text:
According to the American Psychological Association, spending time in nature has immediate and long-lasting benefits to your mental health and overall wellbeing. It improves your mood.
So what do you do when you can't spend quality time in nature but need to relax or improve your mood? You bring nature to you. Perhaps you're right in the middle of work and starting to feel overwhelmed, stressed, or burnt out. Maybe you've spent all week on Zoom meetings and staring at emails and spreadsheets—time to have a quick reset.
We've compiled a watch list of nature documentaries to relieve stress and anxiety that you can watch at home or your desk. Listening to ocean sounds and seeing sea life swim beautifully in the clear blue water is bound to calm you. Or perhaps it's the ethereal voice of Sir David Attenborough that replaces the anxious voice in your head and gets you to relax your shoulders.
Here's what you're going to do, watch each of the trailers on our list. The moment you get to a trailer that evokes a feeling of calm or relaxation, even a second, hurry over the streaming platform to watch it. Take a break from work to watch one of these nature documentaries or have it play in the background as you do light tasks.
We have a few recommendations of nature documentaries from each major streaming platform, so there's something for everyone.
NATURE DOCUMENTARIES ON NETFLIX
Narrated by Sir David Attenborough, Our Planet is arguably one of the best nature documentaries out there. Frame after frame will leave you stunned and in awe. Beautiful oceans, the deepest jungles, almost extinct animals, Our Planet shows Earth in an unprecedented way.
Our Planet was filmed entirely in Ultra High Definition in over 50 countries.
My Octopus Teacher
This one is a little weird. At first, you might wonder why this grown man refuses to leave this Octopus alone. But it grows on you and draws you in with excellent storytelling, powerful visuals, and a very charismatic and intelligent octopus.
Watch as divers, photographers and scientists set out on an ocean adventure to discover why the reefs are disappearing and to revive them.
Down to Earth with Zac Efron
This is a nature documentary + travel show. Actor Zac Efron journeys around the world with wellness expert Darin Olien to explore health, wellness, sustainability, and how different communities around the world approach these important topics.
Dolphins are incredibly intelligent creatures. This documentary takes you on an underwater adventure full of beautiful and calming imagery.
Secrets of the Whales
National Geographic does an excellent job of capturing the magnificence of Whales. They are gentle yet formidable creatures. Filmed across 24 locations over three years, Secrets of the Whales reveals life and love from their perspective and explores the cultures of orcas, belugas, narwhals, sperm whales, and humpback whales.
This is a nature document accompanied by beautiful soundscapes. Viewers are transported and transfixed by colorful imagery accompanied by calming sounds.
A Beautiful Planet IMAX
Narrated by Jennifer Lawrence, A Beautiful Planet shows the beauty of earth from the vantage point of Space. It's a must-see.
Chasing ice is a documentary made with time-lapse cameras to show a unique view of the Earth and gather evidence of climate change. It's brilliant and thought-provoking.


text:
|Its early summer 1994, 12:34 p.m. local time, and the
Canadian Twin Otter research aircraft is flying 20 meters (about 65
feet) above the boreal forest canopy near Prince Albert, Saskatchewan.
Scientists are busy measuring the exchanges of gas and heat between the
forest and the lower atmosphere when the plane flies into an unseen
vortex of intense, heat-induced windsa "dust devil," as these phenomena
are called in desert regions of the southwestern United States.
Instruments aboard the aircraft clock the wind shift across the wall of
the vortex at nearly 20 meters per second (45 miles per hour) and the
updraft at the center of the vortex at 11 meters per second (25 miles
per hour). Without warning, the strong winds catapult the Twin Otter
upward and sideways in a few seconds. Fortunately, the pilot is able to
stabilize the aircraft and return the plane and crewmembers safely to
the ground, albeit a little shaken up. That summer the Twin Otter flew
into eight such vortices in four months (MacPherson and Betts, 1997).
by David Herring
|As an integral part
of NASAs Boreal Ecosystem-Atmosphere Study (BOREAS)
measurement strategy, a team of researchers, including Alan K. Betts from
Vermont, used instruments aboard the Twin Otter and on forest towers to
measure interactions between the forest and the lower atmosphere. During
each season from 199497, data were collected on the
exchanges of heat, momentum, carbon dioxide, ozone and water vapor to
gain insights into the ongoing "dialogue" that occurs between the boreal
ecosystem and the atmosphere. Their goal is to understand how changes
in air temperature, moisture and carbon dioxide levels may impact the
boreal ecosystem and what role the boreal forest plays in global-scale
One of Betts primary research objectives was to quantify the amount of heat emitted and light reflected by the boreal forest. The vortices of hot air that occasionally sent his colleagues on the Twin Otter "thrill rides" reinforced what other measurements were showingthe boreal forest stores and releases significantly more heat to the atmosphere in the spring and early summer than scientists previously thought.

