cteristics Associates the calling thread with the specified tasks.
AvSetMmThreadCharacteristics Associates the calling thread with the specified task.
AvSetMmThreadPriority Adjusts the thread priority of the calling thread relative to other threads performing the same task.

Fiber Functions
The following functions are used with fibers.
FunctionDescription
ConvertFiberToThread Converts the current fiber into a thread.
ConvertThreadToFiber Converts the current thread into a fiber.
ConvertThreadToFiberEx Converts the current thread into a fiber.
CreateFiber Allocates a fiber object, assigns it a stack, and sets up execution to begin at the specified start address.
CreateFiberEx Allocates a fiber object, assigns it a stack, and sets up execution to begin at the specified start address.
DeleteFiber Deletes an existing fiber.
FiberProc An application-defined function used with the CreateFiber function.
FlsAlloc Allocates a fiber local storage (FLS) index.
FlsFree Releases an FLS index.
FlsGetValue Retrieves the value in the calling fiber's FLS slot for a specified FLS index.
FlsSetValue Stores a value in the calling fiber's FLS slot for a specified FLS index.
IsThreadAFiber Determines whether the current thread is a fiber.
SwitchToFiber Schedules a fiber.

NUMA Support Functions
The following functions provide NUMA support.
FunctionDescription
AllocateUserPhysicalPagesNuma Reserves or commits a region of memory within the virtual address space of the specified process, and specifies the NUMA node for the physical memory.
GetLogicalProcessorInformation Retrieves information about logical processors and related hardware.
GetNumaAvailableMemoryNode Retrieves the amount of memory available in the specified node.
GetNumaAvailableMemoryNodeEx Retrieves the amount of memory that is available in the specified node as a USHORT value.
GetNumaHighestNodeNumber Retrieves the node that currently has the highest number.
GetNumaNodeNumberFromHandle Retrieves the NUMA node associated with the underlying device for a file handle.
GetNumaNodeProcessorMask Retrieves the processor mask for the specified node.
GetNumaNodeProcessorMaskEx Retrieves the processor mask for the specified NUMA node as a USHORT value.
GetNumaProcessorNode Retrieves the node number for the specified processor.
GetNumaProcessorNodeEx Retrieves the node number of the specified logical processor as a USHORT value.
GetNumaProximityNode Retrieves the node number for the specified proximity identifier.
GetNumaProximityNodeEx Retrieves the node number as a USHORT value for the specified proximity identifier.
VirtualAllocExNuma Reserves or commits a region of memory within the virtual address space of the specified process, and specifies the NUMA node for the physical memory.

Processor Functions
The following functions are used with logical processors and processor groups.
FunctionDescription
GetActiveProcessorCount Returns the number of active processors in a processor group or in the system.
GetActiveProcessorGroupCount Returns the number of active processor groups in the system.
GetCurrentProcessorNumber Retrieves the number of the processor the current thread was running on during the call to this function.
GetCurrentProcessorNumberEx Retrieves the processor group and number of the logical processor in which the calling thread is running.
GetLogicalProcessorInformation Retrieves information about logical processors and related hardware.
GetLogicalProcessorInformationEx Retrieves information about the relationships of logical processors and related hardware.
GetMaximumProcessorCount Returns the maximum number of logical processors that a processor group or the system can have.
GetMaximumProcessorGroupCount Returns the maximum number of processor groups that the system can have.
QueryIdleProcessorCycleTime Retrieves the cycle time for the idle thread of each processor in the system.
QueryIdleProcessorCycleTimeEx Retrieves the accumulated cycle time for the idle thread on each logical processor in the specified processor group.

User-Mode Scheduling Functions
The following functions are used with user-mode scheduling (UMS).
FunctionDescription
CreateUmsCompletionList Creates a UMS completion list.
CreateUmsThreadContext Creates a UMS thread context to represent a UMS worker thread.
DeleteUmsCompletionList Deletes the specified UMS completion list. The list must be empty.
DeleteUmsThreadContext Deletes the specified UMS thread context. The thread must be terminated.
DequeueUmsCompletionListItems Retrieves UMS worker threads from the specified UMS completion list.
EnterUmsSchedulingMode Converts the calling thread into a UMS scheduler thread.
ExecuteUmsThread Runs the specified UMS worker thread.
GetCurrentUmsThread Returns the UMS thread context of the calling UMS thread.
GetNextUmsListItem Returns the next UMS thread context in a list of UMS thread contexts.
GetUmsCompletionListEvent Retrieves a handle to the event associated with the specified UMS completion list.
GetUmsSystemThreadInformation Queries whether the specified thread is a UMS scheduler thread, a UMS worker thread, or a non-UMS thread.
QueryUmsThreadInformation Retrieves information about the specified UMS worker thread.
SetUmsThreadInformation Sets application-specific context information for the specified UMS worker thread.
UmsSchedulerProc The application-defined UMS scheduler entry point function associated with a UMS completion list.
UmsThreadYield Yields control to the UMS scheduler thread on which the calling UMS worker thread is running.

Obsolete Functions

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Platform gap
From Wikipedia, the free encyclopedia
Jump to: navigation, search
A Central Line platform at Bank Underground station, London, showing the 1-foot (30 cm) gap between the train and the platform edge (delineated by a solid white line).
Significant vertical and horizontal platform gap at University Station on the MTR system in Hong Kong
A platform gap is the space between a train car (or other mass transit vehicle) and the edge of the station platform, often created by geometric constraints, historic legacies, or use of partially compatible equipment.[1] Many high-quality Bus Rapid Transit (BRT) systems also use high platforms at station stops, to allow fast and efficient level boarding and alighting; alignment setups such as Kassel curbs help to reduce platform gaps, without requiring time-consuming manual alignment at each BRT station stop.[clarification needed]
Straight platforms[edit]
The ideal platform would be straight and align perfectly with a train or other large vehicle. Even in this case, a small gap between the conveyances and the platform is necessary to allow the vehicles to move freely without rubbing against the platform edge. In 2007, the MTA Long Island Rail Road regarded an 8-inch (20 cm) platform gap as typical on its non-curved platforms.[2]:12
Curved platforms[edit]
In real-world situations, stations are often constrained by limited space, legacy designs, and track geometry or roadway layout. Stations may have to use a compromise design, with a platform curved in a way that will allow a vehicle or train to arrive and depart without mechanical interference, but which leaves unavoidable horizontal and possibly vertical gaps between the cars and the platform edge. These spaces are caused by the geometric gap between a curve (circular arc or otherwise) and the straight-line chord formed by a railcar or bus. These types of gaps are geometrically intrinsic, and cannot be eliminated as long as the platform is located on a curved or banked segment of track or guideway.
When passenger car doors are located only at the ends of each car (a common design for commuter rail and long-distance trains), platform access from a concave platform is preferred, since this brings the car ends in closest proximity to the platform edge. By contrast, a convex platform would leave the largest possible gaps between the car ends and the platform edge, making this design undesirable and thus rarely implemented. An example of platforms designed for access from the concave side is at Yawkey station in Boston, where side platforms for both the inbound and outbound directions are located to reduce platform gaps to commuter rail trains of the Framingham/Worcester Line. Concave and convex gaps also exist in several MTR stations in Hong Kong, particularly on the East Rail Line, which was built on the historic Kowloon-Canton Railway line.
Mechanical extensions known as platform gap fillers may be used to bridge the gap between platform and vehicle. These stopgaps require careful alignment of the vehicle upon arrival, and careful synchronization to avoid serious damage caused by departure of the vehicle before the extenders are fully retracted. They increase station dwell time, and introduce safety and maintenance concerns of their own.
Equipment compatibility[edit]
In some rail systems, significant platform gaps may also occur (both horizontally and vertically) because of equipment and platforms designed to different and somewhat incompatible height and width standards. This situation may occur especially when previously separate rail systems are consolidated, or start to interoperate, thus allowing equipment to be moved onto tracks where it had not been used before.
In 2007, public testimony by the acting president of the MTA Long Island Rail Road cited the need to interoperate with freight service and other passenger services such as New Jersey Transit and Amtrak, in addition to its own diverse rolling stock, as complicating and slowing efforts to deal with platform gap hazards.[2]:6-8
Other contributing factors[edit]
Other variables that can increase platform gaps include rail wear, wheel wear, condition of the railcar suspension, and passenger load.[2]:16 A further complication is "super-elevation", or deliberate tilting of the railbed to allow faster travel around curves. This factor is especially relevant on systems where some express trains (such as long-distance Amtrak trains) operate non-stop through local stations located on curves.[2]:15 Higher pass-through speeds also increase railcar sway, requiring even larger physical clearances to avoid platform strikes.
Specifications and limits[edit]
In the US, the Americans with Disabilities Act requires that platforms be "readily accessible to and usable by individuals with disabilities, including individuals who use wheelchairs (49 CFR Part 37, Appendix A, 10.3.1 (9))". However, this rule only applies to new construction or major renovations of stations. A 2009 report to the New Jersey Department of Transportation (NJDOT) observes that ADA rules specify that "At stations with high level platforms, there may be a gap of no more than 3" horizontal and 5/8" vertical between platform edge and entrance to the rail car. However, currently no passenger rail system in the U.S. has been able to achieve this without the use of manually operated 'bridge plates'."[3]:2
As of 2007, the US Federal Railway Administration recommended platform gap maximum limits of 7–10 inches (18–25 cm), and 10–13 inches (25–33 cm) on curves.[2]:19
Physical measures to reduce platform gaps may include realigning trackbeds, realigning platform slabs, and extending platform edges with wooden boards.[2]:22-24 Operational measures may include "zoning off" some railcars (not opening certain doors at problematic stations), relocating where trains stop along a lengthy platform, and temporarily deploying "platform conductor" personnel to assist passengers.[2]:25-27
A public awareness campaign may be used, employing visually distinct platform edge markings, posters, signs, public safety announcements, and web videos to increase safety awareness.[2]:28-34 The MTA Long Island Rail Road website lists some precautions passengers should observe regarding platform gaps.[4]
An article in The Guardian conceded that some passengers who have fallen into platform gaps were drunk at the time, but pointed out other incidents when victims did not suffer that impairment. The writer complained specifically about gaps that measured from 46 to 51 centimetres (18 to 20 in) which posed safety threats to children and the elderly, and called for modification of dangerous platforms.[5]
Incidents and accidents[edit]
A little-known but documented incident involved Robert Todd Lincoln (son of American president Abraham Lincoln) and a platform gap in Jersey City, New Jersey during the American Civil War. While waiting on a crowded train platform, Robert Lincoln was pushed against the train, and the train started to move, dropping his feet into the gap. He was saved from possible serious injury or death by the prompt actions of well-known actor Edwin Booth (the brother of John Wilkes Booth, who a few months later would assassinate President Lincoln).[6]
A 2009 American report identified platform gap injury risk factors, including "mobility, being elderly, having disabilities (visual impairment), being accompanied by small children or incidents occurring to small children, behavior of other passengers such as pushing or jostling, carry luggage and other articles, alcohol, degraded platform conditions such as crowding, wet platforms or uneven platforms, and stepping distances".[3]:5
In 2014, a news service in Mumbai, India reported several serious platform gap mutilation incidents and a death within a few months, mostly attributed to crowded conditions.[7]
See also[edit]
 1. ^ The Engineering Handbook of Smart Technology for Aging, Disability and Independence, Page 563
 2. ^ a b c d e f g h Kenny, Raymond P. "Addressing the Gap" (PDF). Metropolitan Transportation Authority (NYC). Retrieved 2014-05-26.
 3. ^ a b Daniel, Janice R.; Rotter, Naomi G. (2009). "FHWA-NJ-2009-009" (PDF). Customer Behavior Relative to Gap Between Platform and Train. NJDOT and FHA. Retrieved 2014-05-26.
 4. ^ "Watch the Gap". Metropolitan Transportation Authority (NYC). Retrieved 2014-05-26.
 5. ^ Moorhead, Joanna (22 December 2011). "Yes, I do mind the gap – you don't have to be drunk to fall under a train". The Guardian. Retrieved 2014-05-26.
 7. ^ "'Killer' gap between platform, train claims another life". The Indian Express. February 6, 2014. Retrieved 2014-05-26.


