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High Ability Learner Education
Board of Education Policy for High Ability Learners
"High ability learners are those students who give evidence of high performance capability in such areas as intellectual/academic, creative, or artistic capacity and who require accelerated or differentiated curriculum programs in order to develop those capabilities fully."
The Board directs the Superintendent to develop selection methods, regulations and procedures to ensure that appropriate programs, within budgetary limitations, are provided for high ability learners. The Board also expects the Superintendent and his staff to inform patrons of the District about available high ability learner program options.
Adopted September 14, 1998
The Elkhorn Public Schools are committed to an educational program that recognizes the unique characteristics of the student and strives to advance to the fullest all aspects of the student's development.
WHAT IS HIGH ABILITY LEARNER EDUCATION?
High ability learner education is designed to extend the learning environment for high potential students. Services are defined as being expanded learning experiences for students who are capable of studying in-depth matters of an academic and creative nature.
The District shall attempt to provide educational experiences for students through the following goals:
- Assessing and identifying students of high academic ability third through grade twelve.
- Providing services for identified students that incorporate curriculum modifications/accommodations, teaching methods, activities, and/or instructional materials to meet the needs of high ability learners.
- Communicating the various aspects and successes of the program for high ability learners to staff, students, parents, and the community.
- Evaluating program goals, activities, materials and procedures.
- Recognizing and nurturing educational excellence.
PROGRAM SELECTION PROCEDURES
Phase I – Screening
Identify all of the students who have one of the following characteristics:
- 120 or above on a Scholastic Aptitude Measure
- Achievement level total composite of 95% or higher on a standardized achievement test
- Achievement level of 96% or higher on any sub test of a standardized achievement test in the areas of total reading, language arts, or mathematics
- Nomination(s) by teacher, parent, self, or peer using a specific list of characteristics
Phase II – Analysis
With the students who have been identified in Phase I, further analysis of abilities is conducted using one or more of the following methods:
- Past performance
- Product analysis
- Personal interview
- The identification process shall include multiple criteria in an effort to be inclusive rather than exclusive. This process shall be based on a combination of standardized instruments and non-standardized means and criteria.
Phase III – Placement and Participation
Placement and continued participation will be based on the following characteristics:
- Score at or above the 98th percentile on an approved individual intelligence test;
- Score at or above the 96th percentile on a standardized achievement test in the areas of total reading, language arts, or mathematics or;
- Score at or above the 95th percentile on a total composite on any group administered standardized achievement test; and/or;
- Evidence of the ability or potential for advanced academic studies, creativity/productive thinking, and achievement motivation; and
- Parent, school administrator, teacher(s), and student consent.
- Other appropriate instruments/methods
(Alternative assessment for placement methods is considered for program participation.)
Students are continually evaluated and parents can learn about student progress through conferences with teachers as well as through formal periodic progress reporting. Parents should feel free to contact a high ability learner coordinator and the classroom teacher(s) to discuss their child's school program.
Regular classroom teachers have the responsibility to refer students to the program services when it is determined the student would benefit from advanced level instructional methods and curriculum content.
Children in kindergarten, first, and second grades are served primarily in the regular classroom with consulting services provided to the classroom teacher by an elementary coordinator. Whole class and small group sessions are planned in collaboration with the classroom teacher.
Students in grades three through five who demonstrate high potential or performance in their academic programs have the opportunity to participate in many activities designed to challenge their abilities. Programs for high potential students include literature groups, math and logic activities, creative problem solving and small group seminars on topics developed from student interest or as an extension of the general education curriculum. A Thinking Skills curriculum (Creative Thinking, Critical Thinking, Creative Problem Solving, Creative Dramatics and Affective Awareness/Leadership) is incorporated on a weekly basis with students in grades three through five. Academic competitions are conducted in cooperation with grade level teachers. Flexible grouping and curriculum compacting is utilized to accommodate the needs and abilities of students.
The goal of the middle school HALE program is to recognize each student's unique characteristics and create expanded learning experiences for each student. Working together with the classroom teachers, we provide three forms of services to HALE students: classroom differentiation, seminars/independent studies, and competitions. Seminars and independent studies focus on creativity, creative dramatics, leadership, critical thinking, research and questioning skills. The competitions offered include SIGMA (math based), History Day, Future Cities, Current Events, Geography Bee, and Quiz Bowl.
At the high school level, students are invited to participate in honors classes offered by the English, science and mathematics departments. Students in grades 10 through 12 have the opportunity to enroll in advanced placement classes in English, mathematics, history and science. Academic competitions that challenge and enrich individual areas of high ability are also available. Such competitions include Academic Decathlon, Mock Trial, Math Field Day, TEAMS, American High School Mathematics Competition, Quiz Bowl Teams, Sigma, Destination Imagination and Science Olympiad.
HALE Seminar courses are taught by the HALE coordinator. Socratic methodology is used to challenge students to explore issues and develop understanding through dialogue. This class focuses on the affective needs of high ability students by developing awareness of gifted characteristics, personality types, learning styles and multiple intelligences. Participation in the Future Problem Solving competition is used to develop creative thinking, critical thinking and problem solving skills. Career and college exploration guides students toward setting personal goals and prepares them for college visitations and the application process. The leadership unit defines five dimensions of leadership and provides students with an assessment of their leadership skills. Master student skills, such as time management, note taking and test taking are addressed to help students succeed in rigorous honors and Advanced Placement classes.
At all levels, classroom teachers, building coordinators and other specialists strive to assess student potential and design options to enhance student learning.
For more information please contact Lee Frye, Director of Student Services at _PHONE_.


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Wondering about the number of letters in Belarusian and Bengali alphabets? When you compare Belarusian vs Bengali alphabets you will understand the number of alphabets in both the languages. Because lesser the number of alphabets, faster the language to learn, find all the Easiest Languages to Learn. Belarusian and Bengali Alphabets are collection of symbols or letters used for writing. Belarusian alphabets contain 48 letters and Bengali Alphabets contain 51 letters. The writing direction of Belarusian is Not Available whereas the writing direction of Bengali is Left-To-Right, Horizontal. Belarusian and Bengali Alphabets are the basics of Belarusian and Bengali languages. Check the detailed comparison of Belarusian and Bengali.
Compare Belarusian and Bengali alphabets and find out scripts used by Belarusian and Bengali language. Belarusian and Bengali scripts are the methodology and rules for writing. Scripts used by Belarusian and Bengali languages are Cyrillic and Bengali, Brahmic family and derivatives respectively. After learning alphabets in Belarusian and Bengali you can also learn useful Belarusian greetings vs Bengali greetings.
If you are comparing Belarusian and Bengali alphabets then you need to find out Belarusian vowels vs Bengali vowels too. The number of vowels and consonants in Belarusian are 6 and 39 and number of vowels and consonants in Bengali are 11 and 40. Language codes are unique and are two or three letter codes assigned to each language. Check out all the language codes of Belarusian and Bengali language codes.
Is Belarusian harder than Bengali? No language is hard or easy to learn as it depends on individual interest and efforts for learning that language. When you decide to learn any language, you need to find out time required to learn that language and levels in that language. As mentioned above, while comparing Belarusian and Bengali Alphabets the number of alphabets in any language decides hardness in learning that language.
It's important to know Belarusian and Bengali alphabets because for learning these languages, alphabets are the starting point. There are no levels in Belarusian language. And time taken to learn Belarusian language is Not Available. While the levels in Bengali language are 2. And time taken to learn Bengali language is 44 weeks.
© 2015-2023. A softUsvista venture!

source: openbmb/Ultra-FineWeb


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Operations Support Technician
Salary Range: $36,544 - $45,680
The function of this position is to administer a wide range of work protocols within the primary functional areas that comprise HRT's transit operations department. Duties performed are designed to maintain departmental standards, policies and procedures that combine to support a safe and efficient operating environment. The ideal candidate will possess superior organization and communication skills (both verbal and written) as well as the ability to take clear direction. This position affords the right individual a challenging and highly rewarding professional opportunity.
Essential Job Functions:
(Duties listed are not intended to be all inclusive nor to limit duties that might reasonably be assigned.)
- Monitors, maintains and identifies work standards that lead to improved operational performance.
- Schedules and coordinates meetings and prepares documents for management, transportation and union staff meetings, records meeting
- Maintains administrative, financial and light rail vehicle operator personnel files, including payroll.
- Assists in the development and maintenance of procedures, forms and work measurements.
- Adheres to established policies, objectives and time sensitive tasks and schedules.
- Writes and/or edits information contained in manuals and forms used to clarify operational policies and
- Organizes, authors, and presents oral and written reports used by department heads as the basis for day to day decision making.
- Organizes and verifies the accuracy of payroll information via HASTUS on behalf of bargaining unit employees including any disciplinary action taken.
- Tracks and monitors operator vacation, sick and personal leave hours.
- Validate data and export bi-weekly file from HASTUS for PeopleSoft HCM interface.
- Responds to employee's inquiries regarding their paychecks, leave balances, deductions, and other payroll related matters.
- Responsible for use and reconciliation of company purchase card.
- Coordinates and creates the justification and annual budget request.
- Monitors and audits the department's monthly budget expenditures for accuracy of posting and adjustments.
- Responsible for coordinating and creating monthly transportation department's KPI presentations.
- Tracks and calculates over/under mileage and hours for agency National Transit Database reporting.
- Responsible for light rail incident and accident reporting.
- Responsible for assisting the Paratransit Services Contract Administrator with verifying accuracy of monthly billing statements.
- Responsible for supporting non-Transportation Operations divisions (e.g. Security Department) with work-order processing such as ID Badge Issuance and Assignment, Parking Permit and Employee Vehicle Registrations.
- Tracks, monitors and administers security incident report documents and related record keeping efforts.
- Assist with travel and meeting planning both internally and externally; responsible for registration, booking hotels, obtaining per-diem, collecting all receipts in order to close out the travel request and prepares travel expense form and submit to finance department.
- Assist with special projects.
- Orders, tracks, monitors, maintains the Operations department's monthly supplies; reconciles and codes monthly invoices for submission to finance for payment; creates and submits monthly supplies summary to management for review; creates requisitions for bulk items that are over maximum limits.
- Reconcile, code and track light rail uniform invoices and submission of invoices to Finance for payment processing.
- Responsible for coordinating, organizing and set up of transportation's special events.
- Attends department and agency meetings as required.
- Employs sound research methods and techniques that support conclusions drawn from careful and thorough analysis.
- Demonstrates a conscientious effort to improve operational efficiency by decreasing turnaround times, streamlining work processes, and working cooperatively and jointly with colleagues.
- Manage records created and received in compliance with the Hampton Roads Transit Records Management Policy and Procedures.
- Responsible for maintaining a general awareness of HRT's EMS.
- Responsible for handling all related job responsibilities in compliance with HRT's Environmental Policy, relevant EMS Standard Operating Procedures, and HRT's Emergency Management Plan.
- Coordinates and manages records related HRT's Drug and Alcohol Policy.
- All other duties as assigned.
Required Knowledge, Abilities and Skills essential to lob Functions:
- Understands and carries out oral and written instructions.
- Possesses the ability to think critically and conduct research with minimal supervision.
- Completes assignments with independent thought and action subject to prescribed directives.
- Works cooperatively with other HRT employees, outside agencies and the public.
- Possesses the ability to work in a fast-paced, unionized environment.
- Demonstrates a willingness to perform other duties as required that support the department's overall goals and objectives in an ongoing effort to achieve operational excellence.
- Demonstrates excellent customer service skills.
- Possesses task-management and work prioritization/triage skills.
Required Software Knowledge and Skills essential to Job Functions:
Proficiency in using computer systems and the listed software applications associated with performance of assigned work is essential. Basic problem solving skills associated with software applications used is expected. Software usage relevant to job duties will be evaluated.
Software & Computer Skills:
Email, Internet, Microsoft Office Suite, HASTUS, PeopleSoft HCM
Perform all job duties and responsibilities in a safe manner to protect one's self, fellow employees, and the public from injury or harm. Promote safety awareness and follow safety procedures and policies. Take an active part in reporting unsafe conditions and any hazards within the workplace to their Supervisor, Manager and/or the Safety Department.
Training and/or Education:
Minimum of high school diploma or equivalent.
Two or more years of experience working in the transit industry preferred; Minimum of 2 years of financial and administrative experience is required.
Licenses or Certificates:
Virginia Driver's License
This position is classified as non-essential personnel.
The physical demands described here are representative of those that must be met by an employee to successfully perform the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work requires high-speed operation of keyboard devices.
The work environment characteristics described here are representative of those an employee encounters while performing the essential functions of this job. Reasonable accommodations may be made to enable individuals with disabilities to perform the essential functions. Work involves meeting multiple demands on a timely basis.
Equal Opportunity Employer, including disabled and veterans.


