereum difficulty re-target visit the Ethereum mining page.
You can calculate Ethereum mining profits using the current ETH hashrate difficulty and our Ethereum mining calculator.
What is the Current Ethereum Hashrate?
The current Ethereum hashrate (ETH hashrate) is 310.15 TH/s at block height 11,359,735 with a difficulty of 3,721,852,768,261,272.00.
Ethereum Hashrate Stats
Current Ethereum Hashrate
Ethereum Global Hashrate
310.15 TH/s
Ethereum Hashrate All Time High
Ethereum Hashrate on Nov 29, 2020 at block 11,353,567
314.62 TH/s
How to Calculate Ethereum Hashrate
The Ethereum hashrate is calculated using the current Ethereum difficulty, the defined Ethereum block time, and the average block time of the last (X) number of blocks.
Most full Ethereum nodes will have an option to see the current Ethereum global hashrate using the "getnetworkhashps" command in the console window.
Ethereum getnetworkhashps
Given the fact that the Ethereum difficulty value determines statically how many hashes are needed to solve the next block, it is recommended to use the current mining difficulty to determine the statistically accurate number of Ethereum that can be mined in a given time frame.
Once again we recommend using our Ethereum mining calculator as the current Ethereum difficulty is preloaded, along with the latest Ethereum price.
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Dmitry Karasik > Prima-1.37_01 > Prima::VB::CfgMaint
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Source Latest Release: Prima-1.41
Prima::VB::CfgMaint - maintains visual builder widget palette configuration.
The module is used by the Visual Builder and cfgmaint programs, to maintain the Visual Builder widget palette. The installed widgets are displayed in main panel of the Visual Builder, and can be maintained by cfgmaint.
The Visual Builder widget palette configuration is contained in two files - the system-wide Prima::VB::Config and the user ~/.prima/vbconfig. The user config file take the precedence when loaded by the Visual Builder. The module can select either configuration by assigning $systemWide boolean property.
The widgets are grouped in pages, which are accessible by names.
New widgets can be added to the palette by calling add_module method, which accepts a perl module file as its first parameter. The module must conform to the VB-loadable format.
This section describes format of a module with VB-loadable widgets.
The module must define a package with same name as the module. In the package, class sub must be declared, that returns an array or paired scalars, where each first item in a pair corresponds to the widget class and the second to a hash, that contains the class loading information, and must contain the following keys:
class STRING
Name of the VB-representation class, which represents the original widget class in the Visual Builder. This is usually a lightweight class, which does not contain all functionality of the original class, but is capable of visually reflecting changes to the class properties.
icon PATH
Sets an image file, where the class icon is contained. PATH provides an extended syntax for indicating a frame index, if the image file is multiframed: the frame index is appended to the path name with : character prefix, for example: "NewWidget::icons.gif:2".
module STRING
Sets the module name, that contains class.
Sets the default palette page where the widget is to be put. The current implementation of the Visual Builder provides four pages: General,Additional,Sliders,Abstract. If the page is not present, new page is automatically created when the widget class is registered.
Sets the module name, that contains the original class.
The reader is urged to explore Prima::VB::examples::Widgety file, which contains an example class Prima::SampleWidget, its VB-representation, and a property lineRoundStyle definition example.
add_module FILE
Reads FILE module and loads all VB-loadable widgets from it.
Returns string declaration of all registered classes in format of classes registration procedure ( see "FORMAT" ).
Loads class and pages information from either a system-wide or a user configuration file. If succeeds, the information is stored in _USER_ and %classes variables ( the old information is lost ) and returns 1. If fails, returns 0 and string with the error explanation; _USER_ and %classes content is undefined.
Returns array of page names
Reads information from both system-wide and user configuration files, and merges the information. If succeeds, returns 1. If fails, returns 0 and string with the error explanation.
Erases all information about pages and classes.
Writes either the system-wide or the user configuration file. If $backup flag is set to 1, the old file renamed with.bak extension. If succeeds, returns 1. If fails, returns 0 and string with the error explanation.
FILES ^, ~/.prima/vbconfig.
Dmitry Karasik, <>.
VB, cfgmaint, Prima::VB::examples::Widgety.
syntax highlighting:


text:
In a compelling presentation at Cypher 2023, Geetha Ramadevi, a key figure at Elsevier, delved into the transformative role of Artificial Intelligence (AI) and cutting-edge technologies in harnessing scientific knowledge. The talk was a comprehensive overview of how Elsevier is leveraging AI to solve unique challenges in research, life sciences, and health sectors.
Elsevier's Mission and Challenges
Ramadevi began by introducing Elsevier's mission to advance science and improve health outcomes for the benefit of society. She highlighted the challenges researchers face due to a lack of effective tools and solutions. In the life sciences, the drug development process is slow and expensive, and in the health sector, medical errors are a significant concern. Elsevier aims to address these challenges by providing meaningful insights to its customers.
Technology Approach at Elsevier
The technology approach at Elsevier involves a multi-step data processing pipeline. They use various data mining techniques, natural language processing, and AI, including generative AI, to process a large volume of data. The company aims for high precision and recall rates to ensure the quality of their insights.
Generative AI in Action
Ramadevi then moved on to discuss how Elsevier is experimenting with generative AI. She gave an example of their search implementation, which uses a Retrieval-Augmented Generation (RAG) architecture to enhance the search index. This approach combines lexical and semantic search to provide more accurate and relevant results.
One of the key highlights was the introduction of Scopus AI, an extension to Elsevier's existing Scopus content. Targeted at early-career researchers, Scopus AI uses natural language queries and semantic search to provide more relevant information. It's currently in the beta phase, and a demo showcased its capabilities.
Another intriguing use case was Shadow Health, a product in the health education sector. Although not elaborated in detail, it aims to assist nurses in their education by providing a comprehensive learning environment.
Geetha Ramadevi's presentation at Cypher 2023 was an enlightening look into how Elsevier is at the forefront of utilizing AI and cutting-edge technologies to solve complex problems in research, life sciences, and health. By doing so, they are not only advancing their mission but also contributing significantly to societal benefits.