text:
Projects per year
Offshore oil and gas facilities are currently measuring the oil-in-water (OiW) concentration in the produced water manually before discharging it into the ocean, which in most cases fulfills the government regulations. However, as stricter regulations and environmental concerns are increasing over time, the importance of measuring OiW in real-time intensifies. The significant amount of uncertainties associated with manual samplings, that is currently not taken into consideration, could potentially affect the acceptance of OiW monitors and lower the reputation of all online OiW measurement techniques. This work presents the performance of four fluorescence-based monitors on an in-house testing facility. Previous studies of a fluorescence-based monitor have raised concerns about the measurement of OiW concentration being flow-dependent. The proposed results show that the measurements from the fluorescence-based monitors are not or insignificantly flow-dependent. However, other parameters, such as gas bubbles and droplet sizes, do affect the measurement. Testing the monitors' calibration method revealed that the weighted least square is preferred to achieve high reproducibility. Due to the high sensitivity to different compositions of atomic structures, other than aromatic hydrocarbons, the fluorescence-based monitor might not be feasible for measuring OiW concentrations in dynamic separation facilities with consistent changes. Nevertheless, they are still of interest for measuring the separation efficiency of a deoiling hydrocyclone to enhance its deoiling performance, as the separation efficiency is not dependent on OiW trueness but rather the OiW concentration before and after the hydrocyclone.
- fluorescence-based monitor
- oil and gas industry
- oil-in-water concentration
- produced water
- real-time measurements
FingerprintDive into the research topics of 'Uncertainty Analysis of Fluorescence-Based Oil-In-Water Monitors for Oil and Gas Produced Water'. Together they form a unique fingerprint.
- 7 Citations
- 1 PhD thesis
Hansen, D. S., 2020, Aalborg Universitetsforlag. 69 p.
Research output: PhD thesisOpen AccessFile115 Downloads (Pure)

source: m-a-p/FineFineWeb


When was Jesus Crucified?
Some of the proponents of the Wednesday crucifixion theory say they have backtracked the Jewish calendar to see when Jesus was crucified, and claim that the Passover sabbath occurred on the Thursday of the week of Christ's crucifixion, and that the Sabbath referred to is not the weekly Sabbath but the Passover only.
The one thing that is about to become very clear is that none of the most qualified experts have been able to agree on both a day and a date, let alone a year using this teqnique. The popup tooltip from the text in italics a few lines below was taken from a site with no copyright. I have used this page for an example because they used something more accurate than trying to calculate the phases of the moon, but like many have overlooked two things that caused them to come up with a date that is two years out. Why are so many wrong? Read the following excerpt and then we will look at why they and others have miscalculated by either one or two years or more.
As for backtracking the phases of the moon, many have tried and you will soon see that even the expert scholars cannot agree on a year yet alone a day as it is far more involved than you could ever imagine and so cannot be relied on at all. What has also become very apparent to me in my study of this topic is that everyone who came up with a different date for the baptism and crucifixion of Jesus and used the 70 weeks of Daniel for supposed evidence, all varied the date to rebuild Jerusalem to a date that could be reconciled with their conclusion for the crucifixion date of Jesus. See also Daniel's 70 Weeks Prophecy.
The author of the tooltip excerpt states that the year of crucifixion was 33 A.D. and that 31 and 32 A.D. is impossible because of the phases of the moon. However, by his own date reckoning using the 15th year of Tiberius Caesar, he is a total of two years out but one indisputable year in his count, which would actually have made his result 32 A.D. that he said was an impossibility. Like thousands of others, he is obviously wrong. It would have been better if he never read or listened to that wrong information on the so called accuracy of lunar phases dating back so far. So why is his count one year out? He directly added 15 years to the sole reign date of 14 A.D. of Tiberius, which does not allow for inclusive years as demonstrated below.
Note that 14 A.D. is the 1st year and 15 is the 2nd, 16 = 3rd, 17 = 4th, 18 = 5th, 19 = 6th, 20 = 7th, 21 = 8th, 22 = 9th, 23 = 10th, 24 = 11th, 25 = 12th, 26 = 13th, 27 = 14th and 28 A.D. is the 15th, not 29 A.D.
The following dates are based on the well known starting date for the decree to rebuild Jerusalem and can be reconciled with Luke 3:1 once we discover the other overlooked factor for a one year discrepancy.Daniel's Seventy weeks
Tiberius Caesar is said to have reigned from 14 A.D. to 37 A.D. but 14 A.D. is the starting year of his sole reign. After his adoption in 4 A.D., Tiberius was granted tribunician (legislative) power and proconsular (military) power and in 13 A.D., his powers were made equal to that of Augustus effectively making him ruling co-emperor. So when Augustus died in 14 A.D., the question of succession was not an issue as Tiberius already had the powers of emperor. The fifteenth year of the reign of Tiberius Caesar using his sole reign would make the baptism of Jesus in 28 A.D. Many get 29 A.D. because they forgot to use inclusive years. The calculation should be 14 A.D. + 15 – 1 year = 28 A.D. But this of course cannot be reconciled with the decree date to rebuild Jerusalem. But if you allow for the fact that he ruled jointly with Augustus for one year prior to 14 A.D., then that would make the baptism of Jesus to be one year earlier in 27 A.D. That is 13 A.D. + 15 – 1 = 27 A.D. This of course aligns with the other evidence we have for the starting date of 457 B.C. to rebuild Jerusalem. Observe the Encyclopaedia Britannica and Wikipedia encyclopaedia excerpts for verification.
The decree to rebuild Jerusalem
The issuing of the decree to restore and to rebuild Jerusalem begins with a specific event. The problem is that there are Bible records for several different decrees concerning rebuilding within Jerusalem.
Daniel 9:25Know and understand this: From the issuing of the decree to restore and rebuild Jerusalem…
Specifics of the Decree
Ezra 1:1-4
539 B.C.
Permitted Jews to return to the land and rebuild their Temple. This work was discontinued because of false accusations (Ezra 4:6-13).
Ezra 6:8-12
520 B.C.
Permitted Jews to complete the rebuilding of the Temple
Ezra 7:11-28
457 B.C.
Allowed Ezra authority to lead the nation in the Laws of God
Nehemiah 1
445 B.C.
Nehemiah given permission to rebuild the walls of Jerusalem
The first two decrees are way too early to have any bearing upon the coming of the Messiah and the last decree is far too late. Ezra was given his commission in the 7th year of Artaxerxes. Allowing for his ascension year, that Persian king began his reign in 464 B.C. This would place his decree to Ezra around 457 B.C. (464 B.C. - 7 = 457 B.C.)
The culmination of the 69 weeks is the coming of "Messiah the Prince" and is universally agreed among Christians that this Anointed Prince is a reference to Jesus. So it becomes a simple matter for us to look at the four decrees and find which one of them aligned with the coming of Christ.
Daniel 9:25Know and understand this: From the issuing of the decree to restore and rebuild Jerusalem until Messiah the Prince will be seven weeks and sixty two weeks…
Date for the giving of the Decree
Plus 483 Years
Ezra 1:1-4
539 B.C.
56 B.C.
Ezra 6:8-12
520 B.C.
37 B.C.
7th Year of Artaxerxes
Ezra 7:11-28
457 B.C.
27 A.D.
20th Year of Artaxerxes
Nehemiah 1
445 B.C.
39 A.D.
It is evident from this chart that the first decree of Artaxerxes given to Ezra in 457 B.C. is what matches the prophecy of Daniel as the date of 27 A.D. falls within the timeline of the beginning of the ministry of Jesus. Using the historical evidence of fifteenth year of the reign of Tiberius Caesar, (Luke 3:1) and allowing for the one year joint reign with Augustus, gives us the same date of 27 A.D. as one would expect. This gives us a crucifixion date of 31 A.D. with no complications in reconciling both dates. Remember to exclude year zero or you will be another year out. The calculation should be 457 – 483 – 1 = 27 A.D.
Calendar Converters
There are many people starting to use Javascript calendar converter programs to attempt to establish a date and day but even these do not line up with the qualified expert scholars in this field.
Many of the experts have also been using very complicated software and algorithms to calculate the phases of the moon instead of the historical data and most have concluded the crucifixion of Christ to be on Nisan 14, 3793. If you place this date in the Javascript calculator below, you will find it comes up with Friday, 1st April 33 A.D. This is what many people on the internet are using to come up with their date but the qualified experts that also concluded the year 33 A.D. say it is Friday, April 3rd. How can this be? These calculators say Friday, 1st of April while the experts say Friday, 3rd of April. So who is right? I would say that the software used by the experts would be more accurate but who can be 100% certain?
If you enter the crucifixion date of Christ based on correct historical records, the Hebrew date would be Nisan 14, 3791. If you place this date in the Javascript calculator below, you will find it comes up with Monday, 24th March 31 A.D. Monday of course is not possible. I have recently seen another Wednesday crucifixion proponent go to extreme lengths to try and prove that Jesus was crucified in 30 A.D. Why this year? Because by the calculator below that some are using reports Wednesday. This would make the decree to rebuild Jerusalem to be 458 B.C. and the fifteenth year of the reign of Tiberius Caesar to