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Lectionary Worship Workbook Series 4 Cycle C$43.95Add to cart
This comprehensive library of creative liturgical material helps you design worship that transforms Sunday services from empty ritual into an individual, collective experience with the Holy. Julia Ross Strope takes worshipers on a journey to the sacred dimension with words and images that highlight the connection of our souls to God's heart. For every Sunday and other major occasion throughout the church year, this volume provides inclusive and affirming resources – calls to worship, a wide variety of prayers, hymn suggestions, and brief sermon ideas – all specifically based on the day's readings and using contemporary language that connects with the people in your pews. This innovative workbook is a rich source of thought-provoking material that can be used as written or easily adapted to fit your individual circumstances – you'll use it again and again to keep your worship services fresh, passionate, and stimulating.
Strope divides the church year into seven "motions" of spiritual journey corresponding to the seasons:
? In Motion (Advent) – The calendar cycle begins again, and we are busy enjoying family and friends while anticipating the birth of God's Child.
? Commotion (Christmas) – When the incarnation is realized, commotion erupts; food and stories, gifts and memories are integral to the celebration.
? Locomotion (Epiphany) – As the commotion subsides, people integrate gifts into their closets and lifestyles as they move about and seek the Light of the World.
?No Motion (Lent) – After the flurry of activity of the preceding seasons, we look inward and reflect on what the Divine is challenging us to be and to do.
? Emotion (Easter) – The time of reflection erupts into new options as the reality of the resurrection transforms life in nature and the human soul.
? Promotion (early Pentecost) – The period of activity and inner empowerment is projected to the outer world, with a passion to promote justice and tell others about God.
? Slow Motion (late Pentecost) – Like an agricultural cycle, rest takes over as passion turns into the wisdom gleaned from experience… and the cycle ends so that a new generative period can begin.

source: m-a-p/FineFineWeb


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The Island Private School of Limassol in Cyprus opened for the first 500 students in September 2022, and is now looking for competent, experienced and, above all, passionate Extracurricular Primary Teacher to join the team for the current academic year and continue in 2023-2024.
We are also in the process of planning our new school campus on a beautiful 50,000 m2 site to be completed approximately by end of 2025, that will include kindergartens, elementary and high schools, an international boarding school, and accommodation for teachers. This is a great opportunity to join a growing school on the cusp of a major turning point.
Cyprus regulations require applicants to have a university degree in education recognised by KYSATS and the ability to pass a background check.
- Planning and preparing educational activities: Extracurricular teachers in primary education should be able to design and plan activities that are age-appropriate and engaging for children. They should create lesson plans that align with the curriculum and ensure that they have all the necessary materials and resources to facilitate the activities.
- Lead learning activities: Activities to be based on best practice PYP learning both individually and in groups
- Facilitating learning: Extracurricular teachers should lead activities that promote children's learning and development. They should encourage children to participate and engage in activities and facilitate discussions that encourage critical thinking.
- Supervising children: Extracurricular teachers are responsible for ensuring the safety and wellbeing of the children in their care. They should maintain a safe and secure environment and supervise children to ensure that they are following the rules and behaving appropriately.
- Communicating with parents: Extracurricular teachers should regularly communicate with parents and keep them informed about their child's progress. They should be available to answer questions and provide feedback to parents about their child's learning and development.
- Creating a positive classroom environment: Extracurricular teachers should create a welcoming and positive classroom environment that promotes learning and engagement. They should foster a sense of community among the children and create a space that is conducive to learning.
- Continuing professional development: Extracurricular teachers should continuously seek to improve their teaching practice by engaging in professional development activities. They should attend workshops, training sessions, and other professional development opportunities to keep their skills and knowledge up-to-date.
- Learn and develop PYP childhood learning and teaching strategies and approaches.
- Participate in collaborative planning and add to PYP planners.
- Support children in personal hygiene and wellbeing routines.
- Maintain confidentiality about children's learning, development and care at all times.
- Monitor and ensure that students follow established routines and procedures.
- Collaborate with other team teachers (class and co-teachers) to ensure a seamless transition between activities and programs.
- Attend staff meetings, professional development sessions, and training as required.
- Follow all relevant policies and procedures regarding safety, child protection, and health and safety.
- Bachelor's degree in Education, Pedagogical is a must. Additional degrees would be considered an advantage.
- Professional Educator Diploma or other teacher qualification if available (e.g. QTS, PGCE).
- Has fluent English level C1.
- Familiar with technology use in teaching and learning.
- Is compassionate and attentive to students; knows how children learn and can support their learning.
- Remember how to be curious and awed by the world around.
- Can create and improvise and has a desire to co-create a child-centred curriculum and bring it to life.
- Has a mild allergy to sitting at the desk and strictly following the prescribed curriculum.
- A unique opportunity for a career in a fast-growing polysystemic school
- Competitive remuneration package based on qualifications and experience
- Modern & Professional Work Environment
- Optional participation in the Company's Group Medical Scheme
- Opportunities to learn and develop yourself
Position Working Days/hours:
Monday to Friday, 10-18 or 14-18
Applications must include a brief statement (no longer than a page) describing the key features of your philosophy of education and approach to working with young people. Please indicate clearly in your application how your experience and expertise might align with the expectations we have highlighted.
Safeguarding: At The Island Private School of Limassol, we follow safer recruitment practices and we are committed to the Safeguarding of our students. As such this post is subject to reference and police checks.
GDPR: Applicants should note that based on the General Data Protection Regulation (GDPR), all applications/CVs are kept in our database based on the consent period each candidate applied for. In case you have forwarded us your CV in the past and you are interested in this position, please apply again