source: HuggingFaceFW/fineweb-edu


User Reviewed
How to Mail a Postcard
Two Parts:Finding and StampingWriting, Addressing, and MailingCommunity Q&A
Sending a postcard home shows your friends and family that you're thinking of them. It can be a great way to preserve a snapshot of your time in an exciting and exotic locale. The process of sending a postcard is fundamentally similar to sending a letter: you'll need to add the correct number of stamps; properly address the card; write your message; and find a place to mail it.
Part 1
Finding and Stamping
 1. 1
 2. 2
 - Depending on where you are sending the postcard, you may need two, three, or even more stamps. Look up the postage requirements for, say, "mailing from Tanzania to the U.S."
 3. 3
 - If the stamp is self-adhesive, just pull it off the backing and attach it to the postcard in the proper place. Make sure it's not upside-down! If so, however, don't worry – the US postal service usually mails postcards with an upside-down stamps.
 - If your stamp is not the self-adhesive kind, you will need to moisten the back of the stamp to activate the adhesive. Some people lick the stamp to do this. If you don't want to lick the stamp, then you can use a sponge, or even just dip a couple of fingers in some water. Moisten the back of the stamp until it's a little wet, but not dripping. If it's too wet, the stamp might rip or slide off the postcard.
Part 2
Writing, Addressing, and Mailing
 1. 1
 Address the card. Postcards usually have dedicated spaces for the message as well as the sender's and receiver's address. If it is a homemade or non-standard postcard with no dedicated spaces: draw a vertical line down the middle of the card while it is in a horizontal position, then draw a horizontal line splitting the right half in two. Use the left hand side for the message, the upper-right corner for the stamp and receiver's address, and the bottom-right corner for your own address.
 - It is not essential that you include your own address. As long as you write the receiver's address, they will receive your card. If you're traveling, you may not expect a reply – or you can give your correspondent the address of the next place you'll be staying.
 2. 2
 Write your postcard. See How to Write a Postcard. If you're mailing it to yourself, write a memory on the back of the card; if you're mailing it to a friend, add a short message to let them know how you're doing. Try to give the recipient a brief snapshot of your experience. You don't need to write a novel – the very act of sending a postcard, however short, is usually enough to show a person that you're thinking of them.
 - Again, make sure to put the stamp on first. This way, you won't end up writing where the stamp covers.
 - It's important not to write too low on the postcard. Most of the time, the post office will attach a sticker across the bottom of the card in order to send it where it needs to go. Try to keep at least a finger's width between the edge of the postcard and the bottom of your message.
 3. 3
 Mail the postcard. Find a post office or a public mail drop box in your area. Make sure that you've added the correct amount of stamps and properly addressed the card. Once you're certain, mail the postcard as you would a normal letter. If you're abroad, allow at least a week or two for the letter to reach its destination.
 - Some office buildings, government offices, or community centers may have a mailbox. If you are at a hotel, the front desk will often mail your postcard with its outgoing mail. If you can't find a place to mail your postcard, ask the locals and other travelers.
Community Q&A
Add New Question
 - How do I write on a postcard that has a picture in the front?
 wikiHow Contributor
 Look for an empty space on the left side of the back of the postcard picture. That is the space used to write your message. Save the ride side to write the recipient's address and place your stamp in the top right corner.
Unanswered Questions
Show more unanswered questions
Ask a Question
 - Do not write anything personal or private. The postcard doesn't have an envelope, so anyone can read it.
 - If you send the postcard overseas, it might not arrive when you expect.
Things You'll Need
 - A postcard
 - A pen or pencil
 - A stamp
 - A letter box
Article Info
Categories: Cards and Postcards
In other languages:
Español: enviar una postal por correo regular, Русский: отправить открытку, Italiano: Spedire una Cartolina
Thanks to all authors for creating a page that has been read 99,611 times.
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Needs of Living Things Animation Kindergarten Prescoolers Kids