Categories FAQ
Readers ask: How to tell if iphone 7 has water damage?
Can iPhone 7 be water damaged?
What are the signs of water damage on an iPhone?
To identify if your device has water damage, review the following: Corrosion, discoloration, or fuzzy growth on the charging set, headset, SIM or memory port. Liquid Detection Indicator that has been activated. Apple uses a white field to indicate that a device has had no liquid contact.
What do I do if my iPhone 7 fell in water?
If your iPhone has been exposed to liquid, unplug all cables and do not charge your device until it's completely dry. Using accessories or charging when wet might damage your iPhone. Allow at least 5 hours before charging with a Lightning cable or connecting a Lightning accessory.
You might be interested: Often asked: How to cancel an app purchase on iphone?
How much does it cost to fix water damage on iPhone 7?
iPhone 7: $319. iPhone 6s Plus: $329. iPhone 6 Plus: $329.
Does putting phone in rice work?
Will water stains on iPhone go away?
You can put your phone in sun for few days and ask this water droplets will evaporate and your screen will be back to normal. This seems to be little inconvenient, so another option is to keep using the phone such that phone will heat up.
What will water damage do to iPhone?
If left on, the iPhone will begin to overheat and be hot to the touch. The overheating is another symptom of water damage that leads to the phone eventually shutting off with or without warning. Power off the iPhone immediately and contact a repair service.
What happens when you get water in your iPhone?
All iPhones feature a Liquid Contact Indicator (LCI) which is activated in case water got in contact with the circuit board and damaged the phone. If the iPhone was damaged by water, the indicator will glow bright red. Once you take out the iPhone from the rice, be sure to check whether the indicator glows red.
What does water damage look like on iPhone screen?
Liquid damage can be obvious or invisible. Sometimes it appears as tiny bubbles under the screen or corrosion and discoloration inside its charging port. However, iPhone water damage usually doesn't look like anything — at least from the outside.
You might be interested: How to put iphone photos on mac?
How do you dry out an iPhone that fell in water?
Many people swear by uncooked rice, advising owners to put their damp iPad or iPhone in a big bowl of the stuff (cover it completely) and leave it there for 48 hours or so. The rice will absorb the moisture effectively, and most of us have some uncooked rice in our homes (or can get hold of some fairly easily).
Can I take my iPhone 7 into the shower?
Does Apple fix water damage?
Water and other liquid damage to iPhone or iPod isn't covered by warranty. Service for the liquid damage to an iPhone or iPod isn't covered by the Apple One-Year Limited Warranty.
How much does it cost to repair an iPhone 7?
iPhone screen replacement costs in the United States
iPhone 7 Screen repair (out of warranty)
iPhone 7 Plus $ 169
iPhone 7 $ 149
How do you fix a water damaged iPhone 7 Home button?
Try to force restart the device by pressing and holding both the Sleep/Wake and Volume Down buttons for at least ten seconds, until you see the Apple logo. If the issue still occurs after this then you should consider restoring your phone as a new device. Make sure to backup your phone data before performing this step.
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My Latent Self Anne Ricketts
My Latent Self
Recovering My Soul After Brain Injury
Recovering My Soul After Brain Injury
My Book
My Latent Self, Recovering My Soul After Brain Injury – by Anne E Ricketts
On 23rd July 2000 Anne Ricketts flew upward into the air from a falling horse, and came down, as straight as an arrow, directly onto the top of her head. It was a miracle that she didn't break her neck, and a miracle that she managed to drive home safely. Annie was diagnosed with a serious traumatic brain injury and discharged from the hospital without receiving any information. Despite her GP receiving a letter from the hospital, indicating that she should receive a follow-up assessment, no appointment was ever made.
Annie became one of the many who 'fall through the net,' and become lost to the health services. It took her a further four years of constantly mentioning her difficulties before she was finally able to verbalise her problems well enough for her GP to take her seriously. After a year of tests Annie was referred to a Neuropsychologist, and for occupational and speech and language therapy, and finally diagnosed as having 'Dysexecutive Sundrome.' Left with severe cognitive and memory disabilities, over the next six years she was slowly able to learn how to manage her life better and to put her shattered 'self' back together again. In effect she became the object of her own research project.
As she emerged from the fugue of brain injury Annie realised that she had gleaned many valuable insights through her experiences, not only about how the brain works, but also about life and how it works. She is well aware of how brain injury can leave you feeling as though you have lost your soul. This book is a must, not only for those affected by or working in the field of brain injury, but also for anyone who has ever felt splintered from their 'Self.'
This book is more than the story of one woman's fight for life, and her fight for a sense of 'self' that alone will inspire every reader who is interested in human nature and the trials and tribulations of life. Brain injury is a very personal and merciless onslaught; the author often asks herself if there could possibly be a more trying experience than having absolutely no idea who you are… It takes real courage to face the world every day without having any sense of identity, and knowing that you are trapped behind a range of severe disabilities that you can do nothing about and have no control over until basic skills are relearned and a glimmer of space for thinking reappears.
My Latent Self describes and uncovers many of the common issues that surround the world of brain injury, such as why people fall through the net and the lack of awareness that permeates the lives of people living with brain injury. It fully shares what is happening on the 'inside' and why the world needs to change. Brain injury is not always obvious; some people are able to walk and speak and because of this they are erroneously judged as being healthy and 'normal.' Little could be farther from the truth…
This is the first of her books; the second, 'Latent Beliefs,' is also near completion.
The 'ebook' is now available here for the United Kingdom
and here for everywhere else…
The paperback is now available here My Latent Self, the paperback or on here
 LOOK INSIDE My Latent Self
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How Do Monkeys Smell?
Monkeys smell like wild animals. Monkeys live in jungles, so they smell like earth and dirt. Monkeys clean each other of bugs and mites.
Q&A Related to "How Do Monkeys Smell"
Like humans, monkeys possess sweat glands, and regulate body temperature by exuding evaporative fluid out pores in their skin.
There are many different types of monkeys. If they are well cared for, they smell like
Run down to the zoo, ask for the primate area. Then lift thy nose, sniff, and ye shall find out for thyself. Source(s): as a former zookeeper, honestly, they pretty much smell like
I didn't read anything you wrote heres how I do it I click reply then stroll down as far as possible without even glancing at what you write so you wrote all that in vain you nosey
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because they throw their excretes...
u smell....


text:
The Seal of La Sierra University represents the core of our existence and our reason for being. Each element symbolizes an important part of our mission.
- The cross, the pre-eminent symbol for Christ, is placed in the position of greatest importance in the design, superimposing the world. It is in the Greek form rather than the Latin, with arms comprised of three strokes representing the Trinity. This "threeness" is repeated in the three elements of the open books; the aim To Seek, To Know, To Serve; and the braided strands of the border.
- The opened books are displayed in deep perspective, as though on a scholar's desk, their lines to converge at the center of the cross, indicating that Christ is at the heart of the University's life. The three books are titled by the three statements of the aim.
- The two intersecting circles in the right-hand border represent the mandorla, the symbol for the person of Jesus Christ linking the two realms of Heaven and Earth.
- The border and motto ("From Diversity, Community") come together in three strands that sweep across the motif to connect one side of the globe with the other, forming a braid of unity and strength that encompasses the University—and the world.

source: HuggingFaceFW/fineweb-edu


text:
One of the mysteries of the English language finally explained.
A hippie who wore flowers as symbols of peace and love.'former flower children who try to relive their '60s drug-induced fantasies'
- 'Many of these young adults are the sons and daughters of the hippies, children of the flower children.'
- 'The field was filled with every race of persons found on the planet, flower children, hippies, and people there just there for the music.'
- 'Think back to the late 1960s to early 1970s era of flower children or hippies.'
- 'Hippies and flower children were reluctantly approaching middle age, and the whole hippie culture was fading into history.'
- 'It gave flower children and hippies the courage to live differently.'
Top tips for CV writingRead more
In this article we explore how to impress employers with a spot-on CV.

source: openbmb/Ultra-FineWeb


text: The paper asks what role the European Bank for Reconstruction and Development (EBRD) plays in coordinating policy reform in post-crisis Eastern Central Europe (ECE). How did the EBRD attempt to mitigate the effects of the crisis and what role did the institution play in the configuration of a post-crisis European political economy? The paper analyses the content of the annual EBRD Transition Reports (TR) as representation of thinking in the EBRD Chief Economist's Office on the salient concerns relevant to its region of operations. The paper analyses TRs from 2007 to 2013 assessing the discursive shifts inside the EBRD establishing (1) how the TRs frame whether the region is in crisis, (2) apportioning censure for causing crisis and (3) how the EBRD TRs delineate the development of appropriate policy responses to the crisis. In conclusion the paper situates these processes as evidence of a further iteration of 'fail forwards' neoliberalization.