Artificial Intelligence
Red Power
Red is traditionally the colour of life and power. It is associated with blood. For this, a belief in the power of redness is scoffed at in scientific circles, in which it is known as a wavelength of radiation at 700–635 nanometer.
Sure, but the older dispensation, viewed by the body rather than the mind, is also wise and precise. To it, blood represents not a bodily fluid but the force of life. In that sense, the red in the land is indeed blood (or life force.)
All of the images on this page display medicinal plants. They heal.
They are life. As we move forward into this new year, we have the choice to correct the errors in scientific thinking. If we don't, we are making the choice to disregard indigenous knowledge, knowledge that is linked with the health of the land.
That would be worse than foolish. Plants have these colours for a variety of reasons. Some to heat themselves and survive in cold climates. Some to attract us.
The light, and warmth, in other words, are a communication from the Earth to us. And how does our body (not our mind, set that poor thing aside) receive that? As a beating heart, pushing through a network of veins, to end in fingers.
Our fingers respond. In Iceland, the long winter dark (and not just that) is dispelled with light. It keeps people from going mad and acting destructively.
A bit more red in our landscape could do just that.
Or a lot. It gives the Earth a voice, and the words to guide us, and keeps us from going stark raving mad. That is medicinal as well.
That is good blood.
8 replies »
 - Certainly across Turtle Island and China, not to mention anywhere that the rowan was worshipped under St. Brigid. I'd also suggest that the predominance of red wine in the Orthodox Church has a root. And then there's the vital importance of Sumac in Persia and around the Mediterranean, as well as in Tandoori cooking. Off the top of my head. I bet that's approaching half of humanity, just there.
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Probability Formula for Lottery in Excel (3 Instances)
While working in Microsoft Excel, we sometimes need to calculate the probability of a lottery with simple formulas. But it might seem difficult to determine the actual probability. Today, in this article, I am sharing with you how to calculate the probability of lottery with formula in Excel.
Download Practice Workbook
Download this practice workbook to exercise while you are reading this article.
3 Ways to Use Probability Formula for Lottery in Excel
In the following, I have described 3 simple and easy methods to calculate the probability with formula for lottery in Excel.
Suppose we have a Range in our table "Range 1 to" and "# to Win". Now using the formula we will calculate the total combination between numbers.
1. COMBIN Function to Calculate Probability with a Combination of Lottery
If you are looking for a simple solution to calculate the probability then you can use the COMBIN function. The COMBIN function will find the total possible number of groups from the given values. Follow the instructions below-
Steps:
 - First, select a cell (D5) and apply the following formula-
=COMBIN(B5:C5)
COMBIN Function to Calculate Probability with a Combination of Lottery
 - Second, hit ENTER and drag the "Fill Handle" down.
 - Therefore, we have the total combination for the given numbers.
COMBIN Function to Calculate Probability with a Combination of Lottery
Here we found the total combinations between these two numbers without any repetitions. Thus the probability between these numbers can be found.
Read More: Calculating Probability in Excel with Mean and Standard Deviation
2. Combination of RAND, RANK, COUNTIF and VLOOKUP Functions for Lottery Probability Formula
We often look for solutions to find lottery numbers. In order to do so combine RAND, RANK, COUNTIF, and VLOOKUP functions to determine the probability of winning the lottery.
Suppose we have a table where we will generate "Random Numbers" and "Unique Rank". Hence, determining the "Ball Number" will lead us to calculate the probability of winning the lottery.
Step 1:
 - Presently, select a cell (B5) and write the below formula to generate random numbers-
=RAND()
RAND, RANK, COUNTIF, VLOOKUP for Lottery Probability Formula
 - In the same fashion, click ENTER and pull the "Fill Handle" down.
 - Within a moment you will find the random numbers in the selected column.
 - Thereafter, we will determine the unique rand by putting the following formula inside the cell (C5)-
=RANK($B5,$B$5:$B$17)+COUNTIF(C$4:C4,C4)-1
Where,
 - The COUNTIF function will count cells for the given condition- COUNTIF(C$4:C4,C4)-1 and return an output 0.
 - The RANK function will return the position from the argument- RANK($B5,$B$5:$B$17) and provide a unique argument from cells (B5:B17).
RAND, RANK, COUNTIF, VLOOKUP for Lottery Probability Formula
 - Gently, press ENTER and drag the "Fill Handle" below to fill all the cells.
 - Thus, we will find the proper unique rand from the random numbers.
RAND, RANK, COUNTIF, VLOOKUP for Lottery Probability Formula
Step 2:
 - In the screenshot below we just filled the "Ball Number" sequentially.
 - In this final step, let's find the lottery numbers utilizing the VLOOKUP function.
 - For that, choose a cell (G5) and put the formula down-
=VLOOKUP(G5,$C$4:$D$17,2,FALSE)
Where,
 - The VLOOKUP function will search for a given value from the leftmost column (C) and return a value in the same row.
RAND, RANK, COUNTIF, VLOOKUP for Lottery Probability Formula
 - Hence, click ENTER and drag the "Fill Handle" horizontally.
 - In summary, we will get the lottery number in the chosen column. Simple isn't it?
RAND, RANK, COUNTIF, VLOOKUP for Lottery Probability Formula
Read More: How to Use Normal Probability Distribution in Excel (3 Cases)
Similar Readings
3. Apply COUNTIF and RANDBETWEEN to Generate and Calculate Probability of Lottery
Lottery prediction algorithms won't guarantee a win all the time but you can determine the probability more accurately by utilizing the COUNTIF and RANDBETWEEN functions.
Imagine a table with random numbers sequentially. Now we will generate some random numbers and search for the probability within those numbers.
Step 1:
 - To start with, select a cell (B21) and apply the formula down-
=RANDBETWEEN(1,15)
Apply COUNTIF and RANDBETWEEN to Generate and Calculate Probability of Lottery
 - Simply, click ENTER and drag the "Fill Handle" row and column wise to fill.
 - Now, selecting those newly created random numbers click CTRL+C to copy.
Apply COUNTIF and RANDBETWEEN to Generate and Calculate Probability of Lottery
 - Then, press the right button of the mouse and choose "Values" to paste as values. Thus, the random numbers won't change automatically.
Apply COUNTIF and RANDBETWEEN to Generate and Calculate Probability of Lottery
Step 2:
 - Let's determine the instances by applying the below formula in a new cell (C5)-
=COUNTIF($B$21:$G$30,B5)
 - Hence, hit ENTER and drag down the "Fill Handle" to fill the column.
Apply COUNTIF and RANDBETWEEN to Generate and Calculate Probability of Lottery
 - After getting the count of cells we will apply conditional formatting to get the highest numbers for instances.
 - Choose cells (C5:C19) and select "Above Average" from the "Conditional Formatting" rules.
Apply COUNTIF and RANDBETWEEN to Generate and Calculate Probability of Lottery
 - In this way, you will get the highest random numbers counted in the cell. Now choosing those numbers we will repeat the process again to find a better probability.
 - Thus choose the cells and copy them in a new column following the screenshot.
 - Finally, you will get more filtered numbers from the generated numbers.
 - To finish, we will check the probability with the simple formula below-
=F8/COUNT(B21:G30)
Where,
 - The COUNT function will count the number of cells and divide it with the random numbers to find the actual probability.
 - Simply hit ENTER.
 - In conclusion, we have the numbers and the probability for the lottery in our excel worksheet.
Apply COUNTIF and RANDBETWEEN to Generate and Calculate Probability of Lottery
Read More: How to Calculate Probability Distribution in Excel (with Quick Steps)
Things to Remember
 - To prevent the lottery numbers from changing you can change the "Calculation Options" from "Automatic" to "Manual" from the "Formula" ribbon.
Conclusion
In this article, I have tried to cover all the methods to calculate the probability formula lottery in Excel. Take a tour of the practice workbook and download the file to practice by yourself. I hope you find it helpful. Please inform us in the comment section about your experience. We, the Exceldemy team, are always responsive to your queries. Stay tuned and keep learning.
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Wasim Akram
Wasim Akram
Hi! my name is Wasim Akram. I am a graduate in mechanical engineering from Ahsanullah University of Science & Technology. I am passionate about learning new things and writing articles. I write article about Microsoft Excel and it's my favourite thing to do.
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The Garifuna people, also known as the Garinagu, are the ancestors of Africans who were abducted into slavery, shipwrecked in the Caribbean, maltreated by the Caribs, and — after generations of intermarriage between Africans and the local population — exiled, in 1797, to coastal Central America. Perhaps 200,000 people who claim Garifuna heritage now live in New York, though firm figures are elusive: A check-the-box census is a poor tool for putting a firm number on a people who are part African, part Caribbean, and part Central American.
During New York's summer soccer season, a favorite Garifuna gathering place is just outside Linden Park, in East New York, Brooklyn. On Sunday afternoons and early evenings, a line of tented stalls offer food native to Belize, Guatemala, and Honduras, as well as Haiti and Guyana, in an atmosphere evocative of the Red Hook ball fields in the old days. Perhaps the canopies are smaller and the vendors, fewer, but early evening percussion-driven jam sessions more than compensate. Labor Day weekend is the high point of the summer, several vendors have told me.
Shown on the EIT page on Facebook: a garnacha, a deep-fried corn tortilla whose most colorful topping was pickled onions; a pair of shark panades (as in "empanadas"); salbutes, cousins to the garnacha made from wheat-flour tortillas, in this case featuring shredded chicken; conch fritters; a potent tamarind drink; a mini beef pastry; salt fish and bake; cod fritters; a coconut tart (more widely known, in the Caribbean, as a gizzarda); and a "milk cake" with condensed-milk frosting on a pineapple-cake foundation. Grand total for the lot: about $20. Though judutu is unlikely ever to appear, various plate meals can be assembled to handle larger appetites.
H/T Being Garifuna
Linden Park food vendors
Vermont St. near Linden Blvd., East New York, Brooklyn
Sunday only, early afternoon till early evening, while the nearby soccer fields are hosting league play (roughly June through September)


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Lecture 9 of Clay Carson"s Introduction to African-American History Course (HIST 166) concentrating on the Modern Freedom Struggle (Fall 2007). This class session is entitled "Bob Moses: Mississippi Organizer". Recorded October 23, 2007 at Stanford University.
This course introduces the viewer to African-American history, with particular emphasis on the political thought and protest movements of the period after 1930, focusing on selected individuals who have shaped and been shaped by modern African-American struggles for freedom and justice. Clayborne Carson is a professor in the History Department at Stanford University.
Complete playlist for the course:
More on Clayborne Carson:
Stanford University channel on YouTube:


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From 16 to 20 May 2016, many of the world's top astronomy communicators will meet in Medellin, Colombia, to exchange views and experiences during the five-day "Communicating Astronomy with the Public 2016" conference. Organised by International Astronomical Union (IAU) Commission C2, the meeting will be hosted at the Parque Explora science centre and the adjacent Planetario de Medellin. CAP 2016 is the largest event of its kind and continues a series of international gatherings held roughly every two years since 2002. This will be the first CAP conference in South America.
Professional communicators, research astronomers, press officers, science journalists, and facilitators engaging different audiences with science and technology will spend the week sharing with, and learning from, peers how to best bring astronomy closer to people.
Some 30 plenary talks and more than 100 shorter presentations will cover topics such as these:
Useful tools and techniques for astronomy communication
Community building and engaging the public
Lessons learnt from communication campaigns
Skills for communication managers: planning, managing risks, etc.
Informal education techniques
Engaging with journalists
The conference has a line-up of six invited speakers:
Dr. Amanda Bauer, Astronomer and Outreach Officer for the Australian Astronomical Observatory, will teach participants how to organise a Hack Day, a free-form day of hands-on creation and collaboration.
Dr. Roger F Malina, Professor of Art Technology and Emerging Media and Communications, and Professor of Physics, University of Texas at Dallas, will approach the topic of art-science collaborations.
Dr. Claudia Mignone, European Space Agency science writer, will describe the complex communication campaign for ESA's Rosetta mission.
Dr. Christina Richey, Senior Scientist at ASRC Federal working in the Science Mission Directorate at NASA Headquarters, will present ways to effectively navigate crisis communications and lead discussions on difficult topics.
Dr. Mark SubbaRao, Director of the Space Visualisation Laboratory at the Adler Planetarium in Chicago, will focus on key learning that he has tested in time to work well in visualising scientific results for the general public.
Dr. Silvia Torres-Peimbert, President of the International Astronomical Union, will talk about the need to raise awareness and generate support from the public with regards to the protection of dark skies.
New this year, the CAP conference will include 12 interactive workshops from which participants will leave with skills they can immediately apply in their daily work. Workshop topics include these:
Using graphic design to communicate astronomy
Using art in communicating astronomy
How to write and distribute press releases effectively
How to develop podcasts and YouTube videos
In addition nearly 50 posters, an "unconference" session, and several organized networking opportunities will allow participants to interact, debate topics of their choice, and connect with peers.
A welcome cocktail, conference dinner, fulldome planetarium screenings, city tours, and other surprises will complete the programme. Professionals from more than 40 countries have already registered, including 10 who were granted travel support by the IAU, and registration remains open here
To stay updated with news from and about CAP 2016, please sign up to the conference mailing list and follow our Facebook page.
The IAU is the international astronomical organisation that brings together more than 10 000 professional astronomers from almost 100 countries. Its mission is to promote and safeguard the science of astronomy in all its aspects through international cooperation. The IAU also serves as the internationally recognised authority for assigning designations to celestial bodies and the surface features on them. Founded in 1919, the IAU is the world's largest professional body for astronomers.