source: m-a-p/FineFineWeb


Longest Increasing Subsequence
by Isai Damier, Android Engineer @ Google
/***********************************************************************
 * Author: Isai Damier
 * Title: Longest Increasing Subsequence
 * Project: geekviewpoint
 * Package: algorithms
 *
 * Statement:
 * Given a sequence of numbers, find a longest increasing subsequence.
 *
 *
 * Time Complexity: O(n^2)
 *
 * Sample Input: {8,1,2,3,0,5}
 * Sample Output: {1,2,3,5}
 *
 * DEFINITION OF SUBSEQUENCE:
 * A sequence is a particular order in which related objects follow
 * each other (e.g. DNA, Fibonacci). A sub-sequence is a sequence
 * obtained by omitting some of the elements of a larger sequence.
 *
 * SEQUENCE SUBSEQUENCE OMISSION
 * {3,1,2,5,4} {1,2} 3,5,4
 * {3,1,2,5,4} {3,1,4} 2,5
 *
 * SEQUENCE NOT SUBSEQUENCE REASON
 * {3,1,2,5,4} {4,2,5} 4 should follow 5
 *
 * STRATEGY:
 * Illustrating by finding a longest increasing subsequence
 * of {8,1,2,3,0,5}:
 *
 * - Start by finding all subsequences of size 1: {8},{1},{2},{3},{0},{5};
 * each element is its own increasing subsequence.
 *
 * - Since we already have the solutions for the size 1 subsequences,
 * we can use them in solving for the size two subsequences. For
 * instance, we already know that 0 is the smallest element of an
 * increasing subsequence of size 1, i.e. the subsequence {0}.
 * Therefore, all we need to get a subsequence of size 2 is add an
 * element greater than 0 to {0}: {0,5}. The other size 2
 * subsequences are: {1,2}, {1,3}, {1,5}, {2,3}, {2,5}, {3,5}.
 *
 * - Now we use the size 2 subsequences to get the size 3 subsequences:
 * {1,2,3}, {1,2,5}, {1,3,5}, {2,3,5}
 *
 * - Then we use the size 3 subsequences to get the size 4 subsequences:
 * {1,2,3,5}. Since there are no size 5 solutions, we are done.
 *
 * SUMMARY:
 * Instead of directly solving the big problem, we solved a smaller
 * version and then 'copied and pasted' the solution of the subproblem
 * to find the solution to the big problem. To make the 'copy and paste'
 * part easy, we use a table (i.e. array) to track the subproblems
 * and their solutions. This strategy as a whole is called Dynamic
 * Programming. The tabling part is known as memoization, which means
 * writing memo.
 *
 * To recognize whether you can use dynamic programming on a problem,
 * look for the following two traits: optimal substructures and
 * overlapping subproblems.
 *
 * Optimal Substructures: the ability to 'copy and paste' the solution
 * of a subproblem plus an additional trivial amount of work so to
 * solve a larger problem. For example, we were able to use {1,2}
 * itself an optimal solution to the problem {8,1,2} to get {1,2,3}
 * as an optimal solution to the problem {8,1,2,3}.
 *
 * Overlapping Subproblems: Okay. So in our approach the solution grew
 * from left to right: {1} to {1,2} to {1,2,3} etc. But in reality
 * we could have solved the problem using recursion trees so that
 * for example {1,2} could be reached either from {1} or from {2}.
 * That wouldn't really be a problem except we would be solving for
 * {1,2} more than once. Anytime a recursive solution would lead to
 * such overlaps, the bet is dynamic programming is the way to go.
 *
 * {1} {2}
 * / | \ / | \
 * / | \ / | \
 * / | \ / | \
 * {1,2} {1,3} {1,5} {1,2} {2,3} {2,5}
 *
 * NOTE:
 * Dynamic Programming = Optimal Substructures + Overlapping Subproblems
 * Divide and Conquer = Optimal Substructures - Overlapping Subproblems
 * see merge sort: _URL_
 *
 * Alternate coding: Not really much difference here, just another code
 * that some readers will find more intuitive:
 *
 * int[] m = new int[A.length];
 * Arrays.fill(m, 1);
 *
 * for(int x=1; x <A.length; x++)
 * for(int y = 0; y < x; y++)
 * if(m[y] >= m[x] && A[y] < A[x])
 * m[x]++;
 *
 * int max = m[0];
 * for (int i = 0; i < m.length; i++)
 * if (max < m[i])
 * max = m[i];
 *
 * List<Integer> result = new ArrayList<Integer>();
 * for (int i = m.length-1; i >=0 ; i--)
 * if (max == m[i]) {
 * result.add(A[i]);
 * max--;
 * }
 *
 * Collections.reverse(result);
 * return result;
 *
 **********************************************************************/
 package algorithm.programming.dynamic;
import java.util.ArrayList;
import java.util.List;
public class LongestIncreasingSubsequence {
 public Integer[] LIS(Integer[] A) {
 int[] m = new int[A.length];
 //Arrays.fill(m, 1);//not important here
 for (int x = A.length - 2; x >= 0; x--) {
 for (int y = A.length - 1; y > x; y--) {
 if (A[x] < A[y] && m[x] <= m[y]) {
 m[x]++;//or use m[x] = m[y] + 1;
 }
 }
 }
 int max = m[0];
 for (int i = 1; i < m.length; i++) {
 if (max < m[i]) {
 max = m[i];
 }
 }
 List<Integer> result = new ArrayList<Integer>();
 for (int i = 0; i < m.length; i++) {
 if (m[i] == max) {
 result.add(A[i]);
 max--;
 }
 }
 return result.toArray(new Integer[0]);
 }
}
package algorithm.programming.dynamic;
import java.util.Arrays;
import static org.junit.Assert.*;
import org.junit.After;
import org.junit.Before;
import org.junit.Test;
public class LongestIncreasingSubsequenceTest {
 LongestIncreasingSubsequence seq;
 @Before
 public void setUp() throws Exception {
 seq = new LongestIncreasingSubsequence();
 }
 @After
 public void tearDown() throws Exception {
 seq = null;
 }
 @Test
 public void testLIS() {
 Integer[] A = {1, 2, 3, 4, 5, 6, 7, 8, 9};
 Integer[] B = {9, 8, 7, 6, 5, 4, 3, 2, 1};
 Integer[] C = {50, 2, 45, 3, 5, 44, 1, 8, 40, 12, 37, 15};
 Integer[] D = {2, 3, 5, 8, 12, 37};
 Integer[] actual = seq.LIS(A);
 assertTrue(Arrays


text:
Spider legs use hydraulic pressure. When they die their legs curl because the liquid dries up!
Spiders' legs curl up is because a spider uses hydraulic pressure to push liquid into it's legs that allow it to move, and when it dies the liquid drains out making the legs curl up
If you've ever killed a spider (without completely squishing it) or come across one that is already dead, you know that their legs curl up beneath them when they die. You may be too busy being grossed out by this eight-legged creature to wonder just why this is. Human's limbs don't curl inward after they die. So what is going on with this posthumous tendency.
It turns out that spiders' legs are hydraulic. Or more specifically, two of the six joints in their legs are hydraulic. In order to straighten these joints and subsequently their legs, spiders flex their muscles and increase the pressure. When the spider dies, it obviously loses control over it's leg system and relaxes. The legs then curl upward automatically because no pressure is keeping them straightened.