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How much has God Don
God has done enough for eternity. Even before he created humans God and his son were handling there business .
Genesis1:1-2 In the beginning God created the heaven and the earth. And the earth was without form, and void; and darkness was upon the face of the deep. And the Spirit of God moved upon the face of the waters.
Gods Spirit has always been around. So how can we not acknowledge him for his greatness?
He provided everything we needed to live on this planet that he made. We have read or heard about it in Genesis the book that deals with the beginning. After he finished with the earth and what he made God said it was good.
Genesis 1:31 And God saw every thing that he had made, and, behold, it was very good. And the evening and the morning were the sixth day.
God has done so much and he had also gave mankind a great start. But sin came in with Adam and Eve and started this sin cycle.
The answer how much has God done HE HAS DONE ENOUGH . How much have we done for him?
First Lady Veronica McCoy


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SS-2015-008: SiteTree Creation Permission Vulnerability
- High (?)
- Versions Affected:
- 3.1.0 - 3.1.10, 3.1.11-rc1, 3.0.11 and below
- Versions Fixed:
- 3.0.12, 3.1.11
- Release Date:
A vulnerability exists in the permission validation for SiteTree object creation. By default user permissions are not validated by the SiteTree::canCreate method, unless overridden by user code or via the configuration system.
This vulnerability will allow users, or unauthenticated guests, to create new SiteTree objects in the database. This vulnerability is present when such users are given CMS access via other means, or if there is another mechanism (such as RestfulServer module) which allows model editing and relies on model-level permission checks.
This vulnerability is restricted to the creation of draft or live pages, and does not allow users to edit, publish, or unpublish existing pages.
All users should upgrade as soon as possible.


text: Animation and interaction Use DX8 to add animation and interactivity to your website. To create animations and interactions you'll use the Layout builder and Style builder to generate layouts and styles with attached interactivity and animation. In this section: Using interactive elements Use interactive elements to add common interactive devices to your layouts. Add on-click animations to elements Modify the visibility and style of an element using on-click actions. Adding on-view animation to elements Animate elements into view as the user scrolls down the page.


Search for "Indigenous Organizations"
Displaying 1-15 of 15 results
A tumpline is a strap that crosses the head (sometimes the chest) and is used for carrying a pack. In Canada, Indigenous peoples and early settlers used this load-bearing device to carry goods over long distances. Tumplines are still used all over the world, from people in rural communities to modern outdoor outfitters.
A travois, from the French word travail, "to work," was a device used for transportation by the Plains Indigenous peoples. Drawn by horses or dogs, the travois carried people's goods to and from hunting sites and temporary settlements.
Birchbark Canoe
The birchbark canoe was the principal means of water transportation for Indigenous peoples of the Eastern Woodlands, and later voyageurs, who used it extensively in the fur trade in Canada. Light and maneuverable, birchbark canoes were perfectly adapted to summer travel through the network of shallow streams, ponds, lakes and swift rivers of the Canadian Shield. As the fur trade declined in the 19th century, the canoe became more of a recreational vehicle. Though most canoes are no longer constructed of birchbark, its enduring historical legacy and its popularity as a pleasure craft have made it a Canadian cultural icon.
Parfleche (also parflêche) are containers made of rawhide that were used by a variety of Plains Indigenous peoples to carry their personal belongings during hunting trips or while migrating from one location to another. Rawhide was also used to create drumheads, tipi covers, robes, the soles of moccasins and other belongings. Colourful and beautifully decorated, parfleche is considered as much a piece of art as it was a practical tool.
Medicine Bundles
Sterilization of Indigenous Women in Canada
Health of Indigenous Peoples in Canada
Indigenous Peoples' Medicine in Canada
Pipelines in Canada
Transportation in the North
Smallpox in Canada
Click here for definitions of key terms used in this article.


History Timeline Template
Document Sample
History Timeline Template Powered By Docstoc
 Computer History Timeline
Purpose: To produce a timeline of computer history that identifies the evolution of computers
 1. Click on the PowerPoint template provided on the calendar. Choose to SAVE the
 powerpoint to your folder. Save as Timeline. REMEMBER…SAVE not OPEN.
 2. Using the Internet, research the history of computers. Locate a minimum of 20 events
 in the evolution of computers.
 3. Use the provided PowerPoint template, create a timeline of events that display the
 evolution of computers. Begin with Charles Babbage in 1823 and continue until
 present day.
 4. Identify each date with the date and a description of the event tied to that date.
 5. Include 10 pictures on your timeline.
 6. Add a textbox in the upper right corner of your timeline that includes your name, date,
 and period.
 7. Add a title using Word Art!
 8. Additional elements may be added to your timeline to add visual appeal and originality.
 9. Save your project as timeline. Print Preview to make sure that all information fits on the
 screen. Check your document for spelling and grammar errors.
Description: History Timeline Template document sample


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ILLINOIS: A research team at Northwestern University has developed a prototype of a holographic camera that can see through objects. The new high-resolution camera can capture images through the human body, fog and around corners for vehicles.
The technology is known as synthetic wavelength holography, in which light emits from the camera and scatters on the object. The light then returns to the camera, where an algorithm processes the returned light to form the hidden object's image. The camera can capture images of quick-moving objects, even of a heartbeat and small capillaries.
The research team says that though the technology is in the prototype phase, it has the potential to be used in numerous fields.
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They don't correspond to a temperature, they correspond to a rate of heat input.
The elements in your oven are connected to a thermostat with regulates their temperature, they are really constant heat/fixed temperature devices, like the heat in your home. The oven turns the elements on and off to regulate temperature, but the elements are only ever ON or OFF.
The stovetop elements, by contrast, are variable heat/variable temperature. There is no thermostat, but the elements can be variably adjusted between MAX and OFF. For every setting the temperature will just keep getting hotter and hotter (unless something is removing the heat, like cooking food) - the higher settings will just get hotter faster.
The important thing to know (for an electric range) is the wattage of the elements - most 8" elements are ~2500W, and most 6" elements are ~1500W. But there is a lot of variability. Additionally, if you are living in a home with 240V power but have recently lived in an apartment (which likely had 208V power, but 240V elements installed in the oven, even if you didn't realize it), your heater elements will seem much hotter than before. It is also possible that the oven maker or previous owner installed higher wattage elements (perhaps by installing elements intended for a 208V service in a home with 240V service, which would have the effect of "turbocharging" them a bit).
Temperature measured with an IR thermometer may not be useful for you to determine if your oven is hotter than usual, since an empty pan on Low will still reach 400+ degrees (it will just get there slower).
What might be more useful is to find out what setting people do certain cooking tasks at, and see if that is different than what works on your oven. You can also remove the elements and find the voltage/wattage stamped on the bottom - let us know what those values are and we may be able to tell you if they are abnormally high.
Personally, I sweat onions on 4/10, fry an egg at 6/10, simmer soup at 2/10, and maintain 1 gallon water at a consistent, but not vigorous boil at 8/10.


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Toxic Metals in Acid Soil: I. Estimation of Plant-Available Aluminum1
- Paul B. Hoyt and
- Marvin Nyborg2
Exchangeable Al and 0.01M CaCl2-soluble Al were measured in 40 acid surface soils by Clark's procedure for corrected lime potential and exchangeable cations, and by a modified procedure which was developed here. In the modified procedure, 0.01M CaCl2-soluble Al was extracted by using 16 hr of shaking instead of 5 days, and exchangeable Al was extracted with 1N KCl for 2 min instead of with 2N NaCl for 16 hr. Good agreement was given with the theoretical relationship between corrected lime potential and percent base saturation of the permanent charge sites by both the original and modified procedures. Aluminum extracted by the two procedures and also that extracted by three other methods were then assessed for their availability to plants grown on the soils in a greenhouse study.
Criteria of plant-available Al were the yield responses to liming by barley (Hordeum vulgare L.), turnip rape (Brassica campestris L.), and alfalfa (Medicago sativa L.), and the Al concentration in alfalfa grown on the unlimed soils. Exchangeable Al and 0.01M CaCl2-soluble Al measured by Clark's and the modified procedures were all closely correlated with the criteria of Al availability. Aluminum extracted by 1N NH4OAc (pH 4.8), 1N NH4OAc (pH 3), or 0.002N HCl methods were not so closely correlated with the criteria.
The use of extractable soil Al for the diagnosis of the need for liming is discussed.Please view the pdf by using the Full Text (PDF) link under 'View' to the left.
Copyright © .