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This short example has been prepared to demonstrate usage of FEA tool for pressure vessel lifecycle prediction in regard to ASME regulations.
FEA software when properly tempered by comparisons with test data can be highly helpful to provide better answers for many cases.
The purpose of this analysis is to show that this pressure equipment is capable of withstanding
the operation for its intended life cycles. Pressure and temperature is changed for operating condition. Due to the stress range induced by pressure and temperature variation, fatigue crack can be initiated at the discontinuity where fatigue strength is very weak.
The base code for the demonstration is ASME Sec.VIII, Div.2,Appendix.5 ('10 ED.& '11 ADD.)
- Analysis Workflow
Complete analysis process has been presented below. Related video example starts from the point where FEM discretization has been already made.
- Modeling in midas NFX
3.1. Analyzed Model
For the demonstration purposes, only one nozzle has been selected for detailed investigation.
Figure 3: Model Mesh – Nozzle Details
3.2. Material Data
Assumed Material data:
Limit Properties at 150 0C
3.3. Loads for fatigue calculation
- One cycle condition has been defined as below:
- Operating Case 1 : 0.5 MPa at 150°C (Unload Phase)
- Operating Case 2 : 0.3 MPa at 150°C (Load Phase) – not presented
- Design Life Cycle, n = 180 000 cycles
- Nozzle Load (Case 2 is not presented):
3.4. Boundary Conditions
Constraints have been applied to support lugs. All necessary Degrees of Freedom have been checked for corresponding surfaces and planes.
- Result Post-processing
4.1. Results for Case 1 – Unload Phase
The results below are presented only for display purpose:
In a fatigue analysis, the item of interest is the Von Mises of the Stress Range.
4.2. Fatigue Analysis
4.2.1 Evaluation Point – SCLs
– Selection of Stress Classification Lines (ASME Section VIII Division 2. ANNEX 5.A.3) :
Pressure vessels usually contain structural discontinuity regions where abrupt changes in geometry, material or loading occur. These regions are typically the locations of highest stress in a component.
For the evaluation of failure modes of plastic collapse and ratcheting, Stress Classification Lines (SCLs) are typically located at gross structural discontinuities. For the evaluation of local failure and fatigue, SCLs are typically located at local structural discontinuities.
For this paper evaluation will be performed for one nozzle only for demonstration purposes. To determine the fatigue lifecycle for pressure vessel it is mandatory to study all critical areas. For SCL other locations should be checked, like: nozzle-to-repad intersection, repad-to-nozzle intersection and varying locations around circumference of the nozzle.
Figure 11: Stress classification line for the nozzle
4.2.2 Fatigue Assessment Procedure (ASME Section VIII Division 2. 5.5.3)
STEP 1 – Determine a load history for vessel.
– Case 01 (Operating Case 1) : 0.5 MPa at 150°C (Unload Phase)
– Case 02 (Operating Case 2) : 0.3 MPa at 150°C (Load Phase)
STEP 2 – Determine the individual stress-strain cycles and cyclic stress ranges.
– Cycle 1(Normal Operating Case) : Case01(Unload Phase) ~ Case02 (Load Phase)
STEP 3 – Determine the equivalent stress range for the cycle determined in STEP 2
Calculated Values for (Range of Primary plus Secondary plus Peak Equivalent Stress) for the kth cycle
STEP 4 – Determine the effective alternating equivalent stress amplitude (Salt,k) for the cycle
using the stresses calculated in STEP 3.
– As the local notch and effect of the weld is not accounted for in the numerical model,
Kf = 4.0
– for fatigue penalty factor, Ke,k
Comparing to Sps shows that ≤ Sps for all components, and therefore: 1.0
As the temperature distribution is uniform to all component in each case, there are no thermal effects (ΔSLT,k =0). Therefore, the alternating stress is calculated as follows:
STEP 5 – Determine the permissible number of cycles, Nk, for the alternating equivalent stress computed in STEP 4, using the fatigue curves provided in Annex 3.F.
For the vessel materials of construction, the smooth bar fatigue curve for carbon steel with cycle temperature below 371ºC and σuts ≤ 552MPa are listed in Table 3.F.10 (ASME Section VIII Div.2 Annex 3.F). Fatigue Curve for 3.F.1 is as follows.
The calculated allowable number of cycles for selected SCL.
Considering the result above, current design is not acceptable to resist cyclic condition. The allowable number of cycle for selected component is lower then design cycle of 180 000.This does not meet code requirement for fatigue.


ORIGINAL_ARTICLE Successful nursing of Caridina cantonensis larvae with Ca-alginate microencapsulated diet in the first feeding The effect of dietary microencapsulated diet (MED), artificial diet (ATD; approximately 28% protein) and Artemia shell-free (ART) on growth performance, survival rate, diet digestibility, protein synthesis capacity, enzyme activities of the larvae shrimp were investigated. The experiment was conducted in 3 treatments with 5 replicates. The 1 day post hatched (1 dph) shrimp were then fed twice daily with experimental diets for 60 days. The results of this study indicated that the larvae fed with the MED showed a higher (P<0.05) growth performance in term of total weight, specific growth rate, average daily gain and survival rate than the larvae fed with ART and ATD. Concerning the experimental diet digestibility, MEDwas reported to have higher protein and carbohydrate digestibility than ART and ATD in both the 15 and 60 days larvae (15 and 16 dph) (P<0.05). Regarding, protein synthesis capacity, muscle RNA concentration in the shrimps fed with MED (16.33±1.15 µg mg-1 muscle) was much higher than the other treatments (P< 0.05). Similarly, the shrimps fed with MED over 60 days had the highest protein synthesis capacity (RNA/protein ratio) (P< 0.05). However, the results of muscle protein concentration showed no difference between the treatments. (P>0.05). Enzyme activities were also focused on, the results indicated that the protease, amylase and lipase activity of the larvae fed with the microencapsulated diet was much higher than the other experimental diets (P< 0.05). _URL_ 2018-04-01T11:23:20 2020-02-21T11:23:20 66 76 alginate microencapsulated diet growth performance Caridina cantoensis Supalug Kattakdad true 1 AUTHOR Orapint Jintasataporn true 2 AUTHOR Wanchai Worawattanamateekul true 3 AUTHOR Srinoy Chumkam true 4 AUTHOR
ORIGINAL_ARTICLE Cytological study of Echinometra mathaei (Echinoidea: Camarodonta: Echinometra), the Persian Gulf sea urchin The sea urchins belong to the phylum of Echinodermata, have been founded in the middle or the lowest depth of marine coral reefs. The sea urchins have been used in many different studies for more than one century. As there was no comprehensive study concerning characterization of the Persian Gulf sea urchin, E. mathaei, this study was aimed to investigate the cytology of its coelomocytes. Study of cytology was performed using light, scanning, and electron microscopy and flow cytometry as well. Coelomic cavity of sea urchin is filled with coelomic fluid that houses free mobile populations of cells of sea urchin E. mathaei, specifically called coelomocytes. They are distinguished to seven types based on their morphological and ultrastructural characteristics including red and colourless spherulocytes, granular spherulocytes, small spherulocytes, vibratile cells, and phagocytic cells. Phagocytic cells exist in two distinct forms; the petaloid and filopodial cell. Flow cytometry analyses showed three cell populations. To our knowledge, this is the ﬁrst report describing ultrastructural details of the coelomocytes of E. mathaei. _URL_ 2018-04-01T11:23:20 2020-02-21T11:23:20 77 84 Sea urchin Echinometra mathaei Cytology Fatemeh Piryaei true 1 AUTHOR Pargol Ghavam Mostafavi true 2 AUTHOR Delavar Shahbazzadeh true 3 AUTHOR Kamran Pooshang Bagheri true 4 AUTHOR
ORIGINAL_ARTICLE Utilization of different dietary carbohydrate sources in hybrid grouper, Tiger grouper (Epinephelus fuscoguttatus, ♀) × Giant grouper (Epinephelus lanceolatus, ♂) juveniles Four isoproteic (50% crude protein) and isolipidic (10% crude lipid) diets containing four different carbohydrate sources (tapioca, corn, sago and dextrin) at the same inclusion level (20%) were fed to triplicate groups of fish for 67 days. The fish were cultured in 150L fiberglass tanks with 20 individuals/tank. At the end of the feeding trial, growth performance and feed intake of fish fed diets tapioca, corn and sago were better than those fed diet dextrin. Body indices, muscle and liver composition were also affected by the dietary treatments. Sago diet produced fish with significantly higher glucose and lower total protein than other diets. Meanwhile, only mean cell volume and platelet count of blood were affected by the carbohydrate sources. In general, the values of digestibility for dry matter, protein and lipid were considered high in all diets, with significant differences detected among them. In conclusion, all tested starches performed significantly better than dextrin as carbohydrate sources, and the findings of the present study had provided the aquafeed industry with more carbohydrate choices in the formulation of diets for grouper species. _URL_ 2018-04-01T11:23:20 2020-02-21T11:23:20 85 92 Sago starch corn starch tapioca starch dextrin TGGG Ruziah Ismail true 1 AUTHOR Annita Seok-Kian Yong true 2 AUTHOR Leong Seng Lim true 3 AUTHOR Gunzo Kawamura true 4 AUTHOR Rossita Shapawi true 5 AUTHOR
ORIGINAL_ARTICLE Growth evaluation of Ambystoma mexicanum and Ocimum basilicum with application of Bacillus subtilis probiotic in aquaponic system The mean goal of this study was to evaluate the effect of Bacillus subtilis probiotic, obtained from intestinal tract of Ambystoma mexicanum in the growth of axolotl and basil Ocimum basilicum in an aquaponic system during 10 culture weeks. For this study, two experimental treatments under controlled conditions were designed and made per triplicate. Axolotl organisms final mean weight was 22.85±0.31 g (probiotic treatment) and 22.91±0.55 g (control treatment); length was 126.62±1.34 mm (probiotic treatment) and 131.94±0.55 mm (control treatment). Basil plant total length was 202.85±1.52 mm (probiotic) and 199.28±0.71 mm (control). Both experiments showed significant differences (p<0.05). Survival was of 100% for axolotl and basil. This study shows that Ambystoma mexicanum and Ocimum basilicum were adapted successfully in aquaponic systems without need to apply some inorganic or organic fertilizer. _URL_ 2018-04-01T11:23:20 2020-02-21T11:23:20 93 98 aquaculture axolotl basil functional foods María Guadalupe Huitzitl-López true 1 AUTHOR María del Carmen Monroy-Dosta true 2 AUTHOR Jorge Castro-Mejía true 3 AUTHOR Gabriela Vázquez-Silva true 4 AUTHOR Eduardo Maximiliano Chávez Serrano true 5 AUTHOR
ORIGINAL_ARTICLE Response of Clarias gariepinus juveniles to varying concentrations of copper in water containing Pteridium aquilinium (Bracken Fern) and Poultry manure Pteridium aquilinum (four fully formed fronds and 3-4 young shoots) were acclimatized in tanks containing 20 litres of water and 10 mg/l poultry manure for one week before the addition of different concentrations of copper (0, 1.8, 3.2, 5.6 and 10.0 mg/l) as hydrated copper chloride for twenty four hours. At the end of this period, juvenile Clarias gariepinus (mean weight 40g, length 22cm) which had been acclimatized for two weeks were introduced into the tanks containing P. aquilinum, poultry manure and different concentrations of copper as copper chloride for 96 hours. Each concentration of copper and 10mg/l poultry manure served as a treatment. This study aimed at evaluating the response of C. gariepinus juveniles when grown in water containing P. aquilinum, poultry manure and varying concentrations of copper. Alkalinity, phosphate and nitrate increased in water while copper content decreased at the end of the experiment. Concentrations of copper in water and fish flesh were significantly lower (p< 0.05) than in P. aquilinum with the highest concentration of 2776 mg/kg copper in the ferns exposed to 10mg/l copper and poultry manure. No significant differences were observed in the haematogical indices of fish. Histopathology showed changes in the gills, liver and kidneys. The muscle tissues showed no visible lesion even at 10mg/l copper and poultry manure. It was concluded that the water, C.gariepinus juveniles contained less copper than P. aquilinum in the presence of poultry litter. _URL_ 2018-04-01T11