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Aaww! I am lucky. I am going to keep this butterfly for ever in my glass jar. Oh! Don't do that Jimmy. The butterfly won't be able to live in the glass jar for long. Why not? My stone collection is also in a glass jar. Stones are non-living things they are fine in the glass jar. But butterflies and other living things have needs like air, food, water, and a place to live. OK. I leave the butterfly but you'll have to tell me more about this. Deal. Here it flies away. Very good boy. OK. Now tell me what do you mean by the needs of living things? Hmm. Living things like plants and animals need some important things to be alive in life. I am a living thing too. Ain't I? Yes of course you are. And the basic needs that you have are same as other living things like a rose plant or an elephant. How is that possible? Let me explain. The first most important need we have is air. All living things need to breathe. What happens if there is no air? Why don't you try to hold your breathe and see. Oh I was not feeling well! See. You needed to breathe. Just as a rose plant, or an elephant. Hmmm.. What about fish? Are they living things too? Hmm.. Good question. Fish breathes the air which is dissolved in water. Oh! That's cool. So, all living things need air. I get that. What else? All living things need energy from food and water. That reminds me I am hungry. Thank you. You see food gives us energy. Different living things get energy in different ways. I know. Different animals eat different things. You are a smart boy. Do you know what a rabbit eats? Yes. Carrots. And a cow? Grass. Very good. How about Pandas? I read it somewhere. Pandas eat bamboos. Superb. What about birds? They eat seeds and worms. Ewww.. Hahaha.. Now tell me, what do plants eat? Plants? They eat... mmmm... I think... aaaa.... aaaa... OK. I don't know. Can you please tell me what do plants eat? Plants take nutrients and water from the soil and light from the sun to make their own food. Waow. That's so cool. Sure it is. Remember water is very important for life as well. Yes. I feel very thirsty. That is why I always keep a water bottle with me. Air, food, water. Is there anything else that living things need to survive? Indeed. There is one last thing. Close you eyes and imagine with me. OK. Imagine a tree. And some more trees. Imagine a river flowing by. And lots of bushes and shrubs. Now imagine a polar bear there. That's not right. How can a polar bear be here? Yes. You are right. A polar bear cannot live in a forest. It's not the right place to live for a polar bear. How can you make the picture right Jimmy? Well. How about putting an elephant or a gorilla or even a monkey there. Absolutely. Each living thing needs a place to live that is right for it. What kind of place does a polar bear need to live? I know. Some place really really cold. How about this? Not right. Mango trees don't grow in deserts. And how about this? That's OK. A cactus can live in dry and hot deserts. Cool. So tell me Jimmy, what is a living thing need to live? I know. A living thing needs air. And energy from food and water. And a place to live in. I think the butterfly is saying, "good job Jimmy." Hahahahaaa...
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Language: English
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Posted by: schoogle on Feb 11, 2016
Needs of Living Things Animation Kindergarten Prescoolers Kids
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text: The angular distribution of the different cathode materials and gaseous ion flow from vacuum arc plasma is investigated. A metal-vapor-vacuum-arc-type ion source and a time-of-flight mass spectrometer were used. The experiments were performed using a range of different cathode materials, including C, Al, Zn, Cu, Ti, Co, Cr, W, Pb, , , and , over a range of vacuum arc discharge parameters. It was shown that, for all materials, the fraction of singly charged ions on the axis of the system is much less than that of multiply charged ions, but at the edges, the fraction of single-charged ions is greater than that of multiply charged ions; for composite cathodes consisting of light and heavy materials, there were substantially less light atoms on the axis than heavy atoms, while the opposite situation prevailed at the edges, but for cathodes with similar mass, the angular distributions of the materials were very close to each other. The velocities of ions of different materials in the composite cathode were different, but light ions had a higher velocity than those in a pure cathode plasma. With admission of gas, the angular distribution of became more isotropic with increasing pressure, while the metal ion distributions changed only minimally.