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_wheatgrass.html
State Butterfly: Sheridan's Green Hairstreak
Sheridan's green hairstreak was adopted as Wyoming's State Butterfly on February 26, 2009. This lovely insect is distinctive, being one of the few green butterflies in our region. It was first discovered in 1877 near the location of present-day Sheridan, Wyoming. Both the town and the butterfly are named after Lt. General P.H. Sheridan, a famous Civil War commander. However, the butterfly was actually named before the town. The natural distribution of Sheridan's green hairstreak ranges northwards to southern Canada, westwards to California, southwards to northern New Mexico, and eastwards into western North Dakota. In Wyoming the butterfly is most commonly found in foothills and canyons at elevations up to 8,000 feet (2440 m).
Sheridan's green hairstreak occurs widely across Wyoming in mountains and foothills, wherever its food-plant (sulphur flower) is found. The butterflies visit various wildflowers to feed on nectar. This butterfly flies from March to early June and is the earliest butterfly to emerge from a chrysalis in Wyoming. Like the robin in Wyoming and other states, this green butterfly is a symbol of the arrival of spring in Wyoming. Adults may be seen flying during the earliest warm days of spring, while snow is still melting nearby. It is a small butterfly, with wing spans averaging 2.2-2.9 cm (less than one inch). However, the bright green color of the underside of the wings is very distinctive, making the butterfly quite easy to identify. There is a line of white dots across the underside of the hind wing, which may join to form a nearly solid white line. The upper surface of the wings is dark gray, but when at rest the wings are folded over the back, exposing the green lower surfaces.
Scientific classification: Sheridan's green hairstreak is classified as Callophrys sheridanii, one of four species of the genus Callophrys. It is a member of the family Lycaenidae. The name is derived from the Greek words kallos (beauty) and phryktos (beacon). Sheridan's green hairstreak is assigned to the subfamily Theclinae, commonly known as hairstreaks because many species have tiny hair-like tails off the tips of the hind wings. However, species of Callophrys have rounded hind wing margins without tails, so these are sometimes called tail-less hairstreaks.
Dr. Scott Shaw, Professor of Entomology and Insect Museum Curator, University of Wyoming, Laramie, WY.
The code of the west, as derived from the book, Cowboy Ethics by James P. Owen, and summarized as follows, is the official state code of Wyoming. The code was adopted as Wyoming's State Code on March 3, 2010.
The code includes:
(i) Live each day with courage;
(ii) Take pride in your work;
(iii) Always finish what you start;
(iv) Do what has to be done;
(v) Be tough, but fair;
(vi) When you make a promise, keep it;
(vii) Ride for the brand;
(viii) Talk less, say more;
(ix) Remember that some things are not for sale;
(x) Know where to draw the line.


text:
Your comprehensive resource for ladybug facts, crafts, products & fun!
Size: Most ladybugs are 1/4 of an inch long or smaller!
Elytra: The most recognizable part of a ladybug is called the elytra. The elytra (plural of elytron) are hard and shell-like and are red with black spots on the species of ladybug we traditionally think of. There are however other colors that a ladybug could be such as orange, yellow, green and even blue! The elytra covers the very delicate wings of the ladybug. Though spot markings may reside on other areas of ladybug anatomy only the ones on elytra are counted. Below are just a few samples of very different appearances of ladybug elytra in difference species.
Some examples of different ladybug elytra
Wings: The ladybug's wings are so thin that you can see right through them.
Pronotum: The pronotum is often mistaken as the ladybug's head. It is responsible for protecting the ladybug's very small head, the two white spots (seen on the 7-spotted ladybug images below) on both sides look like eyes, but actually the eyes are on the ladybug's tiny little head. The head on these ladybugs also has two small white spot markings.
Ladybugs can actually retract their heads somewhat under the pronotum much in the same way a turtle does, though not as far. In the images below you can observe how a dormant or inactive ladybug can appear more spherical as its head, pronotum and legs are tucked in. The active ladybug has its pronotum, head and legs extended outward giving a more oval body shape. When observing ladybugs at their actual size this can make their markings on the head and pronotum appear different.
Antenna: The ladybug also has two antenna used to feel it's way around and to smell and taste things.
Legs: Ladybugs have six jointed legs which also have organs that can smell on them!
Ladybug Anatomy Poster
The above ladybug anatomy chart is available as a poster. Great to have for classrooms for anyone who loves ladybugs and wants learn more about their anatomy. Definitely worth a look.
Anatomy of a Ladybug (Coccinellidae) Poster
Ladybug In Slow Motion
In this remarkable ladybug video you get to see the slowed footage of a ladybug in flight. The forewings (known as the elytra) have pulled up, open and forward. The soft underwings which the ladybug actually uses for flight have unfolded and are flapping rapidly back and forth to maintain flight. The ladybugs wings beat at about 85 times per second.
More Detailed Ladybug Anatomy
Click to view Ladybug Morphology
If you want you take a really thorough look at ladybug anatomy, you will need to check out the Ladybug Morphology created by the entomologists over at Ladybirds of Australia website. This wonderful flash module will show you all the intricute parts of a ladybug with descriptions about what each part is.
Learn some great facts about ladybugs such as what they are, what they eat, where to find them and much more!
Ladybug Life Cycle
Ladybugs sure grow up fast. Like other beetles they have complex little lives. Learn the phases of a ladybug's life cycle here!
Ladybug for Pest Control
Ladybugs are renowned for their abilities to control a number of pests that eat our plants. Learn the facts about ladybugs & pest control here.
Learn how to attract ladybugs to your yard or property the natural way. On this page we have some info how to get these colorful little beauties to start showing up in your garden.


beth israel deaconess medical center a harvard medical school teaching hospital
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Acute Care Surgery and Critical Care
Trauma, hemorrhagic shock, and burns initiate cellular immune responses with detrimental effects on the clinical outcome of trauma patients.
In the early phase after trauma, overwhelming inflammation causes neutrophil activation and subsequent organ damage that can result in adult respiratory distress syndrome (ARDS) and multiple organ failure (MOF).
In the later phase after trauma, suppressive mediators found in the circulation of patients decrease the ability of lymphocytes to protect the trauma victim from invading microorganisms. This can lead to severe infections and sepsis that are major reasons for trauma deaths.
Trauma surgery research focuses on the cellular and molecular mechanisms that are involved in the cellular immune response to trauma as well as novel therapeutic approaches to modulate this response.
Click on the links below to learn more about our research:
Carl Hauser, MD
Wolfgang Junger, PhD
Teresa Sanchez, PhD
Michael Yaffe, MD, PhD


Useful Fruit Software releases Pear Note 1.1 - Make sharing notes easier
December 19, 2008 in Utility (E)
[] Columbia, MD - Useful Fruit Software is proud to announce Pear Note 1.1, the latest version of their note-taking utility for Mac OS X. At its core, Pear Note integrates audio, video, and slides with traditional text notes and stores all of this on a timeline for easy navigation. Pear Note 1.1 adds the ability to share notes with others by exporting text, audio, or video. Also new, users can import externally recorded audio or video.
Pear Note records audio or video while the user takes notes, allowing the user to later find what was being said when they typed something. They can then play back the entire recording, or jump to the point they need to hear.
Pear Note 1.1 builds on Pear Note's recording capabilities by allowing users to share notes with coworkers and classmates that are not Pear Note users. Notes can be exported as plain text or rich text documents to share thoughts. Also, users can export recorded audio or video as AAC files or QuickTime movies so others can hear or see what they missed.
Pear Note 1.1 allows users to import externally recorded audio or video into a note. Users can import audio into a new note and take notes while playing back the recording. This is useful in situations where it is not feasible to take notes live. Alternatively, users can record audio on an external device instead of their Mac and later import that audio to sync with the notes they typed.
Additional new features in 1.1 include enhanced text editing capabilities such as lists, links, and tables as well as numerous user interface and stability enhancements.
Feature highlights include:
* Records audio, video, every keystroke, and slide changes
* Playback navigation utilizing text notes or slides
* Search to find notes quickly
* Rich Text Notes
* Spotlight support for pear note documents
* QuickLook support for pear note documents
* Spell Checking
* Export text, audio, and video
* Import audio and video
Minimum Requirements:
* Mac OS X Version 10.5 Leopard or later
* Universal Binary for PowerPC and Intel
* 6 MB Hard Drive space
* Spotlight must be enabled
* A microphone (if recording audio)
* iSight (if recording video)
Pricing and Availability:
Pear Note 1.1 can be purchased for $39.99 (USD). A free fully functional 14 day demo is available for download.
Slides | Video | Audio | Timeline | Notes


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We are honored to announce that the National University of Córdoba (UNC), an institution dedicated to fostering learning through critical thinking and to fostering scientific vocation, has joined edX.
As one of the first universities in Latin America, the university shares edX's mission and commitment to offering learners all over the world access to high quality educational content and to sharing the latest in scientific innovation. The first course offered by the National University of Córdoba is Introducción a las ondas gravitacionales (Introduction to Gravitational Waves). The course is open for enrollment today and begins on November 27.
The course, which offers learners the opportunity to explore the most important recent scientific discoveries in the field of gravitational waves, is taught by Dr. Gabriela Gonzalez, who was part of a Nobel Prize winning team in the field of gravitational waves. During the course, Dr. Gonzalez will teach learners how gravitational waves are produced and detected. In addition, learners will delve into the inner workings of black holes – what they are and how we can study them – and will gain an in-depth understanding of gravity.
The launch of this course from the National University of Córdoba marks an exciting start to our ongoing partnership and we look forward to sharing news of more courses in the future.
Please join me in welcoming the National University of Córdoba to edX!
08 Jan 2019