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Metallurgy
Wrought aluminium alloys use a 4-digit system. The first digit is used to designate the primary alloying element. As an example, a 1XXX alloy indicates a mostly pure aluminium alloy, whereas a 6XXX alloy indicates that significant amounts of magnesium and silicon have been added to the aluminum. Below is a table for the different alloying elements of wrought aluminium:
Aluminium Supply kuala lumpur
The second digit in the wrought aluminium numbering system indicates that there has been a special modification to one of the alloying elements. The third and fourth digits in the wrought alloy aluminium designation system are used to label the specific alloy. These numbers are arbitrary except for the 1XXX series of aluminium. In the 1XXX series, the last two digits specify the minimum aluminium content between 99% and 100%. For example, 1060 aluminium would have a minimum pure aluminium content of 99.60%.
T6 VS T651
T6 - "Solution Heat-Treated and Artificially Aged"
To get to the -T6 temper, the 6061-O aluminium billet is heated to about 532˚ C, then quenched in water, then aged at about 177˚ C for around 8 hours. That changes the typical yield strength from 8 ksi to about 35 ksi (ksi is a unit of stress, equivalent to 1000 lbf/in2).

T651 - "Solution Heat-Treated, Artificially Aged and Permanent Set"
Quenching in water puts residual stresses in the aluminium since there is a surface-to-centre cooling gradient. The -T651 designation means the aluminium mill took that extrusion and gave it a 1% to 3% stretching, or permanent set, to get rid of some of those residual stresses. Now we can machine it and it shouldn't distort as much.
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What SSH command is used to search a word in Terminal Recursively?
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Grep command
Grep Command Graphical Illustration
Grep Comment:
Sometimes we need to search for a word in the location of a given file or in a certain directory. In such cases grep command is used to accomplish the status.
Grep' is the frequently used Unix or Linux command in Terminal. Mostly we use grep just for finding the words in a file or in a given directory. The power of grep comes with using its flags and regular expressions. We can analyze a large set of log files or directories with the help of this grep using SSH terminal.
The 'Grep' stands for "Global search for Regular Expressions and Print".
The syntax of the grep command is,
Syntax: grep -flag 'string'
Command: grep -r 'demoworld
In addition, to grep command's syntax and explanation, let's see the other ways to use the grep command in SSH
Running a last executed grep command:
This command saves a lot of time if you are executing the same search command again and again.
Syntax: !grep
This command displays the last executed grep commands and also prints the result set of the command on the terminal.
Search for a string in a file
This is the basic usage of a grep command. It searches for the given string in the specified file and produces the result with highlighted search word.
Syntax: grep "Demo" newfile.txt
This command searches for the string "Demo" in the given file and prints all the lines that have the word "Demo".
Search for a string in multiple files:
This is also one of the basic usages of the grep command. We can manually specify the list of files that we want to search or we can specify a file pattern to search for. This way help us to avoid unwanted search time, hence we have specified the file names and format.
Syntax:
grep "Demo" file1 file2
grep "Demo" file_pattern
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text:
(70 ILCS 1863/42)
Authority to create and operate a utility district.
The Upper Mississippi River International Port District shall have the authority to create and operate a utility district within the boundaries of the District providing that municipal utilities or annexation into a municipality utility district is not possible. The Port District shall have all responsibility and authority to provide and maintain water, sewer, gas lines, surface water drainage, roads, and rail infrastructures. The Port District shall also have the responsibility and authority to provide private utilities including electrical power, steam power, natural gas, telecommunications and data networking systems.
The Port District may, after referendum approval, levy a tax for the purpose of financing and maintaining utility and infrastructure costs of the District annually at the rate approved by referendum. This tax shall not exceed 0.05% of the value of all taxable property within the Port District as equalized or assessed by the Department of Revenue.
The tax may not be levied until the question of levying the tax has been submitted to the electors of the Port District at a regular election and approved by the majority of the electors voting on the question. The board must certify the question to the proper election authority, which must submit the question at an election in accordance with the Election Code.
The election authority must submit the question in substantially the following form:
Shall the Upper Mississippi River International Port


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Java provides a run-time operator instanceof to
compare a class and an instance of that class.
This operator " instanceof" compares an object to a
specified class type.
The instanceof operator is defined to know about an object's relationship with a class. It evaluates to true, if the object or array is an instance of the specified type; otherwise it returns false. The instanceof operator can be used with the arrays and objects. It can't be used with primitive data types and values. Its signature is written as:
|object instanceof type|
Lets have an example :
.Output of the Program:
x is an instance of X
obj is an instance of Z
In this example the class "Z" extends the class "X". So the expression " if (x instanceof X)" returns true because the object of class "X" has the reference to the object of class "Z". On the other hand, this example will generate an error, if the expression is written as "if (y instanceof X)" because the object "y" of class "Y" is not an object of class "X".
If you are facing any programming issue, such as compilation errors or not able to find the code you are looking for.
Ask your questions, our development team will try to give answers to your questions.