Crossing the boundary of hybrid animals
Home > Explore
Crossing the boundary of hybrid animals
2018-09-20 00:25:30 725 ℃
People classify animals, but animals will break through the boundaries of the species from time to time. Sometimes, different types of animal crosses will produce seemingly weird offspring, and this set of pictures will give readers a taste of one or two. In general, two animals are able to cross to produce offspring, indicating that they are close to each other.
Red Parrot Cichlid is The hybrid of the Midas and the red-headed squid, their biggest feature is that the mouth is small and vertical, like someone is flattening from both sides, this fish is very hard to eat
The spotted pheasant is the offspring of the cross between the scorpion and the zebra, usually only with stripes on the legs, like wearing long striped socks
The lion and tiger beast is a descendant of the male lion and the female tiger. It is strong and has the color of the lion and the stripes of the tiger
The Asiatic Cow is a cross between the British yak and the common domestic cattle. Their heads are like ordinary cows, like yak, than their parents. Heads are big, strong, and produce more milk, cows can give birth, bulls are infertility
Sheep and goats Hybrid offspring with the appearance of a sheep, partially contaminated with the smooth hair of a goat
The cetacean is a natural hybrid animal in the ocean. It is a descendant of bottlenose dolphins and pseudo-killer whales. It looks like a dolphin.
The zebra is a hybrid offspring of horses and zebras. If the horse is white, the zebras produced are as shown on the left; if the horse is brown, the zebras produced are as follows:


text:
Welcome to Civics360!
Our mission is to provide a place where Florida students and others can improve their understanding of civics.
Civics360 is an interactive civics review tool to help Florida students improve their understanding of civics.
Civics360 is funded by the Lou Frey Institute at the University of Central Florida and provided by the Florida Joint Center for Citizenship, in collaboration with the Escambia County School District, and targets the civic knowledge and skills necessary to succeed on Florida's Civics End of Course Assessment.
While crafted for a Florida audience, the resources provided may be compatible with civics and government courses taught throughout the United States.
This site is organized into module pages, each of which covers learning benchmarks by providing the following learning tools:
Narrated Students Friendly Videos that review the important content for each benchmark
Viewing guides for each video
Student Friendly Readings for each Benchmark Clarification, available in English, Haitian Creole, and Spanish
Vocabulary concept circles and games to practice civics vocabulary
Quizzes with End-of-Course Assessment-style guided review questions for each benchmark
End-of-Course Assessment Practice Test
Additional resources to facilitate learning and review, such as links to interactive civics lessons
Teachers and students may choose which features to use, so there is no one correct way to use this website. We at the Florida Joint Center for Citizenship encourage you to select and use the resources that will be most beneficial to you as a student. If you are a teacher, you will find these resources helpful to you in your civics instruction. Simply navigate to the module page that covers the benchmark material you are trying to learn or teach.


{2n} \rangle = (2n-1)\cdot(2n-3).... \cdot5 \cdot 3 \cdot 1 (\langle x^2\rangle)^n
and this is in fact the correct answer. So Wick's theorem holds no matter how many of the momenta of the internal variables coincide.
Interaction [edit]
Interactions are represented by higher order contributions, since quadratic contributions are always Gaussian. The simplest interaction is the quartic self-interaction, with an action:
 S = \int \partial^\mu \phi \partial_\mu\phi + {\lambda \over 4!} \phi^4.
The reason for the combinatorial factor 4! will be clear soon. Writing the action in terms of the lattice (or continuum) Fourier modes:
 S = \int_k k^2 |\phi(k)|^2 + \int_{k_1k_2k_3k_4} \phi(k_1) \phi(k_2) \phi(k_3)\phi(k_4) \delta(k_1+k_2+k_3 + k_4) = S_F + X.
Where S_F is the free action, whose correlation functions are given by Wick's theorem. The exponential of S in the path integral can be expanded in powers of \lambda, giving a series of corrections to the free action.
 e^{-S} = e^{-S_F} ( 1 + X + {1\over 2!} X X + {1\over 3!} X X X + ... )
The path integral for the interacting action is then a power series of corrections to the free action. The term represented by X should be thought of as four half-lines, one for each factor of \phi(k). The half-lines meet at a vertex, which contributes a delta-function that ensures that the sum of the momenta are all equal.
To compute a correlation function in the interacting theory, there is a contribution from the X terms now. For example, the path-integral for the four-field correlator:
\langle \phi(k_1) \phi(k_2) \phi(k_3) \phi(k_4) \rangle = {\int e^{-S} \phi(k_1)\phi(k_2)\phi(k_3)\phi(k_4) D\phi \over Z}
which in the free field was only nonzero when the momenta k were equal in pairs, is now nonzero for all values of the k. The momenta of the insertions \phi(k_i) can now match up with the momenta of the X's in the expansion. The insertions should also be thought of as half-lines, four in this case, which carry a momentum k, but one that is not integrated.
The lowest order contribution comes from the first nontrivial term e^{-S_F} X in the Taylor expansion of the action. Wick's theorem requires that the momenta in the X half-lines, the \phi(k) factors in X, should match up with the momenta of the external half-lines in pairs. The new contribution is equal to:
 \lambda {1\over k_1^2} {1\over k_2^2} {1\over k_3^2} {1\over k_4^2}.
The 4! inside X is canceled because there are exactly 4! ways to match the half-lines in X to the external half-lines. Each of these different ways of matching the half-lines together in pairs contributes exactly once, regardless of the values of the k's, by Wick's theorem.
Feynman diagrams [edit]
The expansion of the action in powers of X gives a series of terms with progressively higher number of X's. The contribution from the term with exactly n X's are called n-th order.
The n-th order terms has:
 1. 4n internal half-lines, which are the factors of \phi(k) from the X's. These all end on a vertex, and are integrated over all possible k.
 2. external half-lines, which are the come from the \phi(k) insertions in the integral.
By Wick's theorem, each pair of half-lines must be paired together to make a line, and this line gives a factor of
 \delta(k_1 + k_2) \over k_1^2
which multiplies the contribution. This means that the two half-lines that make a line are forced to have equal and opposite momentum. The line itself should be labelled by an arrow, drawn parallel to the line, and labeled by the momentum in the line k. The half-line at the tail end of the arrow carries momentum k, while the half-line at the head-end carries momentum −k. If one of the two half-lines is external, this kills the integral over the internal k, since it forces the internal k to be equal to the external k. If both are internal, the integral over k remains.
The diagrams that are formed by linking the half-lines in the X's with the external half-lines, representing insertions, are the Feynman diagrams of this theory. Each line carries a factor of 1\over k^2, the propagator, and either goes from vertex to vertex, or ends at an insertion. If it is internal, it is integrated over. At each vertex, the total incoming k is equal to the total outgoing k.
The number of ways of making a diagram by joining half-lines into lines almost completely cancels the factorial factors coming from the Taylor series of the exponential and the 4! at each vertex.
Loop order [edit]
A forest diagram is one where all the internal lines have momentum that is completely determined by the external lines and the condition that the incoming and outgoing momentum are equal at each vertex. The contribution of these diagrams is a product of propagators, without any integration. A tree diagram is a connected forest diagram.
An example of a tree diagram is the one where each of four external lines end on an X. Another is when three external lines end on an X, and the remaining half-line joins up with another X, and the remaining half-lines of this X run off to external lines. These are all also forest diagrams (as every tree is a forest); an example of a forest that is not a tree is when eight external lines end on two X's.
It is easy to verify that in all these cases, the momenta on all the internal lines is determined by the external momenta and the condition of momentum conservation in each vertex.
A diagram that is not a forest diagram is called a loop diagram, and an example is one where two lines of an X are joined to external lines, while the remaining two lines are joined to each other. The two lines joined to each other can have any momentum at all, since they both enter and leave the same vertex. A more complicated example is one where two X's are joined to each other by matching the legs one to the other. This diagram has no external lines at all.
The reason loop diagrams are called loop diagrams is because the number of k-integrals that are left undetermined by momentum conservation is equal to the number of independent closed loops in the diagram, where independent loops are counted as in homology theory. The homology is real-valued (actually R^d valued), the value associated with each line is the momentum. The boundary operator takes each line to the sum of the end-vertices with a positive sign at the head and a negative sign at the tail. The condition that the momentum is conserved is exactly the condition that the boundary of the k-valued weighted graph is zero.
A set of k-values can be relabeled whenever there is a closed loop going from vertex to vertex, never revisiting the same vertex. Such a cycle can be thought of as the boundary of a 2-cell. The k-labelings of a graph that conserves momentum (which has zero boundary) up to redefinitions of k (up to boundaries of 2-cells) define the first homology of a graph. The number of independent momenta that are not determined is then equal to the number of independent homology loops. For many graphs, this is equal to the number of loops as counted in the most intuitive way.
Symmetry factors [edit]
The number of ways to form a given Feynman diagram by joining together half-lines is large, and by Wick's theorem, each way of pairing up the half-lines contributes equally. Often, this completely cancels the factorials in the denominator of each term, but the cancellation is sometimes incomplete.
The uncancelled denominator is called the symmetry factor of the diagram. The contribution of each diagram to the correlation function must be divided by its symmetry factor.
For example, consider the Feynman diagram formed from two external lines joined to one X, and the remaining two half-lines in the X joined to each other. There are 4×3 ways to join the external half-lines to the X, and then there is only one way to join the two remaining lines to each other. The X comes divided