stand by letter of credit (sloc)
Stand By Letter of Credit (SLOC): what to know about it
NewsJune 13, 2021
What is Stand By Letter of Credit
When we talk about Stand-by Letter of Credit (SLOC), we refer to a pledge of payment, born in the common law system (in particular, USA), but now generally used in all country.
SLOC is a particular type of documentary credit, a simpler one with all its characteristics, but used like a sort of contract of guarantee.
From the point of view of the Italian jurisdiction, SLOC belongs to the area of the atypical new guarantee, like, for example, the patronage letter.
Those tools are "atypical", because even if they share similarities with some Italian institutions, they still cannot be compared or identified with none of existing classic institution.
SLOC is usually used in international business, especially for international supply contracts, when the goods must be transported by air: goods and documents are sent together, and there is no need to keep the goods in storage waiting for the documents (that usually happens with documentary credit).
Stand By Letter: how it works
Usually, a documentary credit works this way: the bank (issuing bank), by request of the applicant, promises to make a payment to a subject (the recipient), when it receives the documents regarding the credit.
With the stand-by letter, instead, the documents are presented only if the principal has not fulfilled his duty. So, among the documents necessary there always are the statement of non-fulfillment of the applicant, the invoice, and the document of transport.
In the first case, the documentary credit is used like a payment; in the second, the SLOCs it is a guarantee.
Taking as example the supplying contract, the scheme is the following: the exporter sends the goods and documents, sure that he will we paid one way or another, by the importer o by the bank if the importer does not pay. Then, if that happens, the exporter asks to the issuing bank to pay him, using the letter of credit.
There are some limitations of responsibility for the issuing bank, concerning the authenticity of the documents, and the verification of the identity of who is demanding the payment.
Types of Stand By Letter
There are some different types of SLOCs. All SLOCs, as seen, implicate the permanent obligation of the issuing bank to pay on demand of the recipient in case that the applicant cannot.
That scheme is the one of the performance standby, but is also the structure of the advance payment standby and of the bid bond standby.
The first one guarantee the payment of a down payment, while the second is used to guarantee the execution of a contract after the approval of the bid.
The duty of payment is binding from the date of issue; the only conditions are the submission of the documents and the statement by the recipient that he has not been paid.
Legislation about Stand By Letter
Even though SLOCs are very common and utilized all around the world, they have not a very standard regulation.
SLOCs are regulated by International Standby Practice (ISP) 98 of ICC, but those regulations are not very common, because ICC rules about documentary credit are more likable to be used, even in case of SLOC.
This happens, mostly in the civil law system, because, as said before, those instruments don't fit the canonic institution, and civil law country (as Italy) prefer to trat them the same way they use for the most similar yet existing instrument.
There is also a UNCITRAL (United Nations Commission on International Trade Law) convention of 2000 about SLOC which is anyway not effective in none of G20 members (Italy neither).
Even in the USA, were SLOCs are born, the regulation in this subject only talks about "letters of credit", without mentioning the "standby" characteristic (this may depend by the fact that SLOCs were born to bypass the USA prohibition for the banks to give accessories guarantee).
So, until all the countries will agree on the regulation to apply to the SLOCs, the principal international regulation stays in the practices.
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What is the Framework for Student Success?
The Framework for Student Success (FSS) is our name for the Comprehensive Guidance and Counseling Program which is a campus-wide framework which outlines how staff works together as a team to foster each student's development into a whole person. The Oregon School for the Deaf provides counseling and guidance support for each student that is both proactive and responsive to individual needs and provides the skills necessary to be productive citizens.
OSD's Framework for Student Success is an integral component of the overall educational program and ensures that:
- Student needs are addressed
- Services are delivered collaboratively by a team compromised of all departments on campus, families, communities and school districts
- Transitions are seamless across all ages and settings
- Areas of support include academic, personal/social, career achievement, and community involvement
Components of the Framework for Student Success:
The components of this program include the Guidance Curriculum, Individual Planning, Student Advocacy, and Student Responsibilities.
The guidance curriculum consists of structured developmental experiences presented systematically through collaborating classroom and group activities from the elementary grades through high school. The purpose of the guidance curriculum is to provide all students at all grade levels knowledge and skills to promote positive physical and mental health as well as appropriate social skills. With these skills, students will experience success in their educational, vocational and personal/social life roles.
Individual planning activities assist each student in setting and achieving academic, career, and personal/social goals. Activities include community involvement and post high school interests and plans. These activities support the development of the education plan that personalizes student learning,documents progress, and records achievement in their education profile. This is done for every student at their annual Individual Education Program (IEP) meeting.
OSD Staff will assist with student advocacy in the following areas:
- Support the personalized, active, and meaningful learning of each student
- Encourage each student in the attainment of individual educational, personal, and career goals
- Identify and minimize barriers (e.g., communication, personal/social) so that each student has increased opportunity for success in school
- Ensure that student educational needs are addressed at every educational level
- Promote equity by providing access to quality curriculum for each student
- Further the achievement of high standards
Students will take on ownership of their education by assuming the following areas of responsibilities:
- Apply skills needed for educational achievement
- Apply Essential Skills in Reading, Writing, Presentation, and Math for future success
- Participate in ongoing, lifelong learning experiences to enhance their ability to function effectively in a changing world
- Research and apply information learned about the world of work
- Have the opportunity to apply employment readiness and decision making skills
- Apply Career Related Learning Standards to set and pursue realistic goals
Personal and Social Development
- Understand their roles and responsibilities as individuals and members of local and global communities
- Interact with others in ways that respect individual and group differences
- Build and maintain positive selfesteem
- Demonstrate personal responsibility for behavior and safety
- Apply communication, teamwork and problem-solving skills as involved members of the community
- Demonstrate ethical and responsible behavior as contributing community members
- Create a sense of connectedness through community service activities
For more information, please check out the brochure to the left or contact:
Ms. Cherie Ulmer, Elementary and Middle School Counselor
Ms. Donna Schuyler, High School Counselor
Ms. Anne Harrington, Transition Counselor


The Difference Between Padding and Margins in Web Design
Distinguish between the two with this guide
A stylized computer monitor
LouLou & Tummie/Imagezoo / Getty Images
Margins and padding can be confusing because, in some ways, they seem like the same thing: white space around an image or object. Here's what you as a web designer need to know about their differences.
Padding is the space between an image or cell contents and its outside border. In the image below, the padding is the yellow area around the content. In this case, padding goes completely around the contents: top, bottom, right, and left sides. You can specify how much padding (in percentage, pixels, points, etc.) for each side, and they don't have to be the same. In this way, you can position content within an element.
An illustration demonstrating and padding, borders, and margins.
In contrast, margins are the spaces outside the border of an element, between the element and whatever is adjacent to it. In the image, the margin is the white area outside the entire object. Like the padding, the margin goes completely around the contents in this example: on the top, bottom, right, and left sides. You can use margins to position divs and other elements on a page.
Always test your pages in various browsers, operating systems (including mobile), and screen sizes to make sure they display exactly as you want them to.
Was this page helpful?


text:
What does BEN mean in Veterinary?
This page is about the meanings of the acronym/abbreviation/shorthand BEN in the Medical field in general and in the Veterinary terminology in particular.
Find a translation for BEN in other languages:
Select another language:
What does BEN mean?
- a mountain or tall hill