Northern hemisphere warming more rapidly than the south
University of Alabama at Huntsville (UAH)) MSU satellite temperature data for the lower troposphere still has the northern hemisphere warming at a greater rate than the southern. In March 2008 the difference is trending at a huge 0.52 degrees C over the 29 years (352 months) of the data, Dec 1978 to Mar 2008.
7 thoughts on "Northern hemisphere warming more rapidly than the south"
 1. The real news is the SH hasn't warmed at all over the satellite period. If anything there has been a slight cooling.
 2. So, it's northern hemisphere warming, instead of global warming. Right?
 Agreed on the soot. I blame China. Seriously, they have no standards, and don't seem to care.
 3. Bob Tisdale, interesting point, however, 1. we are speaking of the satellite data. 2. AMO as I understand it is detrended temperatures from somewhere in the Atlantic, and I think that it is well established that the apparent roughly 60 year cycle in all three data sets is of varying amplitude. It maybe that what you have done is somewhat like detrending revealing a strong cycle in the data by removing from it a trending data set with a weaker cycle. I hope that didn't just go way over your head, becuase I barely understood it! It seems to me that the best explanation for the NH lower troposphere warming more than the SH is that there is a radiative forcing effect present there that is weaker/non existent in the SH (that is, soot). I'm having troubling seeing how an oscillatory mode could make one hemisphere warm faster than the other.
 4. Andrew: When you included the statement in your post, "I hope that didn't just go way over your head," you were speaking down to me, which started us off on the wrong foot. But that aside:
 I have no idea why you would begin with a note that you're discussing satellite data. I understand that UAH MSU in Warwick's graph is satellite data. My previous post was intended to bring a longer term temperature record into the discussion, so that you could consider possibilities other than soot. The blue curves in my graphs are the same variable as the one Warwick posted above (the difference between NH and SH temperature anomalies) except that the ones I posted goes back to 1850. Mine use a different source, the Hadley Centre, since the MSU data only go back 30 years, but basically they're the same. Those graphs illustrate the findings of multiple studies: that the AMO impacts northern hemisphere temperatures.
 For the sake of the following, let's forget about differences in albedo relating to hemispheric land to ocean surface area ratios, something else your soot hypothesis overlooks.
 The Atlantic Multidecadal Oscillation is calculated by subtracting global SST from the entire North Atlantic SST, not just "somewhere in the Atlantic". Assume for example that the North Atlantic represent 20% of the surface area of the northern hemisphere. If the North Atlantic temperature rose 0.5 deg C over the last 33 years (a little longer than the satellite temperature record) above and beyond the rest of the oceans due to natural causes (thermohaline circulation), wouldn't the measurement of that higher North Atlantic SST (or that greater lower troposphere temperature over the North Atlantic) impact the calculation of northern hemisphere temperature? And wouldn't a warmer North Atlantic provide additional heat to NH land areas when SSTs are greater than LST (winter) and less cooling when SSTs are lower than LST (summer)?
 Here are two links to discussions of the AMO. The first is from the RealClimate glossary. Gavin et al state the AMO contributes significantly to NH temperature anomaly.
 The second is a Knight et al paper that quantifies AMO contributions to NH and Global temperature. Assuming the paper is right, it's not as much as RealClimate claims.
 Regarding your comment on cycles: My AMO vs Hemispheric Temperature Difference graphs simply illustrate that the two cycles are coincidental over the past 158 years. If you take into consideration the impact of other natural variables that impact temperature–stratospheric volcanic aerosols (DVI), solar irradiance(TSI), El Nino/Southern Oscillation (ENSO)–the correlation isn't bad. Can you provide a graph of data for 158 years, supported by studies, that indicates the same for soot? Soot might contribute to the hemispheric temperature difference, but the AMO is one of the significant drivers.
 Still having trouble "seeing how an oscillatory mode could make one hemisphere warm faster than the other"? Think of the AMO as a thirty-year-long El Nino in the northern hemisphere. Currently, we're probably a couple of years past the peak of the AMO warm cycle.
 5. Bob Tisdale, hi, sorry if some stupid statements in my last post offended you. I have no tact. Anyway, the reason I'm harping on looking at the satellites versus the surface is because there is rather strong evidence that latter are at least to some degree contaminated by land use effects. I suppose I get what you are saying about AMO being like a long period El Nino in the Northern Hemisphere. I acknowledge you may be on to something with this idea, but what is still bothering me is that AMO is supposed to only effect one hemisphere-and don't think I'll believe RC about this either. I still think that what you have found is mostly result of the slightly weaker cycle in one hemisphere than the other, essentially making one a bit like a trend line being removed from the other.
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Title: What Planting Zone is Salt Lake City in? A Comprehensive GuideMeta Description: Are you planning to start a garden in Salt Lake City? Read this article to find out what planting zone it is in and what plants are suitable for this area.Salt Lake City, the capital of Utah, is known for its beautiful landscapes, scenic views, and outdoor recreational activities. If you are a gardening enthusiast, you might be wondering what planting zone Salt Lake City is in and what plants are suitable for this area. In this article, we will provide you with a comprehensive guide on what planting zone Salt Lake City is in and what plants you can grow in this zone.
What is a Planting Zone?
Before we dive into the details of what planting zone Salt Lake City is in, let's first understand what a planting zone is. A planting zone is a geographical area that is defined by the United States Department of Agriculture (USDA) based on its minimum winter temperatures. The USDA has divided the country into 13 planting zones, with zone 1 being the coldest and zone 13 being the warmest.
What Planting Zone is Salt Lake City in?
Salt Lake City is located in planting zone 7a, which means it has a minimum winter temperature range of 0 to 5 degrees Fahrenheit. This zone is characterized by cold winters and hot summers, with an average annual precipitation of 18 inches.
What Plants Can You Grow in Planting Zone 7a?
Now that we know what planting zone Salt Lake City is in, let's talk about what plants are suitable for this area. Here are some of the plants that thrive in planting zone 7a:
– Maple trees- Oak trees- Dogwood trees- Pine trees- Spruce trees
– Lilacs- Rhododendrons- Junipers- Boxwood
– Daylilies- Peonies- Black-eyed Susans- Coneflowers- Hostas
– Tomatoes- Peppers- Squash- Cucumbers- Beans
– Apples- Pears- Cherries- Plums- Peaches
Q: Can you grow citrus trees in planting zone 7a?
A: Unfortunately, citrus trees are not suitable for planting zone 7a, as they require a warmer climate.
Q: What is the best time to plant in Salt Lake City?
A: The best time to plant in Salt Lake City is in the spring, between April and June, or in the fall, between September and October.
Q: Do I need to protect my plants from frost in planting zone 7a?
A: Yes, you need to protect your plants from frost in planting zone 7a, especially during the winter months. You can use frost blankets or covers to protect your plants.
In conclusion, Salt Lake City is located in planting zone 7a, which is characterized by cold winters and hot summers. You can grow a variety of plants in this zone, including trees, shrubs, perennials, vegetables, and fruits. By choosing the right plants, taking care of them and protecting them from frost, you can have a beautiful and bountiful garden in Salt Lake City.


text: A visually dynamic homage to the paperback. In 1968, John Leonard, then editor of The New York Times Book Review, listed the many merits of mass-market paperbacks: "They can be stuffed in purses, left in buses, dropped in toilets, used as coasters, eaten and thrown away. Their covers can be ripped off! Their spines can be broken! To buy a paperback today is to buy the means of revenging oneself on Western culture." Fast-forward forty years. Leonard's affectionately flippant assessment may need to be revised as the explosion of digital media threatens the livelihood of the printed word. More than an act of revenge on Western culture, to buy a paperback may be a means of preserving one of its more charismatic—and socially, politically, and aesthetically influential—species. Breathless Homicidal Slime Mutants celebrates the mass-market paperback and gives it its due. A vibrant tour that starts with books from the late nineteenth century up to today, examining the most popular genres—mystery, romance, Westerns, how-to, cooking, and diet, and highbrow literature packaged for the broader audience—it focuses on the history of the art and design of the format and how it is inseparable from the history of American literacy, tastes, and mores of the twentieth century.$16 at Amazon. Via.


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Trouble on the Tombigbee
5 ½ x 8 ½
Ted Dunagan's third young-adult novel continues the story of boyhood friends Ted and Poudlum, a white boy and a black boy who live in the rural segregated South of the 1940s. Ted and Poudlum are in for more adventures as they find themselves on a fishing trip interrupted by criminal activity. They camp out in the vicinity of a Ku Klux Klan meeting and accidentally learn the identity of key Klansmen. Discovered, they use their wits to escape down the river, only to swim into the arms of more trouble.
Great pacing and Dunagan's narrative storytelling gifts make this an engaging read in which Ted and Poudlum again enjoy the thrill of engagement with the adult world even as they celebrate the pleasures of just being kids. Their escapades test their resourcefulness and challenge their awakening moral selves, as each bend in the river causes them to wonder about the right thing to do—a question that, remarkably, they do not need to ask about their own friendship. Being a kid was never better than how Ted Dunagan imagines it. And the imagining has never been better than in Trouble on the Tombigbee.
- Winner of the Augusta Literary Festival's 2013 Frank Yerby Award
"With deft and precise language, Ted Dunagan tells a story that is both beautifully wrought and unsparing in its portrayal of all that was good and bad in Dixie."
—Adrian Fogelin, author of Crossing Jordan
"Ted Dunagan convincingly captures the South of the late 1940s. In his moving story, he shows through the experience of a young boy how friendship can triumph over prejudice. Good reading!" —Faye Gibbons, author of Night in the Barn


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Objective: Registered dietitians are the nutrition experts in America. As such, their opinions about using technology-based nutrition games as teaching tools are important. The purpose of this study was to query registered dietitians about their experience and recommendations for topics, age, and platforms for future nutrition game development. Materials and Methods: The author gave a 1-hour talk to two state dietetic conference groups about nutrition games and their efficacy, concerns, and hopes and opportunities for their future as viable nutrition teaching tools. After the talks attendees completed a five-question survey about nutrition games, including if they played nutrition games, if they thought games could possibly help in their work, and preferences for topics, ages, and platforms for which they wanted to see priority development. Results: Although only 4% of respondents played nutrition games, 79% thought they could be of benefit, and 21% felt that ''maybe'' they could be beneficial educational tools. Games on all nutrition topics were welcome, with preference for computers and smartphone apps. Conclusion: After a lengthy presentation on the new genre of technology-based nutrition games, registered dietitians reported that they are open to using technology-based nutrition education apps and feel they could have some benefit in educating the public about nutrition, even though dietitians presently have little experience with them. The talk was successful in informing dietitians about this new game genre, and their suggestions for topics, target ages, and tech platforms will be helpful to nutrition game developers and designers.
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text:
In this thesis different machine learning algorithms are evaluated for the task of multi-label classification. The evaluation is done with the binary classifiers naive Bayes and support vector machine (SVM) and the multi-class classifier supervised latent Dirichlet allocation (SLDA). To enable naive Bayes and SVM to do multi-label classification the RAkEL transformation is used and for SLDA a topic model multi-label learner is developed and used.
The Reuters-21578 corpus is used. Since not all texts have labels and not all labels occur in sufficient frequency a selection of texts was used. Two corpora were created and used for classification.
The classification results show that the best results are archived with SVM. Naive Bayes and SLDA give very similar results, but SLDA has a very long runtime.