source: m-a-p/FineFineWeb


text:
This guide will make use of the VoiceMeeter Banana software to split audio for the selective recording feature in Streamlabs OBS. For example, removing alert audio from your recording and allowing it to come through to you and your stream.
This guide builds on top of the Split Audio using VoiceMeeter Banana guide, so if you have not set up VoiceMeeter Banana yet, please follow that guide first to have the starting point for this guide.
Using both virual outputs of VoiceMeeter Banana
In addition to the initial set up, you also will be using the VoiceMeeter Aux Output (VB-Audio VoiceMeeter AUX VAIO), set as the Mic/Auxiliary Device 2. Your microphone can be set in the Mic/Auxiliary Device 3.
Browser Source Audio via OBS
The next thing to do is have audio from browser sources and widgets, such as the Streamlabs Alert box go through the audio system of Streamlabs OBS instead of having the output to the default playback device of Windows, mixing it with any other audio, such as the game audio.
To do this, open the properties of the browser source or widget and check Control Audio via OBS. For widgets, like the Alert Box widget, this is found under the "Source". After this, you would need to monitor these sources in order to hear the audio again, more about this down below!
Set the Audio Monitoring Device
By default, the monitoring device is the same default playback device set in Windows, which would mean if you were to monitor any sources it would be mixed with any other audio and end up on the recording again. Set the Audio Monitoring Device found in the Advanced Settings of Streamlabs OBS to VoiceMeeter Aux Input (VB-Audio VoiceMeeter AUX VAIO). Now, game audio (default desktop) and monitored sources are separated from each other, each to one of the virtual inputs that VoiceMeeter Banana has to offer.
Advanced Audio Settings
Open the Advanced Audio Settings by clicking the ⚙ icon above the Mixer in Streamlabs OBS. In here set the sources that you want to hear and be on stream only to "Monitor Only". Furthermore, you would need to set the audio tracks, where track 1 will be used for the stream and additional tracks will be used for the recording.
In the following configuration the Alert Box is being monitored and the audio is not on the recording or stream. The stream will get the audio from VoiceMeeter Banana virtual output and the microphone (track 1). The recording will get the audio from the VoiceMeeter Banana virtual aux output (track 2), the microphone (track 3), and optionally the stream audio that includes other audio sources again (track 4).
Advanced Output Mode
In order to select which audio tracks you want to use for stream and recording, you would need to use the Advanced Output mode in the Output Settings of Streamlabs OBS. For Streaming select track 1 and under Recording check track; 2, 3, and 4. Make sure the Recording Format you selected supports multi-track recording, such as TS, MKV, or MP4.
Route audio with VoiceMeeter Banana
Back to VoiceMeeter Banana again where you will "patch" the audio from one of the inputs to one of the outputs, Virtual Output B1 is used for the stream and Virtual Aux Output B2 is used for the recording.
VoiceMeeter Banana has now both virtual inputs in use, the main would be the default desktop audio which usually contains game audio and the aux input contains monitored sources audio. The monitoring you want to "patch" only to A1 and B1, your headset and stream where the desktop audio you want to patch to A1, B1, and B2, your headset, the stream and recording.