Galen Cheney "Slow Burn"
David Richard Gallery
poster for Galen Cheney "Slow Burn"
This event has ended.
David Richard Gallery presents Slow Burn by artist Galen Cheney in her first solo exhibition with the gallery in New York. The presentation includes 14 paintings from 2014 through 2021 that fall basically into two categories based on the artist's approach: painting on a stretched canvas versus painting in an unconfined way on unstretched supports that includes the addition of collaged canvas elements, fabrics and other materials that are then either stretched or hung unstretched as a tapestry.
Not surprising, the imagery is also distinctly different between the two approaches. First, color, vivid color, is a key component with both approaches. Second, the compositions differ between the two methodologies in that the paintings emerging on the stretched supports are a mix of gestural strokes, textured and sometimes impasto passages with blocky and layered forms of color and a balanced composition across the canvases. However, in the recently developed unbounded method, the compositions seem to evolve, more spontaneous with notable use of lyrical and directional lines that radiate from within the compositions, running off the canvas or into other collaged elements and a greater use of defined shapes ranging from geometric to loops and long sweeping curves—all combined with her love of nonobjective gestural and color field approaches to painting.
The primary curatorial objective of the presentation is the contrast between not only Cheney's two painting approaches, but the resulting differences in the compositions and imagery between the oil paintings initiated on stretched canvas and the larger collaged paintings initiated on unstretched canvas. However, the bigger question is why, what triggered the experimentation of both working larger and with collaged canvases not on supports?
Cheney's oil paintings on stretched canvas were very much influenced by her studio training, knowledge of art history and passion for Abstract Expressionism. All of her paintings until recently were painted on a stretched support, more out of habit and convention. Her awareness of art history and the rules of the road pressured her internally to make "good" paintings and like most artists, she is her harshest critic and treated a stretched canvas as precious. Cheney's compositions, color selections and process are all thoughtful and structured around the composition, line and palette on a fixed support—emphasis on "fixed". As Cheney said, these stretched canvases are an "inside-out approach". Meaning, the imagery and content come from within and move through her mind and body onto the canvas—lots of thinking and evaluating each action.
The genesis of the larger collage and "tapestry" canvases was a 2015 artist residency in China. Being detached form everything familiar, but surrounded by so many new materials, such as printed papers and inks and new influences, Cheney started cutting, gluing, collaging and inking her way to a new process and liberating experience. This was a profoundly different approach in that all of the materials were right in front of the artist, she did not have to produce anything. It was a matter of unshackling herself, throwing caution to the wind and having some fun just composing her paintings. Thus, according to the artist, it is more of an "outside-in approach" to painting—all of the materials were ready and waiting, it did not require generating the palettes and imagery, but rather, responding to and creating compositions from what was in front of her.
This new-found fun and process continued when Cheney returned to the US and applied the same process to all of the scraps, rejected canvases and newly painted canvases done purely for the benefit of becoming source material. She felt unconstrained and free to take risks and make mistakes, change her mind, edit and even flip the canvas over and start again. Her "inner critic is quieter." Take a look at both sides of Emanator, 2020 as proof of a total artist conversion.
The exhibition title, Slow Burn, is a reflection of Cheney's thoughts and feelings about painting—it is slow and all-consuming. First, engaging the mind, as ideas, issues and aesthetics float around and meld, forming the nuggets for new paintings. Then, as a true student of Abstract Expressionism, it becomes corpuscular, then bodily, the ideas and emotions pulse through the body and express themselves through the artist's arms and fingertips, guided by her literal and metaphorical vision.
Cheney is a painter, through and through. She enjoys the solitude of both the thought and physical processes—it is not a group activity. Cheney also enjoys the intimacy and internal explorations of herself followed by the external expression of her ideas and frustrations. It is how she grounds herself. Thus, painting is personal and her method of expression.
However, drawing, which Cheney is deeply passionate about, is integral to her paintings. Interestingly, she describes her painting process as "scribbling around in the details and working my way out." An indication that she gets details and initial concepts down on canvas first then expands, edits and scales up from there. The use of line is a common element in the artist's paintings, both the oil paintings initiated on stretched canvases as well as the collaged paintings. In fact, the collage paintings contain a number of small sections of drawing of shapes with distinct detailed line work as well as large markings for structures—pentimenti and evidence of the artist's thinking and planning process.
The artist is well trained in both studio practice and art history. While she is detail oriented, as noted with her love of drawing, she has a more intuitive studio practice, in her words, working from the "gut" and not overly dogmatic about theory. Yet, daily news, global issues, the environment and a sense of urgency with every aspect of life calls to her and informs her work—and to some extent, hales from her training and influences as noted below.
Cheney earned her MFA at the Maryland Institute, College of Art where she was mentored by Grace Hartigan. Hartigan tried to make sense of a confusing world through her artworks and doing so by imbuing them with meaning and feeling. Her artworks often included recognizable forms as she moved between and combined figuration and abstraction using her iconic brushwork and bold gestural approach. Clearly, Hartigan had an influence on Cheney as she developed an appreciation for and respect of Abstract Expression as well as passion for the brush stroke and power of strong gestures in painting.
However, Cheney had several other informal mentors who made strong and lasting impressions on her and artwork. Layering of color and forms, density of imagery and mixing hard edge shapes with painterly approaches as well as collaging geometric shapes in mosaics by Jack Whitten influenced Cheney to be as equally "fearless" in approaching her art. Cheney's newest collage works with their concentrated shapes and imagery, use of diverse materials and constructed approach speak to the assemblages of Thornton Dial, another "fearless" artist who influenced Cheney to think big and consider the unexpected in painting. Not forgetting Joan Mitchell, the extraordinary Abstract Expressionist artist whose brush strokes evoke lines and drawing, lyrical movements, color harmonies and the natural world all in one motion has been one of the greatest inspirations for Cheney—as Cheney is a thoughtful student of art history and passionate about Abstract Expressionism and the great painters who came before her.
Cheney gets into and enjoys the process, details and nuance of every mark and action on the canvas. She has stated that she is "a wall climber rather than a hang glider, reaching for handholds, footholds, always on the brink of falling, not seeing the totality of the picture until the climb is done." So, just as she has relished every moment of her new-found freedom and expression on the larger and unstretched canvases, she grounds herself in and will always creates her oil paintings on defined stretched canvases (or, at least for new…..stay tuned).
About Galen Cheney:
I'm a painter's painter. My formal art education began at Mount Holyoke College and continued at the Maryland Institute, College of Art, where I received my MFA and was mentored by Grace Hartigan, Hermine Ford, and Salvatore Scarpitta, among other important artists.
Three decades later, I continue to push myself and my work with honesty, commitment, and fearlessness. Deep diving into my own creative process, I am a physical artist whose richly layered paintings embody my curiosity about and exploration of materials abstraction and my own psyche.
Born in Los Angeles and widely traveled, I have spent most of my life in New England where I feel a deep connection to my roots, the land, and centuries-old architecture. A childhood trip to Europe was the start of my enduring love of travel and fascination with ancient civilizations. Along with an affinity for the ancient world, I feel the gravitational pull of contemporary urban life–its grit, noise and neon graffiti and an unshakable connection to the mid-century Abstract Expressionists. In my own way I synthesize these influences to create work that is complex, and uniquely mine.
My work has been exhibited and collected widely in the U.S. and in Europe, China, Canada, and the UK. I was featured in New American Paintings (vol. 86) and was nominated for a Joan Mitchell Foundation Grant. Past residencies and fellowships include the Millay Colony, MASS MoCA, Vermont Studio Center, Saint-Gaudens National Historic Site, and Da Wang Culture Highland.
from July 21, 2021 to August 13, 2021
Opening Reception on 2021-07-21 from 16:00 to 19:00
Galen Cheney
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LitScope: My Hero by Willis Hall
For Malaysian Form 2 Students.
My dad's as brave as a dad can be,
I rate him Number One,
He's not afraid of the dead of night,
Or anything under the sun.
He's not afraid of a late-night film,
Full of horrors on the telly,
And is he afraid of skeletons?
Not dad, not on your Nelly!
He's not afraid of meeting ghosts,
He's even smile and greet 'em,
And things that scare most dads the most,
My dad could just defeat 'em.
He's not afraid of vampires,
Or a wolf-man come to get him,
If Frankenstein's monster knocked on our door,
He wouldn't let that upset him.
My dad's brave as a dad can be,
And he's always ready to prove it.
So why, when a spider's in the bath,
Does Mum have to come and remove it?
The Poet: Willis Hall
- English playwright and radio and television writer
- Born in Hunslet, Leeds.
- Served as a signals corporal in Malaya.
- Wrote plays for Chinese children that were later broadcast on Radio Malaya and designed sets for Singapore Little Theatre.
- His play, The Long and the Short and the Tall, won the Evening Standard's Play of the Year Award in 1959.
- Adapted Keith Waterhouse's novel Billy Liar into a stage play.
Sourced from: _URL_
What are the stanzas about?
The persona claims his father is brave and is not afraid of anything, from late night hours to anything possible. The persona is proud of this, naming his father Number One.
The persona begins to list down things that the father is not scared of, beginning with horror films and skeletons.
The persona goes on to say that his father is not afraid of ghosts, and would have the courage to greet them with a smile. The persona exaggerates that his father could subdue all the things that other dads would be afraid of.
The persona gives more examples of things his father does not fear, and claims that even Frankenstein's monster wouldn't make him lose his courage.
The persona emphasises on his father's bravery, and believes that his father can prove it anytime. However, the persona is puzzled when his father needs his mother's help to remove a spider, revealing his father's phobia of spiders, proving that his father is not as brave as the persona thinks.
So what is the whole poem about?
This poem is about a young child who looks up to their father as this formidable force that is unafraid of anything and everything possible. To prove this, the child lists out a string of horrors that most people would fear to emphasize it. However, it is revealed in the last stanza that the father does fear something –spiders. This goes to show that the father, despite his child's depiction as a fearless person, does fear something after all.
As this is from a child's point view, repetition of phrases and the usage of colloquialisms add to the simple minded admiration of the persona's father. We can see the child's imagination run wild too, as he imagines his father smiling and greeting ghosts. We also see a comical yet ironical side to the child's narrative, as the last stanza brings the image of the courageous father crashing to the ground with the final revelation that he is afraid of spiders.
The child's innocent hero-worship of the father is evident throughout the poem. The child admires the father's courage and takes great pains to illustrate it to the reader. Through his narrative, we can even feel the child's pride in the father as well. Even when the father's phobia of spiders is revealed, the child is merely confused and is left wondering why, his admiration unwaveringly intact.


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This episode of The Original Torah Pearls is on Chayei Sarah (Genesis 23:1-25:18). Love, romance, marriage, death, laden camels, and the power of specific prayers—Chayei Sarah unfolds dramatically as the trio examine its many pearls. The portion begins with Abraham securing a burial place for Sarah and ends with his death. In between, we get to relive one of the world's best stories, not once, but four times, as Abraham's servant makes a match for Isaac. But far from stale repetition, Gordon explains that being able to analyze word choices in a repeated story is pay dirt for the linguist.
Word studies include: "rose up", under the "thigh", the number "ten", and a rare accent mark used only three times in the Torah. Discussions include: Why would a master negotiator insist on paying full price for anything? Why was Abraham adamant that Isaac not be taken back to Ur? And what was at the heart of the servant's methods that caused him to be such a clever matchmaker?


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Swimming with Hammerhead Sharks, written by Kenneth Mallory, is part of the Scientists in the Field Series. As part of the New England Aquarium and NOVA's IMAX movie project, the author describes his experiences with the documentary and interviews a marine biologist, Pete Klimley, about his investigations around hammerhead behavior and connections to their migration around seamounts.
Divided into nine informative sections, the book is full of large colored photographs, and inserts on the types of hammerhead sharks, on SCUBA gear, maps, El Nino, and the Cocos Islands. Closely follow along as Peter Klimley and the author describe their adventures diving with sharks.
"When Pete realized these schooling scalloped hammerheads had little interest in him as a potential meal, he began to wonder why they were swimming in a school and why they had gathered at this particular undersea mountain."
"Pete told me once he squeezed his six-foot-one-inch body into a scuba diving suit painted black and white with a fin on the back to resemble a killer whale."
This book is a great example of how one scientist through his observations of shark behavior and knowledge of the local area was able to answer his own questions with predictions and research. Also, it demonstrates how he investigated, recorded data on the sharks and their environment which led to his conclusions about their behavior. Themes in this book correlate with Virginia SOLs 4.1, 4.5, 5.1, and 5.6.
- Explore NOVA's Online Adventure: Island of Sharks to find out more about the film, the sharks and the the Cocos Islands.
- Measuring Fish activity with Sketchpad is the fourth activity on the page. Students can use techniques similar to Pete Klimley's to measure fish.
- Watch Discovery Channel Videos: Ultimate Guide, The Sharks: Hammerhead Shark for a short clip on how hammerheads use their senses to follow magnetic currents in the ocean.
Book: Swimming with Hammerhead Sharks
Author: Kenneth Mallory
Publisher: Houghton Mifflin Company
Publication Date: 2001
Pages: 48 pages
Grade Range: 4-8


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Conley: Sub-Saharan Africa's Population Explosion
Interviewee: Dalton Conley
Interviewer: Stephanie Hanson
July 17, 2007
A new report from the UN Population Fund says that sub-Saharan Africa is urbanizing at an unprecedented rate. Dalton Conley, chair of sociology at New York University, discusses the implications of this trend for sub-Saharan Africa's future population growth and economic development. Sub-Saharan Africa has the highest fertility rates in the world, and there is little evidence to suggest those rates are decreasing. However, people are quickly moving from rural to urban areas, and the UN report argues that Africa's rapid urbanization will help reduce fertility rates by giving women increased access to family planning and reproductive clinics. Conley says women have greater economic opportunities in urban areas, a more likely reason for fertility rate reductions than access to contraceptives. He also notes that urban fertility rates in sub-Saharan Africa are still higher than rural fertility rates in much of the rest of the world.
The consequences of not getting fertility rates under control are "enormous," he says. "Western donors and the local governments could gild the roads in gold there but it's not going to make a difference at these rates of population growth." He foresees more famine, as well as more conflict, as a result of population pressures. Due to the political sensitivity of reducing fertility rates, Conley argues that policymakers should focus on reducing child mortality. Though this proposal is "counterintuitive," he says it is the "single best birth control there is."
More on This Topic
Urbanization in Sub-Saharan Africa
Author: Stephanie Hanson
Sub-Saharan Africa is experiencing the largest urban growth in the world, but most development efforts continue to target rural communities.