text:
[FPSPACE] Fw: Why the Apollo laser reflectors are degrading
ljk4 at msn.com
Fri Mar 5 09:14:09 EST 2010
Sent via BlackBerry by AT&T
From: Technology Review Feed - arXiv blog
Date: Fri, 5 Mar 2010 13:29:01
To:
Subject: the physics arXiv blog
the physics arXiv blog
The Mysterious Degradation Of The Apollo Reflector Arrays
Posted: 04 Mar 2010 09:10 PM PST
The efficiency of the Apollo reflector arrays drops by a factor of ten during a full Moon. Now a new analysis may explain why
Lunar laser ranging experiments have produced a treasure trove of interesting information about the Moon, for example that it is spiralling away from us at a rate of 38 mm per year.
The experiments are simple. Astronomers fire a laser pulse at a reflector placed on the lunar surface by the Apollo 15 mission and then use a telescope to look for the reflection, some 2 seconds later.
The observations are challenging. Of the 10^17 photons that set out towards the Moon in each pulse, only one makes it back, on average. And only then if seeing conditions are good.
When conditions are good, astronomers often take aim at the arrays left by the Apollo 11 and 14 missions which are only a third of the size of Apollo 15's and therefore harder to see. If the observers are feeling lucky, they might also try for the Russian Lunakhod 2 array (the Lunakhod 1 array hasn't been seen since 1971).
All in all, astronomers have been taking observations since 1969, first from the MacDonald Observatory in West Texas and later from the Apache Point Observatory in New Mexico. This gives them a substantial database with which to analyse the behaviour of the reflectors.
So how have these reflectors fared in the harsh conditions on the lunar surface over the years? That's the question addressed today by Tom Murphy at the University of California San Diego and a few buddies. And their analysis poses an interesting problem.
First of all they say that the efficiency of all three Apollo reflector arrays has fallen by an order of magnitude during their sojourn on the Moon. The Lunakhod reflector has fared even worse. When it arrived on the moon in 1973, its signal was 25 per cent stronger than Apollo 15's. Today it is ten times worse.
What's happened this gear?
The reflectors consist of an array of cubic prisms that operate by total internal reflection. In addition, the Lunakhod prisms have silvered surfaces and are more exposed. Degradation of this silvering probably explains its relative drop in performance.
But what has caused the degradation of the Apollo prisms? Anything that settles on or damages the optical surfaces of the prisms will reduce the efficiency of the total internal reflections. Murphy and co discuss several possibilities such as micrometeorite damage, lunar dust aggregation and the breakdown of the Teflon mounting rings which may have left deposits on the back surface of the prisms.
Any of these mechanisms could account for the drop but its hard to pin one down.
However, there is another more intriguing puzzle about the laser ranging data. When the Moon is full, the efficiency of all the Apollo reflectors drops by another factor of ten. Murphy and co have ruled out ground-based effects such as the saturation of their photon detectors when the moon is bright.
So why does this happen? One clue comes from the study of returns during total lunar eclipses. Within 15 minutes of an eclipse occurring, the efficiency of the reflectors returns to its normal levels. When the eclipse ends and the Moon is full again, the efficiency immediately drops again.
That strongly points to a thermal effect. When the Sun is low in the lunar sky, its rays cannot directly enter the prisms which are recessed in the arrays. But when the Sun is overhead (which is when the Moon appears full on Earth), its rays travel directly into the prisms. This is probably heating the prisms, distorting them and reducing the efficiency of their reflections.
But why now? The full Moon effect was not a problem in the early days of lunar ranging.
"Dust is perhaps the most likely candidate for the observed degradation," say Murphy and co. The sunlight is probably absorbed by dust on the optical surfaces which in turn heats the silica prisms.
Dust is known to hover above the lunar surface because of electrostatic forces and micrometeorite impacts probably send a few puffs into the lunar atmosphere on a regular basis.
Interesting work. And one that is of more than passing interest for many astronomers because it has implications for anybody thinking of sending gear to the Moon in future. Various astronomers want to send telescopes to the Moon, particularly the far side because of the tremendous seeing conditions there and its isolation from the Earth. Knowing how the Apollo gear has fared will be crucial when it comes to designing this stuff.
Ref: _URL_.0713 : Long-Term Degradation Of Optical Devices On The Moon

New Model Captures Spread of Personal Information Through Social Networks
Posted: 03 Mar 2010 09:00 PM PST
If you ever share personal information with friends online you probably already use a special set of rules to determine what to reveal and what to keep secret. Now a new model of social networks attempts to capture that process
If you ever chat online to friends, colleagues and relatives, you probably have a set of unwritten rules about the kind of information you share with whom. The sort of thing you might take into account is the likelihood that this person will share your information with others, who these other people might be and whether this will be good or bad for you. Above all, you will almost certainly accept that divulging personal details brings you certain benefits, if only that it will strengthen the social bond between you and your correspondent.
But this attitude to sharing personal information is probably in stark contrast to the way you think about the information you share when carrying out an electronic transaction such buying a book or signing up for a newsletter. In this case, most people feel strongly that they should minimise the information they share.
Strangely, most studies of privacy and the spread of personal information through networks have focused on the latter scenario.Today, Jon Kleinberg and Katrina Ligett at Cornell University redress the balance.
These guys have created a model of information sharing that attempts to capture these subtle rules. In the model, two people must agree to share information. The model assumes that they do this strategically to maximize their benefits they receive based on their expectations about what others will do. The model captures the benefit or disadvantage by allowing it take a positive or negative value.
The result is a kind of network formation game, in which players must decide which links to maintain and which to cut so as to maximize their benefits or minimise their losses.
Clearly, this is a game that can produce extremely rich behaviour. Kleinberg and Ligett's goal is to study the the most basic version of the model that is still rich enough to produce meaningful results.
What they find makes for interesting reading. For example, they say that the model provides an easy way to monitor social welfare, simply by adding up the benefits that everybody gets. They can also look for networks that maximise social welfare.
Kleinberg and Ligett look particularly at stable networks in which people are not forced to make and cut ties since these seem to best represent the ones that humans form naturally. But the new approach allows the researchers to ask an interesting question:

source: HuggingFaceFW/fineweb-edu


Introduction to GeoLocation
To determing browser support for geolocation use:
if(navigator.geolocation) {
 //geolocation is supported
if(navigator.geolocation) {
 navigator.geolocation.getCurrentPosition(handle_success, handle_errors);
if(navigator.geolocation) {
function handle_success(position){
 function handle_errors(err) {
 case err.TIMEOUT: alert("Timed out");
 default: alert("Unknown error");
HTML5: Introduction to
Canvas: Tutorial of basic canvas functionality, canvas properties and methods
Your first
var el= document.getElementById("flag");
if (el && el.getContext) {
var context = el.getContext('2d');
context.fillStyle = "_TAG_";
context.strokeStyle = "_TAG_";
context.lineWidth = 1;
context.shadowOffsetX = 5;
context.shadowOffsetY = 5;
context.shadowBlur = 4;
context.strokeRect(10, 10, 300, 200);
context.fillRect(10, 10, 300, 200);
context.fillStyle = "_TAG_";
Canvas functions and properties
Set the fillStyle
Set the strokeStyle
Line widths
Line join styles
 context.lineJoin="bevel || round || miter"
Line end styles
 context.lineCap="butt || round || square"
Draw a rectangle
 context.strokeRect(left, top, width, height)
Fill a rectangle
 context.fillRect(left, top, width, height)
Erase a rectangle
 context.clearRect(left, top, width, height)
Begin a path
Complete a path
Move the pen to a location
 context.moveTo(horizontal, vertical)
Draw a straight line from current point to a new location
 context.lineTo(horizontal, vertical)
Stroke the current path
Fill the current path
Shadow color
Shadow horizontal offset
Shadow vertical offset
Shadow blur
Canvas versus SVG
CSS3 Transform Property and the various transform functions
The transform property
Supported in Firefox 3.5+. Opera 10.5 and Webkit since 3.1, the transform CSS property lets you modify the coordinate space of the CSS visual formatting model. Using it, elements can be translated, rotated, scaled, and skewed. We manipulate an elements appearance using transform functions. The value of the transform property is a list of space-separated transform functions applied in the order provided. The transform functions include:
The translate(x, y) function is similar to relative positioning, translating, or relocating, an element by x from the left, and y from the top.
 -webkit-transform: translate(15px, -15px);
 -moz-transform: translate(15px, -15px);
 -o-transform: translate(15px, -15px);
 transform: translate(15px, -15px);
The translateX(x) function is similar to the translate() function above, but only the left/right value is specified
 -webkit-transform: translatex(15px);
 -moz-transform: translatex(15px);
 -o-transform: translatex(15px);
 transform: translatex(15px);
The translateY(y) function is similar to the translate() function above, but only the top/bottom value is specified
 -webkit-transform: translatey(-15px);
 -moz-transform: translatey(-15px);
 -o-transform: translatey(-15px);
 transform: translatey(-15px);
The scale(w, h) property scales an element by w width and h height. If only one value is declared, the scaling will be proportional. Since you likely don't want to distort an element, you'll generally see only one parameter in this transform function
 -webkit-transform: scale(1.5, 2);
 -moz-transform: scale(1.5, 2);
 -o-transform: scale(1.5, 2);
 transform: scale(1.5, 2);
The scalex(w) function is similar to the scale() function above, but only the width value is specified. It is the same as declaring scale(w, 1)
 -webkit-transform: scalex(0.5);
 -moz-transform: scalex(0.5);
 -o-transform: scalex(0.5);
 transform: scalex(0.5);
The scaley(y) function is similar to the scale() function above, but only the height value is specified. It is the same as declaring scale(1, h)
 -webkit-transform: scaley(2);
 -moz-transform: scaley(2);
 -o-transform: scaley(2);
 transform: scaley(2);
The rotate(angle) function with rotate an element about the point of origin (described below) but the angle value specified.
 -webkit-transform: rotate(15deg);
 -moz-transform: rotate(15deg);
 -o-transform: rotate(15deg);
 transform: rotate(15deg)
The skew(x,y) function specifies a skew along the X and Y axes. The x specifies the skew on the x-axis, the y specifies the skew on the y-axis. If there is only one parameter, then it's the same as skew(x, 0), or skewX(x). The values are angles: degrees, turns or grads.
 -webkit-transform: skew(15deg, 4deg);
 -moz-transform: skew(15deg, 4deg);
 -o-transform: skew(15deg, 4deg);
 transform: skew(15deg, 4deg);
The skewx(x) function is similar to the skew() value above, but only the x-axis value is specified. It is the same as declaring skew(x,0)
 -webkit-transform: skewx(15deg);
 -moz-transform: skewx(15deg);
 -o-transform: skewx(15deg);
 transform: skewx(15deg);
The skewy(y) function is similar to the skew() value above, but only the y-axis value is specified. It is the same as declaring skew(0,y).
 -webkit-transform: skewy(-6deg);
 -moz-transform: skewy(-6deg);
 -o-transform: skewy(-6deg);
 transform: skewy(-6deg);
Multiple transforms
The above show single transforms, but you can include more than one transform on an element. To include more than one transform, simply separate them the tranform functions with spaces.
 .enlargen:hover {
 -webkit-transform: translate(-50%, -50%) scale(2) rotate(0);
The above makes the element twice and tall and twice as wide. By translating the element 50% up and to the left, the bottom right corner should remain in the exact same location. The rotate(0) removes any possible rotation on the element.
This 'enlargen' class may be something you would want to add to an image gallery, hilighting an image that is hovered by making it four times larget (twice as wide and twice as tall) and remove any tilt that might have been interesting as a thumbnail but tacky in full size.