source: openbmb/Ultra-FineWeb


text: Julia Pastrana (1834 – 25 March 1860) was a woman born with hypertrichosis who took part in 19th-century exhibition tours in North America and Europe. Pastrana, an indigenous woman from Mexico, was born in 1834, somewhere in the Sierra of Sinaloa State. She was born with a genetic condition called hypertrichosis terminalis (or generalized hypertrichosis lanuginosa); that is, her face and body were covered with straight black hair. Her ears and nose were unusually large and her teeth were irregular. This latter condition was also caused by a rare disease undiagnosed in her lifetime, namely Gingival hyperplasia, which thickened her lips and gums. Charles Darwin described her as: "Julia Pastrana, a Spanish dancer, was a remarkably fine woman, but she had a thick masculine beard and a hairy forehead; she was photographed, and her stuffed skin was exhibited as a show; but what concerns us is, that she had in both the upper and lower jaw an irregular double set of teeth, one row being placed within the other, of which Dr. Purland took a cast. From the redundancy of the teeth her mouth projected, and her face had a gorilla-like appearance".


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doc:devel:patches
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doc:devel:patches [2013/02/19 20:39]
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doc:devel:patches [2014/12/03 08:34] (current)
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 | ''make package///example///{clean,prepare} V=s **QUILT=1**'' | | ''make package///example///{clean,prepare} V=s **QUILT=1**'' |
 +
 +For host-side packages, you may want to detail the make target:
 +
 +| ''make package///example///host/{clean,prepare} V=s **QUILT=1**'' |

 This unpacks the source tarball and prepares existing patches as //quilt patch series// (if any). This unpacks the source tarball and prepares existing patches as //quilt patch series// (if any).
Line 88: Line 92:
 If problems occur, the patch needs to be edited again to solve the issues. If problems occur, the patch needs to be edited again to solve the issues.
 Refer to the section below to learn how to edit existing patches. Refer to the section below to learn how to edit existing patches.
-

 ===== Edit an existing patch ===== ===== Edit an existing patch =====
Line 139: Line 142:
 To move the updated patch file over to the buildroot, run //update// on the package: To move the updated patch file over to the buildroot, run //update// on the package:

- ''make package///example///update V=s'' |+| ''make package///example///update V=s'' |

Line 145: Line 148:

 | ''make package///example///{clean,compile} package/index V=s'' | | ''make package///example///{clean,compile} package/index V=s'' |
 +

Line 150: Line 154:

 The process for modifying kernel patches is the same as for packages, only the make targets and directories differ.\\ The process for modifying kernel patches is the same as for packages, only the make targets and directories differ.\\
-:!: For the kernel, an additional subdirectory for patches is used, ''generic/'' contains patches common to all architectures and ''target/'' contains patches specific to the current target.+:!: For the kernel, an additional subdirectory for patches is used, ''generic/'' contains patches common to all architectures and ''platform/'' contains patches specific to the current target.

 To prepare the kernel tree, use: To prepare the kernel tree, use:
 | ''make target/linux/{clean,prepare} V=s **QUILT=1**'' | | ''make target/linux/{clean,prepare} V=s **QUILT=1**'' |

-The source tree is in the linux-//architecture// subdirectory:+For Attitude Adjustment, the source tree is in the linux-//architecture// subdirectory:
 | ''cd build_dir/linux-*/linux-3.*'' | | ''cd build_dir/linux-*/linux-3.*'' |
 +
 +For Barrier Breaker (trunk), the source tree is in the target-//architecture// subdirectory (potentially with a subarch):
 +| ''cd build_dir/target-*/linux-*/linux-3.*'' |