text:
Serve ECW Imagery with ArcGIS Server
ECW for ArcGIS Server is an extension for ArcGIS that provides compatibility with the enahanced compression wavelet (ECW) image-compression format, enabling you to serve ECW imagery from ArcGIS Server 9.3, 9.3.1,10, and 10.1 through Esri-supported service interfaces.
Users worldwide rely on ECW technology to save time during imagery processing and transfer, and reduce the hardware requirements for their geospatial workflows. It enables you to compress bulky imagery files into manageable sizes while preserving the visual quality of the images. It includes multi-resolution level of detail within the file, eliminating the need to generate or distribute tile caches, pyramids, or overviews. ECW also supports opacity channels, allowing images to overlay other imagery cleanly without showing compression artifacts around the edges.
Deliver ECW Imagery from ArcGIS Server
Now, for the first time, ArcGIS Server users can deliver ECW imagery, providing their end users with the fastest image decompression available. ECW is already supported in traditional desktop GIS, CAD, and remote sensing packages such as ArcGIS®, AutoCAD®, ERDAS IMAGINE®, ERDAS ER Mapper, FalconView™, Bentley Microstation®, ENVI®, and PCI Geomatica®.
Accelerate Your Geospatial Workflow
With ECW support, ArcGIS Server users can leverage compression technology capable of quickly decompressing and opening massive files, in many cases faster than uncompressed imagery can be opened. This powerful extension enables ArcGIS Server to leverage the significant format advantages for high-performance image serving in an Esri environment.


free download PNG images ：Minus
Minus
The minus sign (-) has three main uses in Mathematics:
These three usages can be called "minus sign" in daily speech. In most English speaking countries, - 5 (for example) is usually pronounced "- 5", but in modern American usage it is sometimes pronounced "- 5". Here, the minus sign may have been used by speakers born before 1950, and it is still popular in some cases, but the minus sign is usually considered the only correct way to read. In addition, some textbooks in the United States encourage - x to be understood as "the opposite of X" or "the addition opposite of X", so as to avoid giving the impression that - x must be negative.
In some cases, different glyphs are used for these meanings. For example, in the expression languages used by the computer languages APL and Texas Instruments graphic calculators (at least one of the early models including ti-81 and TI-82 used the positive one), the negative sign uses the raised minus sign (as shown in 2-5) - 3), but this usage is not common.


text:
Research Group: Astronautics
The activities carried out by the Astronautics Group cover a wide spectrum of fundamental and applied research in the field of space physics and spacecraft engineering. Our members are active in both theoretical modelling and physical experimentation, and are supported by a wide range of computational and experimental facilities. This diversity is one of our main strengths.
Currently Active: Yes
Particular areas of expertise include:
- Space environment
- Remote sensing
- Spacecraft structures
- Space systems engineering
- Artificial intelligence, spacecraft autonomy and control
Our published research activities have made a substantial contribution to advancing the field; and hardware developed by members has successfully flown on various space missions, including on the International Space Station.
We collaborate with a wide range of companies, including EADS Astrium, Surrey Satellite Technologies Ltd, QinetiQ, Thales-Alenia, Satellite Services Ltd, and carry out research sponsored by the European Space Agency (ESA), the European Union (EU), the Engineering and Physical Sciences Research Council (EPSRC), and the , among others.
We have also been a leading centre for the training of professional engineers in the worldwide space sector and associated industries since 1974 (see our continual professional development courses).
Aeronautics, Astronautics and Computational Engineering
Engineering and the Environment
Building 13 (Tizard)
University of Southampton
Southampton SO17 1BJ
Senior Faculty Administrative officer: Jayne Angland
Tel: +44 (0)23 8059 7658
Selected publications associated with this group from the University of Southampton's electronic library (e-prints):
Conference or Workshop Item
Members of staff associated with this group:
Dr Roberto Armellin
Dr Alan Richard Chambers
Visiting Professor Richard Crowther
Professor R Holdaway
Dr Hugh G Lewis
Dr Graham G Swinerd
Dr Adrian R L Tatnall
Professor Sandor M Veres
Dr Scott J I Walker
Research projects associated with this group:
As well as the general state-of-the-art facilities available to the whole faculty, the group has some specific high-spec equipment and lab-space:


text:
Trellises are essential for growing climbing plants, such as clematis vines (Clematis spp.) and cucumbers (Cucumis sativus). They provide a structure onto which plants can climb and keep crops off the ground, making them less susceptible to rot and infestation. As plants grow, however, the weight can sometimes pull on the trellis and cause it to lean, especially with heavy vine crops such as cucumbers and tomatoes (Solanum lycopersicum). The plants can eventually pull the trellis to the ground without intervention in the form of braces.
Inspect the trellis to determine in which direction it leans so you can install braces on the correct side. If the trellis leans forward, install braces to the front of the trellis; if it leans to the left, install braces on the left side of the trellis.
Measure from the center of the trellis down to the ground at a 45-degree angle to determine the length needed for the braces.
Cut one 2-by-4-inch board for each end of the trellis, using the 45-degree angle measurement from the center of the trellis to the ground. This requires two boards to brace the front or back of the trellis or one board to brace the side of the trellis. The brace boards will be about 1.4 times the length of the 45-degree angle measurement from the ground to the trellis because the miter cuts take away from the overall length of the boards.
Cut a 45-degree angle miter cut on each end of a 2-by-4-inch board. Cut one end so the board lines up evenly with the trellis and the other end with a point to easily dig into the ground.
Push one end of the angle-cut 2-by-4 into the ground, then prop the trellis up with the other end of the board. Place the board on the center of a frame board on the edge of the trellis and not against the weaker lattice material.
Nail or screw the board to the trellis with 3-inch nails or screws. Repeat this process, installing an angle-cut 2-by-4 to each frame board on the side of the trellis you wish to support.
Things You Will Need
- Measuring tape
- 2-by-4-inch lumber
- Circular saw
- Miter saw
- Nails or screws
- Hammer or screwdriver
- Gravel, optional
- Bypass pruners, optional
- If the soil has poor drainage, you can put gravel under the end of the brace board to improve drainage and prevent the board from rotting in the ground.
- You may need to clip away foliage to gain access to the trellis if the climbing plant is overgrown.
- You can substitute other materials, such as metal pipe or sturdy branches, for the 2-by-4-inch board braces, depending on the trellis material.
- David De Lossy/Valueline/Getty Images


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CLINICAL PROGRAMS EDUCATION
The UAMS Clinical Programs Education Department supports patient-centered, cost-effective care through orientation classes, educational programs, leadership seminars and staff development activities.
Staff Education Online Education allows you to maximize learning while minimizing time and expense. Annual Required Training, Continuing Education, Modules, and Take Times are available for completion.
CLINICAL COMPUTER TRAINING CENTER
The Clinical Computer Training Center provides staff-centered, cost-effective training through the use of technologically advanced tools enriched by trainers committed to education and continued staff development.
- Develop and revise existing training material so that health care providers have the necessary information and tools to perform their duties most efficiently.
- Formulate strategies to secure and provide the necessary training support for the education, research, and service missions of UAMS.
- Create a support infrastructure that is capable of providing the training for health care providers in an organized, timely fashion.
- Maintain an efficient and comfortable training environment that welcomes students and promotes employee morale.
- Provide integrated training for the UAMS Information Systems which will improve care, reduce costs, and enhance timely management and clinical decision-making through better knowledge of the existing clinical systems at UAMS.