text:
Learning Sealing: Traditional Knowledge Strengthening Awareness of Being Greenlandic Today
This thesis investigates in which ways learning 'traditional' knowledge such as seal hunting is a strengthening factor for the awareness of being Greenlandic today. It looks at knowledge transfer between one generation and the next as well as the role of knowledge transfer in the education system. Finally, the tension or interplay between possessing traditional knowledge and living as a modern people is discussed. Through primarily using qualitative research in the shape of interviews of twelve individuals, this thesis draws on examples from various kinds of education, while accounts from staff at the Children's Home Uummannaq and from young Greenlanders also provide information on passing of knowledge outside the educational system. The data will be analysed drawing on a range of theories from the cross-disciplinary field of my study, naming Fikret Berkes' model on traditional ecological knowledge, Thomas La Belle's theories on informal versus formal education, Gayatri Spivak's theory on the voices of the subalterns and epistemic violence, and Benedict Anderson's Imagined Communities, to name a few examples. This thesis presents voices of particular Greenlanders rather than attempting to account for the Greenlandic people as a whole, and through these voices it is shown that learning sealing in a symbolic or a practical way strengthens the awareness of young Greenlanders.
PublisherUniversitetet i Tromsø
University of Tromsø
The following license file are associated with this item:


OpenGL® Examples
GLUT - Advanced
View Image Description View Source
accumaa.jpg
(anti-aliased)
accumaa1.jpg
(aliased)
Using the accumulation buffers to anti-alias a scene. accumaa.c
af_depthcue.jpg
(fog added by second pass)
af_depthcue1.jpg
(fog rendered normally)
Adding depthcue (fog) in a second rendering pass. af_depthcue.c
af_teapots.jpg
(linear fog)
af_teapots1.jpg
(linear fog added by second pass)
More detailed example of adding fog in a second rendering pass. af_teapots.c
convolve.jpg
(5x5 blur)
convolve1.jpg
(laplace transform)
Using the accumulation buffer for fast convolutions. convolve.c
boundary.jpg This example shows how to use the GLU polygon tessellator to determine the 2D boundary of OpenGL rendered objects. The program uses OpenGL's feedback mechanim to capture transformed polygons and then feeds them to the GLU tesselator in GLU_TESS_WINDING_NONZERO and GLU_TESS_BOUNDARY_ONLY mode. boundary.c
csg.jpg
(A or B)
csg1.jpg
(A sub B)
Composite solid geometry using the stencil buffer. csg.c
decal.jpg Decaling the letter "T" using the stencil buffer. decal.c
dissolve.jpg Dissolving using the stencil buffer. dissolve.c
envphong.jpg
(sphere)
envphong1.jpg
(checkerboard torus)
Demonstrates a use of environment texture mapping for improved highlight shading. envphong.c
field.jpg
(depth of field)
field1.jpg
(normal)
Using the accumulation buffer for depth of field (camera focus blur). field.c
genmipmap.jpg Example of how to generate texture mipmap levels with the accumulation buffer. genmipmap.c
haloed.jpg Draw haloed lines using the stencil buffer. haloed.c
hello2rts.jpg Demonstrates a method of generating real-time shadows. hello2rts.c
hiddenline.jpg Line Rendering: Hidden line techniques. hiddenline.c
imgproc.jpg Examples of various image processing operations coded as OpenGL accumulation buffer operations. imgproc.c
mipmap_lines.jpg Survey of different mipmap filters. mipmap_lines.c
motionblur.jpg Using the accumulation buffer for motion blur. motionblur.c
multilight.jpg This program demonstrates virtualization of OpenGL's lights. The idea is that if an object is lit by many lights, it is computationally more efficient to calculate the approximate lighting contribution of the various lights per-object and only enable the "brightest" lights while rendering the object. This also lets you render scenes with more lights than the OpenGL implementation light (usually 8). Two approaches are used: The "distance-based" approach only enables the 8 closest lights based purely on distance. The "Lambertian-based" approach accounts for diffuse lighting contributions and approximates the diffuse contribution. multilight.c
projshadow.jpg
(shadows)
projshadow1.jpg
(no shadows)
Rendering shadows using projective transforms. projshadow.c
projtex.jpg
(cube)
projtex1.jpg
(three sides)
Demonstrates simple projective texture mapping. projtex.c
rasonly.jpg Demonstrates the use of OpenGL for rasterization-only, with perspective-correct texture mapping. rasonly.c
shadowfun.jpg
(shadows)
shadowfun1.jpg
(view from light)
This program demonstrates a light source and object of arbitrary geometry casing a shadow on arbitary geometry. The program uses OpenGL's feedback, stencil, and boundary tessellation support. shadowfun.c
shadowvol.jpg Demonstrate shadow volume techniques. shadowvol.c
silhouette.jpg Generating silhouette edges with the stencil buffer. silhouette.c
softshadow.jpg
(soft shadows)
softshadow1.jpg
(no shadows)
Demonstrate the use of accumulation buffer to create soft shadows. softshadow.c
tess.jpg
(geodesic)
tess1.jpg
(longitude/lattitude)
Different tesselations for a spherical shape. tess.c
textile.jpg Demonstration of how to "tile" together small textures with a result identical to if a much larger texture was drawn. textile.c
textrim.jpg
(alpha tested)
textrim1.jpg
(no alpha blending/testing)
Trimming textures: demonstrates how alpha blending or alpha testing can be used to "trim" the shape of textures to arbitrary shapes. textrim.c
tvertex.jpg T-vertex artifacts example. The moral: Avoid vertex edge junctions that make a T-shape. tvertex.c
warp.jpg Image warping operations can be done via OpenGL texture mapping. warp.c
zcomposite.jpg Compositing images that include depth information. zcomposite.c


Ferromagnetic Quantum Critical Point Avoided by the Appearance of Another Magnetic Phase in LaCrGe_{3} under Pressure.
@article{Taufour2016FerromagneticQC,
 title={Ferromagnetic Quantum Critical Point Avoided by the Appearance of Another Magnetic Phase in LaCrGe_\{3\} under Pressure.},
 author={Valentin Taufour and Udhara S. Kaluarachchi and Robert Khasanov and Manh Cuong Nguyen and Zurab Guguchia and Pabitra K Biswas and Pietro Bonf{\'a} and Roberto De Renzi and Xiao Xi Lin and Stella K. Kim and Eun Deok Mun and Hyunsoo Kim and Yuji Furukawa and C. Z. Wang and K. M. Ho and Sergey L. Bud'ko and P Canfield},
 journal={Physical review letters},
 year={2016},
 volume={117 3},
 pages={037207}
}
The temperature-pressure phase diagram of the ferromagnet LaCrGe_{3} is determined for the first time from a combination of magnetization, muon-spin-rotation, and electrical resistivity measurements. The ferromagnetic phase is suppressed near 2.1 GPa, but quantum criticality is avoided by the appearance of a magnetic phase, likely modulated, AFM_{Q}. Our… CONTINUE READING


text:
American Opportunity Credit • This credit, originally created under the American Recovery and Reinvestment Act, is still available for 2012. The credit can be up to $2,500 per eligible student and is available for the first four years of post-secondary education at an eligible institution. Forty percent of the credit is refundable, which means that students may be able to receive up to $1,000 a person, even if they don't owe any taxes. Qualified expenses include tuition and fees, course-related books, supplies and equipment.
Lifetime Learning Credit • In 2012, students may be able to claim a Lifetime Learning Credit of up to $2,000 for qualified education expenses paid for students enrolled in eligible education institutions. There is no limit on the number of years eligible students can claim the Lifetime Learning Credit.
The IRS notes, though, that only one type of education credit per student can be claimed in the same year. However, if someone pays college expenses for more than one student in the same year, they can choose to take credits on a per-student, per-year basis. For example, a parent who is claiming two students as dependants on a tax form can claim the American Opportunity Credit for one student and the Lifetime Learning Credit for the other.
Student loan interest deduction • Generally, personal interest other than mortgage loan interest is not deductible. However, a student may be able to deduct interest paid on a qualified student loan during the year. The deduction can reduce the amount of their income subject to tax by up to $2,500, even if they don't itemize deductions.
For more information
Visit the Tax Benefits for Education Information Center at _URL_ or check out Publication 970, Tax Benefits for Education, which can be downloaded from the IRS' website or ordered by calling _PHONE_.


text:
death metal underground
The Ultimate Death Metal Resource
Death Metal Search Engine
Dismember - Like an Ever-Flowing Stream...
Review: Swedish death metal became famous for its phrases of destruction interrupted by thunderous recursion, ripping themselves apart in unfolding conclusion, alternated with racing formations of fast-strummed chords flowing liquid and rhythmic like the energies that replenish life and bring the sudden violence of death.
Dismember accentuate these qualities and build simple pieces into epics through emphasis on the release from order to deconstruction, layering driftlike afterimage guitars on the obscure fast and simple riffs blasted out in syncopation with a riveted structure of vibrations supporting the entire expression in a simultaneous chain of organic events in precision correspondence to a greater event. Songs are usually a permutation of a verse-chorus infrastructure, broken into subsections and riff-salad variants to avoid the simple ratcheting loop of that contrast, held together in the basic rhythm of the drums while guitars synchronize their rhythms closer to the brutal beating that death deserves.
Vast openings peel away levels of song and reduce simple concepts to epic importance, having ritual placement within the essence of a song. The composition of each riff takes the stream of logic that power chords provide and breaks it into rhythmic components of demise, each taking the scale apart or blasting it out in a rhythm to bend its shape: conformity of the basic to a larger and aesthetically different idea, a rearrangement toward an apocalypse where the patterns of life with be dissassembled in destruction and then the pieces recontextualized with new functions in a darker universe.
Differences in tonal motion within the chords are purely a matter of relative direction, the vectors of the syncopated motion of life put into similar patterns in energetic, vitalizing, aggressive music of survival in a postapocalyptic herd. In grim championship of destruction Dismember delight in switching their rhythms from simple walk-beats supporting informative ragged chants of verse to blasting racetrack demonisms and then closing on a blast; solos are sometimes scissoring streams of chords overlaid in somewhat chaotic arrangements creating simple melody in the mysterious harmony and yet wistful dissonance, drifting into a potential-less twist of a note, gesturing toward a direction unfound before the closure of despair.
Emerging from the past toward a future of potential design this music is a hybrid of heavy metal angst and death metal practicality and emotion, forming from explosively collisive chord structures an inner beauty and sonority through the harmonizing affinity of distorted sound shaped into melody. As a result, this music has in itself an elusive passage of transcendence in which it is forever from the mud reaching toward the stars.