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Preprint Open Access
SIRT1 inhibitors can reduce replication of many viruses with certain similar characteristics to those of Coronaviruses, while p53 protein is another important factor in down-regulation of growth. There are some molecules that inhibit Sirtuin 1 and 2, in addition to activate p53 protein, by means of regulation of the interactions used by Coronaviruses as self-defense mechanism, degradating it. Even mTOR signal will be regulate, as well as HIF-1α with the target genes and cytokines. Autophagy will be inhibited, being this compound like a lysosomotropic agent. By blocking virus growth and continuous replication, associating the already tested Antiviral medicines, Covid-19 could be eradicated.


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LightForce

LightForce is a novel way of preventing collisions in orbit using photon pressure alone, applied from a ground-based laser. By "nudging" debris out of the way of a collision, it could slow or prevent the orbital debris cascade taking place in LEO and provide protection for satellites that lack on-board propulsion. LightForce is much cheaper than other space debris remediation concepts and - critically - unlike debris removal systems LightForce cannot be employed as a weapon. The ultimate goal of LightForce is to ensure a sustainable LEO environment for all nations. In 2012, the LightForce international collaboration will focus on detailed simulation and demonstration of key technologies.


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Smart Sustainability projects will help the community manage our precious resources more efficiently, using applied technology and innovation to create a cleaner and more sustainable future.
- The creation of a high-powered solar farm generating enough energy to power more than half of our annual electricity needs.
- Installation of solar panels on 13 City of Newcastle buildings to power our community facilities.
- Electric vehicle charging points throughout the LGA, using onsite solar panels and battery source for renewable power.
- City of Newcastle fleet transitioning to electric vehicles, and provision of e-bikes providing sustainable transport options.
- Accelerated upgrade of 5000 Street lights to LED, saving nearly 10 percent of City of Newcastle's entire annual electricity usage.


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About once a month, we get an email from a researcher, journalist, policymaker, or student asking us a simple question: how many musicians are there in the United States? Given FMC's work with musicians, it makes sense that they ask us, but our answer is the same for everyone:
there is no reliable way to measure the real size of the US musician population.
In a on the Artist Revenue Streams site, we outlined the particular challanges associated with estimating the size of the musician population in the United States.
First, what do we mean when we use the word "musician"? Are we just talking about performers and recording artists, or does the definition also include composers and songwriters? How about music teachers? Many musicians play multiple roles simultaneously (songwriter + recording artist + performer), but there are also creators who specialize in one role (composers who do not perform, or performers who do not compose, for example) so the parameters are important.
Second, there's an issue with how music creators define themselves. While lumping performers and composers together into a category called "musicians" is convenient for referencing this creative class, it is sometimes inaccurate. For instance, many composers and songwriters don't identify as musicians, but as writers. Some professional singers consider themselves performers or recording artists, but not musicians.
Third, how do we decide who is actually part of this population? In 2010, when we started to draft the research protocol for the Artist Revenue Streams project, we spent a lot of time thinking about how to define the population of study, a necessary step in any research project. For many populations, there are commonly-understood criteria, or demographic characteristics, or certifications that make this sorting process relatively easy. But unlike – say – doctors or lawyers, there are no formal exams for musicians to pass, nor accrediting organizations to join.
Fourth, how do we define a "professional" musician? There are hundreds of thousands of people in this country who enjoy writing songs, playing music, releasing recordings or uploading a self-made video once in a while. Many may consider themselves musicians or composers. But when doing research on the earning capacity of the musician population, it's important to devise a way to identify those who are making a living from music. The question for us was, what should determine "professionalism"? Should it be based on workweek hours, career lifespan, music degrees, a minimum number of recording or composing credits, education, income from music, label affiliation, union membership, or a combination of these things?
The post on the Artist Revenue streams website details the challenges, the process by which we assessed the data sources on musician population, and the method we eventually adopted to define our population of study.
This post is one of many outcomes of the Artist Revenue Streams project, which provides a data-driven snapshot of the income streams on which musicians and composers are relying presently, and how they are changing over time. It has been added to a list of data memos that have been released since January 2012, which also includes a deep look at jazz musicians, how income from sound recordings has changed, whether radio airplay matters, the impact of conservatory and music industry training, the effect of teammates and time allocation, with more to come. We encourage you to dig deeper into these reports to get a better understanding of musicians' earning capacity and their sources of income in the 21st century.
(image via Shutterstock)


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The concept of continuum has been used in a number of contexts within electroacoustic music including Stockhausen's pulse to pitch continuum (and similar continua applied to other musical parameters). Serial composition in the studio was largely concerned with the creation of continua between sonic parameters as a means of creating new musical languages and structuring principles for compositions. Denis Smalley has introduced the concept in relation to perceptually led facets of sound in his Spectromorphological theory. Many practitioners conceive of a continuum between abstract and mimetic material.
UNESCO DigiArtsIntroduction à l'histoire et à l'esthétique des musiques électroacoustiques: Session 4 - Ruptures technologiques: révolutions esthétiques? ( French )


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Accommodated Testing at WPI can include a number of exam-based accommodations including, but not limited to:
- Use of a calculator for basic calculations when appropriate
- Enlarged font
- Assistive computing
- Breaking up of long examination periods
- Extended time
- Private rooms
- Ability to reschedule
- Ability to stand/stretch
- Use of a scribe
- Verbal or auditory instructions
Exam-based accommodations can be administered by the faculty of the course. Students should sit down with their course instructor at the beginning of the term to discuss the accommodations they have and how these accommodations can be implemented.
Students and faculty do have the option of using the Exam Proctoring Center, a dedicated reduced-distraction environment for exam administration for students with accommodations. If the instructor does not have the time and/or the facilities to proctor exams with accommodations, they can have the EPC staff proctor exams. If the student prefers to take their exam outside of the normal classroom or needs less distraction during exams, they can take their exams at the EPC.
If faculty members are unclear as to how to proctor exams with accommodations, have them contact the EPC by calling _PHONE_ or emailing _EMAIL_.


We know that it is possible for humans to stay physically in shape during long term space missions (see for example Valeri Polyakov who stayed on Mir for more than 14 months for one trip). However, the challenges of manned space exploration are different and would include even longer durations.
Reducing the need of the constant physical training required by the Zero-G environment could help to make manned exploration missions more viable. This could be achieved by artificial gravity.
Is artificial gravity feasible today? Would it indeed help to make manned exploration viable?
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 $\begingroup$ Artificial gravity isn't a thing, anything with mass exerts a pull on another object that we call gravity. The weightlessness is because there is no contact force pushing on them like we have on earth. wired.com/wiredscience/2013/06/… Though a spinning spacecraft might achieve what you want $\endgroup$ – user106 Jul 17 '13 at 20:04
 - $\begingroup$ Masses don't pull on one another, they curve space-time, and objects follow the shortest path along the curve. $\endgroup$ – Don Branson Jul 19 '13 at 14:43
 - $\begingroup$ Having said that, "artificial gravity" usually refers to techniques that create that same curve, and that's not currently feasible. $\endgroup$ – Don Branson Jul 19 '13 at 14:46
"Artificial" gravity is the name given to techniques to create acceleration that mimics gravitational force. There are two major ways to do this -- both of which are very feasible:
 1. Rotation -- in this case, the acceleration is created by centripetal force. The rotating structure accelerates the crew by forcing them to follow a curved (usually circular) path. This is usually depicted as a rotating torus, but is probably easier to do with a crew compartment tethered to a counterweight spinning about their combined center of gravity.
 2. Continuous acceleration -- in this case, the vehicle is undergoing constant thrust, which accelerates the crew and gives the impression of gravity. This is probably only practical for very long (interstellar?) missions and in fact is probably a beneficial side effect of the propulsion required.
Both of these methods probably improve the long term environment for the crew, but do add significant complexities to the spacecraft.
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 $\begingroup$ +1. Note that the "rotation" option has side effects, like the Coriolis effect. This makes this option "something to get used to" for the astronauts. The larger the radius though, the weaker the side effects. $\endgroup$ – Rody Oldenhuis Jul 17 '13 at 21:49
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 $\begingroup$ Good point _USER_. That's one of the reasons the tether is a more likely implementation than a torus. Building a torus with a large radius become prohibitive much quicker than a tethered system with the same radius. $\endgroup$ – Erik Jul 17 '13 at 21:55
Assuming a sufficient budget, a spin-habitat is a highly viable option. To maintain 1G and an acceptable ≤2 RPM rotation, one needs a radius of 223m or so.
Given human needs, a torus of 5m habitat tube at 223m median radius, with a pair of 1mm steel hull shells, is a mass of about 55 cubic meters of steel or about 300 metric tons, just for a fairly thin structural torus. Adding additional support structure should at least double that mass. That's the prohibitive expense.
SpinCalc Online Calculator
In manned long-term space exploration, where your objective is interstellar, and your time frame is within a single human lifetime. Lack of simulated gravity is not the problem, rather it is the limiting factor for transit time.
Assuming sufficient propulsion (i.e. Bussard ramjet) the ship would accelerate at 1 gravity until half way to the destination, then at the halfway point, turn around and decelerate for the other half of the journey. Other then a brief period of zero gee at turn over, the content acceleration would provide "artificial gravity".
You can only accelerate so fast without squishing your ships occupants. So being limited to a single gravity for acceleration is one of the key limiting factors in getting very far in a human lifetime.
 - $\begingroup$ 1 g if the occupants are working and 2 g when they are resting or sleeping seems possible. 1.5 g may be possible for light work. $\endgroup$ – Uwe Sep 14 '16 at 11:01
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