 Moving the changes back over to the buildroot tree from the build tree is done with: Moving the changes back over to the buildroot tree from the build tree is done with:
 | ''make target/linux/update package/index V=s'' | | ''make target/linux/update package/index V=s'' |
 +
 +(:!: Patches should be named with the correct prefix, platform/000-abc.patch or generic/000-abc.patch. If not the update may not work correctly.)
 +
 +Afterwards, if we want to verify whether our patch is applied or not, we can go to the top level directory with
 +| ''cd ../../../../'' |
 +and preparing again the //linux// folder for some modification with
 +
 +| ''make target/linux/{clean,prepare} V=s QUILT=1'' |
 +
 +During this process all the applied patched will be shown, ours being among them, preceeded by //generic/// or // platform/// depending on what directory we placed the patch. Another way of retrieving the applied patches is through
 +
 +| ''quilt series'' |
 +
 +as explained on the previous sections, after having made //make target/linux/{clean,prepare} ...//

 ===== Adding or editing toolchain patches ===== ===== Adding or editing toolchain patches =====
Line 209: Line 230:
 * [[_URL_ quilt man page]] * [[_URL_ quilt man page]]
 * [[_URL_ To Survive With Many Patches - Introduction to Quilt]] (PDF) (read online [[_URL_ * [[_URL_ To Survive With Many Patches - Introduction to Quilt]] (PDF) (read online [[_URL_
 + * [[_URL_ patches newbie doubt]]
 +
doc/devel/patches._PHONE_.txt.bz2 · Last modified: 2013/02/19 20:39 by written_direcon


text:
Roulette Heatless Habanero is a hybrid pepper variety that provides all the delicious, citrusy flavor of a habanero pepper but without the heat! These dark red fruits average 3″ long and have a thick wall that provide a nice crunch. An All-America Selection, this heatless habanero is great for frying, making sauces or eating raw with salads or dips.
Roulette Heatless Habanero produces fruits earlier than traditional, hot habanero varieties. Plants are vigorous and sturdy to support the loads of fruits that it will produce throughout the warm growing season. Each plant will produce up to 10-12 fruits at a time and have been noted to produce over 100 fruits per plant throughout the growth cycle.
Peppers are in the nightshade family along with tomatoes and eggplant. Plants in the nightshade family are susceptible to blossom end rot, which is a result of a calcium deficiency. To prevent or alleviate this problem, apply pelleted gypsum at the base of the plant at bloom set. Peppers do best when transplanted, as the germination time can be longer than most vegetable seed. Peppers grow very well in our heavy-duty seed starting trays. Plants should be started 4-6 weeks before the intended outdoor planting date.
If conditions outside are favorable, transplants may be planted directly from our 162 cell trays. If conditions are still too cold for planting peppers, transplants may be "stepped-up" to 4″ pots to allow more room to grow. Peppers can produce heavy fruits and will require some form of support to keep the plant upright. We recommend using the Florida Weave trellising technique that involves using stakes and twine along the row. This ensures that plants and fruits stay off the ground, reducing the possibility of disease and keeping fruits clean.
Roulette Heatless Habanero Planting Information
Planting Method: transplant
When to Plant: after last frost
Planting Depth: 1/4″
Seed Spacing: 2′
Row Spacing: 3-4′
Days to Maturity: 80
Disease Resistance: None