Dealing with a disability when driving
The practical and theory tests can be nervous and stressful for anyone but when you have a disability like dyslexia, dyspraxia, partial deafness, partial sight, ME or something else it makes learning to the driver that bit more stressful. None of the previous mentioned disabilities will prevent you from learning to drive but the DSA do need to know if you have a disability before you take your driving test.
Dyslexia and dyspraxia ‚ when booking the theory test you can apply for an extended test and depending on the severity of the dyslexia request that an examiner reads the questions. When booking the theory test you need to send a letter on headed paper from your college, school or doctor. The headed letter can be either faxed to 0300 _PHONE_ or sent by post to The Driving Standards AgencyBooking Department, PO Box 381, Manchester M50 3UW, make sure that your full name and address are included. Someone from the DSA will then contact you within 10 days to arrange your theory test if 10 days pass and you haven't heard anything try calling them on 0300 _PHONE_.
With the practical, the DSA will also have to be informed when booking the test because one of the elements of the test is to drive independently for 10 minutes, therefore, the examiner may choose to give you verbal directions instead of telling you to follow signs to avoid confusion.
Partial sight ‚ this can affect your ability to judge distance and can affect your depth perception, depending on which eye is affected it can also cause problems when reversing. When booking the driving test click on the box asking about disability and change the answer to yes then write on the following page in the space provided that you have problems with vision again depending on the severity of the problem they may ask for a note from your doctor.
Partial deafness ‚ When the examiner is giving instruction if you are unable to hear him/her clearly then you may make mistakes or miss stop junctions as you are trying to second guess the instruction. Inform DSA when you book the test so they can make a note on the test sheet for the examiner test also inform the examiner before the test commences. He/she will then give you earlier and louder instruction and may even use his hands to help direct you.
When driving occasionally people forget where left and right are with so much else going on its an easy thing to forget the examiners are aware of this and when informed they will use their hands to point which direction to take as well as give you the verbal direction this makes your life and their life so much easier.
With other disabilities like ME, early-stage MS or anything else you think might affect your ability to drive sure when booking your test you inform the DSA and they make a note of it on the test paper so the examiner is fully aware, it could make all the difference.
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Failure to Launch & Drug Addiction: Which Comes First?
Man seeking addiction treatment funding
"Failure to launch" describes an adult between the ages of 18 to mid-30s who lives at home with their parents and is unable to become independent mentally, physically, emotionally, and financially. Typically, these individuals struggle to transition from adolescence to a successful, thriving adulthood. Failure to launch is not a diagnosis, but rather a way to describe this population of young adults.
What is Failure to Launch?
When we talk about the word "launch," it refers to the developmental stages during childhood and adolescence when learning to become independent and developing important life skills occur in the home.
Sunspire Health
Typically, these are defined into terms like sensory motor, neuromotor, social, and learning skills, which allow a person to explore and gain skills on becoming an independent adult [1]. Part of learning to launch within society is having motivation, a passion or interest in a career, and resiliency to be able to overcome challenges and struggles.
Many individuals who struggle with failure to launch have mental health issues, such as depression, anxiety, or drug and substance addiction, keeping them from becoming fully independent. Often, they might struggle with occupational or academic failures and drop out of university. They may lack the internal motivation to try again or continue with gaining life skills.
In 2013, research was published through the U.S. Census Bureau that 36 percent of those aged 18 to 31 are still living with their parents [2]. The researchers drew conclusions that it can be connected to many factors, such as socioeconomic changes, family dynamics, and mental health issues.
The Role of Technology
Often in today's youth, the immediate is the way of the world. They are used to getting instant information and quick products. Many are used to having technology at their fingertips and use it to socialize, play, shop, and pretty much conduct all aspects of daily life.
With the rise of the Internet, many young adults are able to secure high paying jobs without a higher education degree. The National Association of Colleges and Employers reported that the average starting salary for a person with a bachelor's degree is $45,327 [2].
Based on this, many young professionals may not accept or stay in a position where they feel they are owed a higher salary.
Family mental health issues or addiction can also play a role in failure to launch. Having caretakers or parents who are addicts or unable to cope with the role of being a parent can create an environment where there is no active learning on how to become a responsible adult. When the youth has an addiction, it can also lead to the inability to move forward with their life.
Statistics on Drug Addiction in the U.S.
According to the National Survey on Drug Use and Health (NSDUH), most addictions start between the ages of 10 to 13 [3].
College girl playing guitarSuch drugs of choice are typically tobacco, alcohol, marijuana, and prescription drugs, which are all available with fairly easy access due to a parent or caretaker's use.
Also, according to the NSDUH, if use continues, the drugs become stronger and more frequent, leading to an addiction.
Addiction can be described as a chronic disease that includes drug seeking behaviors, compulsive actions, impulse control issues, and potentially harmful consequences of continued use [4].
As previous studies have shown, when drug use occurs, it alters the brain patterns and dysregulates self-control and impulse control. Meaning, that a person is more inclined to use substances.
Long-term issues with continued drug addiction can be learning issues, faulty decision-making and judgment, increased stress, difficulty or lapses in memory and behavior that is favored toward drug use [4].
Factors such biology, environment, and development all play a role in drug addiction. Regardless of how the addiction begins, it can be devastating for an individual and their family.
How Failure to Launch Relates to Drug Addiction
Many of the factors that play a role in the development of an addiction also have roots in the failure to launch condition. Which comes first though? It is hard to tell. One is a description of a generation, and the second is of a disease which affects the brain and body.
Failure to launch and drug addiction are both pieces to a larger puzzle. It is about what environment we are born into, what heritability factors we contain, and what we are taught throughout our life.
If a person does not have positive, encouraging role models, it might affect their outlook on jobs, their ability to go farther than their parents, or how they view themself. If no one in their family went to college, it could impact their ability or motivation to go to school.
If a parent or caregiver does everything for their child, it can create a sense of entitlement within the child, and a lack of ability to know how to care for himself or overcome challenges on their own.
Addiction is powerful and all-encompassing when someone is an addict. If a caregiver is an addict, then they are unable to provide the coping skills for their child to know how to enter into the adult world ready for responsibilities and independence. It can create the cycle of addiction among generations of family with continued failure to launch.
Man staring by the bridgeIn conclusion, failure to launch and drug addiction are both separate but connected. Drug addictions can start in tween or early teen years and have a biological, environmental, and social aspect to them.
Failure to launch is a learned behavior or way of being, dependent on the environment. It is not totally certain which comes first when trying to figure out the reason for a generation of individuals with failure to launch, but we know that there are various levels of factors that influence a person and family to fear engaging in independence.
[1] Fischer, R. (2015, January 20). Failure to Launch Syndrome. Retrieved June 15, 2017, from
[2] Tucson, C. (n.d.). Cottonwood Tucson. Retrieved June 15, 2017, from
[3] Abuse, N. I. (n.d.). When and how does drug abuse start and progress? Retrieved June 20, 2017, from
[4] Abuse, N. I. (n.d.). Understanding Drug Use and Addiction. Retrieved June 20, 2017, from
Published July 29, 2017
Reviewed By: Jacquelyn Ekern, MS, LPC on July 29, 2017.
Published on
About Jacquelyn Ekern, MS, LPC