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Alert Class

The Alert class represents a Microsoft SQL Server Agent alert.
Namespace: Microsoft.SqlServer.Management.Smo.Agent
Assembly: Microsoft.SqlServer.Smo (in Microsoft.SqlServer.Smo.dll)
public sealed class Alert : AgentObjectBase, ICreatable, IDroppable,
 IAlterable, IRenamable, IScriptable
NameDescription
System_CAPS_pubmethodAlert()
Initializes a new instance of the Alert class.
System_CAPS_pubmethodAlert(JobServer, String)
Initializes a new instance of the Alert class on the specified instance of SQL Server Agent and with the specified name
NameDescription
System_CAPS_pubpropertyAlertType
Gets the AlertType object value that specifies the type of alert.
System_CAPS_pubpropertyCategoryName
Gets or sets the name of the category to which the alert belongs.
System_CAPS_pubpropertyCountResetDate
Gets or sets the date on which to reset the alert occurrence count back to zero.
System_CAPS_pubpropertyDatabaseName
Gets or sets the name of the database that the alert is monitoring.
System_CAPS_pubpropertyDelayBetweenResponses
Gets or sets the delay between responses in seconds.
System_CAPS_pubpropertyEventDescriptionKeyword
Gets or sets a word or phrase that must appear in the text of an event message that causes the alert to be raised.
System_CAPS_pubpropertyEventSource
Gets the event source text from the application event log.
System_CAPS_pubpropertyHasNotification
Gets the number of SQL Server Agent operators that are assigned to receive notification when the alert is fired.
System_CAPS_pubpropertyID
Gets the ID value that uniquely identifies SQL Server Agent.
System_CAPS_pubpropertyIncludeEventDescription
Gets or sets the NotifyMethods object value that specifies the types of notification methods (e-mail, pager, or net send) that can contain alert error text.
System_CAPS_pubpropertyIsEnabled
Gets or sets the Boolean property value that specifies whether the alert is enabled or not.
System_CAPS_pubpropertyJobID
Gets or sets the ID value of the SQL Server Agent job that is run in response to the alert being raised.
System_CAPS_pubpropertyJobName
Gets or sets the name of the SQL Server Agent job that is run in response to the alert being raised.
System_CAPS_pubpropertyLastOccurrenceDate
Gets or sets the date on which the alert was last raised.
System_CAPS_pubpropertyLastResponseDate
Gets or sets the date on which the alert last generated a response.
System_CAPS_pubpropertyMessageID
Gets or sets the ID value of the Microsoft SQL Server message that causes the alert to be raised.
System_CAPS_pubpropertyName
Gets or sets the name of the object.(Inherited from NamedSmoObject.)
System_CAPS_pubpropertyNotificationMessage
Gets or sets the user-supplied text appended to any notification sent in response to an alert being raised.
System_CAPS_pubpropertyOccurrenceCount
Gets the number of times the alert has fired since the alert was enabled or since a specified date.
System_CAPS_pubpropertyParent
Gets or sets the JobServer object that is the parent of the Alert object.
System_CAPS_pubpropertyPerformanceCondition
Gets or sets the performance condition text.
System_CAPS_pubpropertyProperties
Gets a collection of Property objects that represent the object properties.(Inherited from SqlSmoObject.)
System_CAPS_pubpropertySeverity
Gets or sets the error message severity level that causes the alert to be raised.
System_CAPS_pubpropertyState
Gets the state of the referenced object.(Inherited from SmoObjectBase.)
System_CAPS_pubpropertyUrn
Gets the Uniform Resource Name (URN) address value that uniquely identifies the object.(Inherited from SqlSmoObject.)
System_CAPS_pubpropertyUserData
Gets or sets user-defined data associated with the referenced object.(Inherited from SmoObjectBase.)
System_CAPS_pubpropertyWmiEventNamespace
Gets or sets the Windows Management Instrumentation (WMI) namespace for the event.
System_CAPS_pubpropertyWmiEventQuery
Gets or sets the Windows Management Instrumentation (WMI) query for the event.
NameDescription
System_CAPS_pubmethodAddNotification(String, NotifyMethods)
Designates an operator that receives a notification message when the alert is raised.
System_CAPS_pubmethodAlter()
Updates any Alert object property changes on instance of Microsoft SQL Server .
System_CAPS_pubmethodCreate()