How might GIS help plan a mass vaccination programme?
8th December 2020
The first batch of the Covid-19 vaccine has reached the UK and the first vaccinations are underway. The initial availability of the vaccine will is limited, but the hope is that as other vaccine programmes move from trials to release the supply will steadily increase. But how do you efficiently vaccinate a population of 66 million?
Understanding the geography of the pandemic and being able to share that knowledge with the public has been key to the management of the pandemic. The vaccination programme that began today will be on a scale that the nation has never faced. GIS can help with the planning, delivery and reporting of this logistically challenging health care programme. Este Geraghty wrote a really informative view of the role GIS can play in this blog.
I'm going to focus on some of the challenges more specific to the UK. Please note that the examples and maps in this blog were created to illustrate the types of analysis that might be useful.
Identifying the best locations for vaccination centres
The first vaccine available requires careful storage and handling. It is initially being managed and distributed from hospitals. Some hospitals may already have the capacity to act as a vaccination hub but it's important to understand what area those hospitals can cover. Looking at planning questions using administrative boundaries doesn't always give an accurate view of the connections between locations. GIS allows us to understand how places are connected by transport networks. A useful first look is to calculate the service area for a set of locations. I've used hospitals as the vaccination hubs, derived from the Ordnance Survey Points of Interest data, but the approach could equally be applied to GP practices. Assuming there is a practical journey time that defines the reach of a vaccination hub we can generate service areas for candidate locations.
Do the selected vaccination sites provide the coverage required?
For the example below I used the proximity analysis tools in ArcGIS Online to generate service areas for a thirty minute drive from a selected set of hospitals in the area around Derby (check the credit use before running). The service area for Nottingham City Hospital (highlighted) extends less far to the west and the hospital in Derby might also be needed.
Calculated service areas for a 30 minute drive from some hospitals
Calculated service areas for hospitals based on a thirty minute drive. The area for Nottingham City Hospital is selected.
As the programme progresses it might be possible to open up new locations as vaccination centres. How reachable are candidate sites and how would they supplement the existing locations? This can easily be modelled for road, pedestrian and – thanks to one of our data partners – public transport connections.
Calculated service areas for a 30 minute public transport journey to some hospitals
Areas within a thirty and sixty minute public transport journey of selected hospitals. These were generated using a partner solution from TravelTime.
What population would be served by a vaccination centre?
We've used a practical geography to define the area that a vaccination hub will serve and we can combine this with data on the local population. The ArcGIS Living Atlas gives us access to the 2011 census data which details population size and key demographics for a range of geographies. One way to get more up to date data is to add demographic data from Michael Bauer Research (this uses credits). This can be done for specific geographies so we can quickly add demographic data to our service areas:
A hospital service area polygon enriched with demographic data
The ArcGIS Online Enrich Layer tool was used to add 2019 population data to a 30 minute drive service area.
Another valuable data repository is Instant Atlas and if you have access to this you can add data layers to your maps. As we move towards mass vaccination planners will need to understand where different parts of the population are located and how this relates to the locations they can use as vaccination centres – whether that's delivery through GPs in rural areas or the setting up of mass vaccination centres to serve areas of high population.
How do you gradually vaccinate a population and manage the geographically variable spread of a pandemic? As the pandemic has progressed we have moved between managing it at a national level to managing at a local level – with national lockdowns recurring in some parts of the UK. Will the vaccination programme be targeted at areas with high case numbers or focus on population characteristics such as the age distribution, population density or economic conditions? GIS allows us to view and understand the spatial patterns and relationships between different data sets. We recently added a data service to the ArcGIS Living Atlas for the UK Covid-19 cases.
A bivariate map showing the relative value of two statistics for local authority areas
A bivariate map allows the relative value of two statistics to be displayed. Here the cumulative Covid-19 cases and a health indicator are show for local authority areas.
Modern GIS uses web services and easy to use, focused web apps to put the data and analysis tools directly into the hands of practitioners. The service areas and data enrichment examples above are both accessible through a web app. A colleague created this example of dynamically adjusting criteria for three population statistics to identify key areas using Community Analyst:
GIS allows us to view and understand the spatial patterns and relationships between different data sets, using a range of tools, and present that in different ways to different stakeholders. The example below shows an infographic style report for a potential location in Belfast:
An infographic summarising data for an area around a candidate site
An infographic that summarises data for an area around a candidate vaccine centre. Created using Community Analyst.
Delivering vaccination where its needed
The vaccines will come online in limited quantities and with different handling requirements. The vaccination program will be targeted at key groups at different stages of the program. Where are these groups located? Can they reach a vaccination centre, or do they need to be targeted by a mobile team? For each phase the patterns will shift.
With the vulnerability to Covid-19 of people in care homes they will be targeted early in the vaccination programme. Since they aren't in a position to come to a vaccination centre they will need mobile units to come to them. We need to be able to understand how the care homes in an area are distributed in relation to the vaccination hubs.
What's the most efficient way to allocate care homes to vaccine hubs?
GIS allows us to tackle scenarios like this using the connectivity of places through the road network. In ArcGIS Online the Find Nearest tool can help to identify which hub should serve a care home based on drive time. For a more sophisticated optimisation tool I switched to ArcGIS Pro and the Network Analyst extension. In the example below I have set up a Location-Allocation analysis to optimise the assignment of care homes to vaccination hubs. The care home data is a subset from the GEOLYTIX Care Homes 2020 layer in the ArcGIS Living Atlas and is included as part of ArcGIS. Location-Allocation allows you to mark key facilities as required and others as candidates. The optimisation can then identify additional sites that would be needed to serve the demand locations within a travel cut off.
Optimised allocation of care homes to vaccination hubs based on drive times
The example output from running Location-Allocation suggests which care homes would be assigned to which hospitals to fulfil the requirement they are within a 40 minute drive.
How quickly can the planned mobile units visit the care homes assigned to them?
Moving to this more local scale, the Vehicle Routing Problem (VRP) tools allow you to plan the work of mobile vaccination teams to visit the care homes in their area. To illustrate this I set up a VRP with two mobile teams working over six days (using a Route for each team for each day). With data about the number of patients and staff in each care home you could model the amount of time different homes would take to vaccinate. I resorted to a fixed value and also assumed each team can take enough vaccine to cover more than one care home in a single trip.
Optimised schedules for two mobile teams visiting care homes local to a hospital
An example optimised schedule for two teams working over six days to vaccinate care homes.
How much quicker would it be with more teams?
I could add additional sets of Routes to represent the deployment of more vaccination teams. Repeating the analysis would show how many more care homes could be vaccinated in the modelled time. Questions like this can only be accurately answered by understanding location connections using their connectivity on the road network. For a planning exercise on the scale the country faces the potential for efficiency savings could be significant.
Monitoring and sharing progress
As the vaccination programme runs its course the proportion of the population vaccinated will vary between different areas. How do you track vaccination levels and monitor these alongside changing case numbers? How do you keep the population reassured of the progress being made but informed about the ongoing risks before vaccination is complete? Maps and dashboards – like the John Hopkins dashboard – allow information to be presented in an informative and up to date way. I'm sure they are going to continue to help us all understand how the pandemic unfolds.
Within the ArcGIS platform we have range of options to make accessing and understanding interactive maps easy for different audiences. The platform also supports the secure sharing of data between teams and even between stakeholders in different organisations. For more examples of how GIS can help with vaccine planning have a look at this resource site. For UK resources and information please visit our Covid-19 site. Or if you want to talk to us about how ArcGIS might help with the challenges you face please reach out to your Esri UK contact or email us at


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PICLS is a thermal simulation tool which helps designers easily perform thermal simulation of PCBs. Even if you are unfamiliar with thermal simulation, you will obtain a simulation result without stress through the tool's easy and quick operation in 2D. You can import the data of a PCB created in PICLS to scSTREAM and HeatDesigner, that is, you can pass the analysis data seamlessly from the PCB design stage to the mechanical design stage.
Useful applications of PICLS
- Troubleshooting thermal issues of current products
- Examining thermal interferences of part layouts
- Consider heat release changes depending on a wiring pattern (coverage ratio)Examine the arrangement of thermal vias (e.g. location, number)
- Examine the arrangement of thermal vias (e.g. location, number)
- Examine the performance of a heat sink
- Examine the size of a PCB
- Examine the number of layers and the thickness of copper foil
- Consider natural/forced air cooling
- Consider radiant heat
- Considering heatsinks (number of fins, size
- Examining heat dissipation performances by connection to enclosure
- Considering PCB mounting environment
Learn more about Cradle CFD products and services at _URL_
For general and product specific platform support, please visit our Platform Support page.


Reveillon Riots
On 27 April 1789, there were widespread rumours that a local bourgeois wallpaper manufacturer, Réveillon, in Paris was going to lower wages at his factory so that he would be able to lower prices of his products. In fact, these remarks had been misconstrued where he had actually said in a speech that bread prices should be lower so that more people would be able to afford it.
Nonetheless, the rumours spread like wildfire and this misunderstanding led several hundred Parisian urban workers to go to the factory and protest, which eventuated into a violent altercation. This was the first instance of violent attack by urban workers upon the rich, and resulted in around 300 injured, several killed and Réveillon's factory being destroyed.
See Also


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Alan Lomax once described Woody Guthrie as "an unwitting classicist, someone who understood the power and integrity of the traditional forms and sang the old songs in an old-fashioned way, his voice droning and nasal and high-pitched" (Klein 149).
Indeed, sometimes that droning, nasal, high-pitched traditionalism can make Guthrie's original recordings sound a little underwhelming. But the key to the music is that it is simple and accessible. Most people who have heard "This Land Is Your Land" probably heard a cover of some kind, because the song has been covered over and over and over. Like any good folk song, it is a song that people like to sing, not just listen to. It also tends to sound a little bit familiar even when you hear it for the first time.
"This Land Is Your Land" might have sounded familiar to people the first time around for an even more obvious reason: they had heard the tune before. It turns out the song's tune was lifted almost precisely from a Carter Family song called "When The World's On Fire," which was, in turn, based on a Baptist hymn. That's a part of its traditional charm, and not something that Guthrie had any problem with, either. "Borrowing" was (and still is) a staple of the folk tradition.


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Close to Home: Teaching Kids About Homelessness Through the Arts
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3 members recommended this.
Click here to recommend.
The Close to Home curriculum uses a multi-media approach to engage students and teachers. It includes essays written by people who have experienced homelessness, photographs, music, and classroom speakers. The program was recently piloted at Pierce Elementary School in Brookline, MA, winning rave reviews from six graders and their teachers.
"When you are writing, you are communicating. I write so that I can change the world for our children," says Marc Goldfinger, activist, poet, and speaker. Marc, who is formerly homeless and is in recovery. They have collaborated with a team of artists, educators, and organizations to create a seven-day multimedia curriculum on homelessness for middle school and high school students called Close to Home.
The multi-media curriculum engages students and teachers with essays written by people who have experienced homelessness, photographs, music, and speakers who share their stories about the lived-experience of homelessness. The program recently debuted at Pierce Elementary School in Brookline, MA, winning rave reviews from sixth graders and their teachers.
Close to Home was developed through a collaboration between John McGah, Executive Director of Give Us Your Poor, and Deborah Reck, Executive Director of The Writers' Express. It includes contributions from celebrity musicians, educators, researchers, politicians, formerly homeless musicians, Appleseed Recordings, and the University of Massachusetts, Boston. Give Us Your Poor is a national public education campaign that works to dispel myths about homelessness. The Writers' Express is a non-profit that works with teachers and students to help build students' writing skills.
"Imagine your mother sitting on a cold, tiled bathroom floor, tears pouring out of her eyes. That's what I saw," writes 12-year-old student Kyla Middleton, "My mother was curled up against the wall, and her pain consumed me. My stomach dropped and my body felt numb. At the time, I couldn't understand what was happening. She was crying that night because she couldn't provide a home for my brother's first birthday party. She was embarrassed that she couldn't give her children a flashback to a happier time when we had a home."
Kyla's essay, titled "Being Homeless," is used in the Close to Home curriculum to help dispel myths about homelessness and to engage students in the reality of the experience. Kyla has attended the Writers' Express summer writing program, is one of the musicians on the Close to Home CD and is now a junior counselor for the Writers' Express summer program.
John McGah says the CD is a testament to the power of music and possibilities that exist when people come together around an important topic. They partnered with Appleseed Recordings, a folk label with a mission to advance social justice through music. Appleseed funded the recordings, producing a CD that inspires.
"Music is the language of the soul," offers John. "Even famous, rich, busy musicians said they loved the idea and wanted to help. Once Bruce Springsteen came on, it was hard for other artists to say no, from 90-year-old Pete Seger, to 12-year-old Kyla Middleton."
John describes contacting Natalie Merchant's agent, the former lead vocalist of the alternative rock band 10,000 Maniacs. After sending her 30 tracks, Merchant replied that she loved the idea, and wanted to produce a song written by a fifteen-year-old girl, along with six other previously homeless musicians. The result was the song, "There's No Good Reason." Funding came through to fly in musicians to work with Merchant.
The group also created a short documentary film about the making of the song, which has since appeared in nine different film festivals and won an award at the Boston Film Festival. "It's about the power of music bringing people together. If music speaks to you, it doesn't matter if it is Natalie Merchant who lives in a nice home, or a young girl barely scraping by," says John.
Christine Di Buono, of The Writers' Express, believes that writing is a powerful tool for creating change. "Kids become much more engaged in the subject when they have the time to write and share. We all want to express ourselves. It is very powerful when you are dealing with sensitive issues, so getting kids to put themselves in the shoes of other people is important. We get kids to connect through understanding experiences from their own lives."
John McGah believes this curriculum is one way to reach the youngest generation. "We need to reach this next generation at an age when they intuitively understand connections between people. Writing is a great avenue because it can explore dispelling myths around homelessness. The Writers' Express writing method allows this. Writing is such a personal vehicle to go deeper through reflection. Writing is a deeply personal way to get students to go inward, while on a practical level meeting state educational standards."
Ultimately, Give Us Your Poor and The Writers' Express would like to see this curriculum in schools all across the country. It's an innovative and exciting way for schools to make connections in their communities, educate students on homelessness, and make personal connections between students and homeless service providers.
Homeless service providers who are interested in making connections with schools that are using the curriculum, or school administrators who are interested in learning more can contact Jeffrey Range at _EMAIL_, or by phone at _PHONE_.
Check out the "Related Items" on the right of the screen.
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Newton Centre, MA


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Most wind farm wake CFD models are based on the actuator disc (AD) or the actuator line (AL) models to estimate the influence of the wind turbine on the atmospheric flows, while full rotor (FR) computations [15, 18] are usually used to estimate accurately the loads and power production of wind turbines.
The assumption made in many models is that after a few rotor diameters the details of the wind turbine rotor geometry become irrelevant to the flow behavior. However, it is important to know how much physics is lost in the near wake when using "simpler" models
actuator line and
actuator disc in comparison with a full rotor computation. To address this question, a systematic comparison of the three different types of wind turbine models was made.
This paper presents the preliminary results from the comparison where the three methods is used to simulate the NREL 5MW turbine in uniform inflow and their predictions of the near wake region is compared to each other.