Creates an alert on the instance of Microsoft SQL Server as defined by the Alert object.
System_CAPS_pubmethodDiscover()
Discovers a list of type Object.(Inherited from SqlSmoObject.)
System_CAPS_pubmethodDrop()
Removes the alert.
System_CAPS_pubmethodEnumNotifications()
Enumerates a list of all notifications defined on the alert.
System_CAPS_pubmethodEnumNotifications(NotifyMethods)
Enumerates a list of notification methods defined on the alert that are restricted to the specified notification methods.
System_CAPS_pubmethodEnumNotifications(NotifyMethods, String)
Enumerates a list of notification methods defined on the alert that are restricted to the specified notification methods and a specified operator.
System_CAPS_pubmethodEnumNotifications(String)
Enumerates a list of notification methods defined on the alert that are restricted to the specified operator.
System_CAPS_pubmethodEquals(Object)
(Inherited from Object.)
System_CAPS_protmethodFormatSqlVariant(Object)
Formats an object as T: Microsoft.Data.Schema.Sql.DataGenerator.SqlVariant type.(Inherited from SqlSmoObject.)
System_CAPS_protmethodGetContextDB()
Gets the context database that is associated with this object.(Inherited from SqlSmoObject.)
System_CAPS_protmethodGetDBName()
Gets the database name that is associated with the object.(Inherited from AgentObjectBase.)
System_CAPS_pubmethodGetHashCode()
(Inherited from Object.)
System_CAPS_protmethodGetPropValue(String)
Gets a property value of the SqlSmoObject object.(Inherited from SqlSmoObject.)
System_CAPS_protmethodGetPropValueOptional(String)
Gets a property value of the SqlSmoObject object.(Inherited from SqlSmoObject.)
System_CAPS_protmethodGetPropValueOptionalAllowNull(String)
Gets a property value of the SqlSmoObject object.(Inherited from SqlSmoObject.)
System_CAPS_protmethodGetServerObject()
Gets the server of the SqlSmoObject object.(Inherited from SqlSmoObject.)
System_CAPS_pubmethodGetType()
(Inherited from Object.)
System_CAPS_pubmethodInitialize()
Initializes the object and forces the properties be loaded.(Inherited from SqlSmoObject.)
System_CAPS_pubmethodInitialize(Boolean)
Initializes the object and forces the properties be loaded.(Inherited from SqlSmoObject.)
System_CAPS_protmethodIsObjectInitialized()
Verifies whether the object has been initialized.(Inherited from SqlSmoObject.)
System_CAPS_protmethodIsObjectInSpace()
Verifies whether the object is isolated or connected to the instance of SQL Server.(Inherited from SqlSmoObject.)
System_CAPS_pubmethodRefresh()
Refreshes the object and retrieves properties when the object is next accessed.(Inherited from SqlSmoObject.)
System_CAPS_pubmethodRemoveNotification(String)
Removes the notification of an operator from the alert definition.
System_CAPS_pubmethodRename(String)
Renames the alert.
System_CAPS_pubmethodResetOccurrenceCount()
Resets the alert occurrence count back to zero.
System_CAPS_pubmethodScript()
Generates a Transact-SQL script that can be used to re-create the Microsoft SQL Server Agent alert.
System_CAPS_pubmethodScript(ScriptingOptions)
Generates a Transact-SQL script that can be used to re-create the Microsoft SQL Server Agent alert as specified by the scripting options.
System_CAPS_protmethodSetParentImpl(SqlSmoObject)
Sets the parent of the SqlSmoObject to the newParent parameter.(Inherited from SqlSmoObject.)
System_CAPS_pubmethodToString()
Returns a String that represents the referenced


text: As part of a campaign for the International Fund for Animal Welfare (IFAW), Young & Rubicam Paris has realized a series of images that depicts the irreplaceable and irreversible aspects of killing wildlife. The advertisements aim to draw a comparison between technologies that can easily build and construct matter, like 3D-printing, and the fragility of animal life – a condition not as easily reparable as a broken household object. The digital compositions illustrate three animals – an elephant, whale and orangutan – with parts of their bodies exposed to view. Above their bodies, a 3D-printer seemingly attempts to build new layers of skeletal matter, acting a subtle symbol of the impossibility of this situation. Accompanying text reads "if only they were this easy to reproduce", a simple yet powerful message that underscores the idea that the loss of wildlife is an irrevocable act with permanent consequences.


relations
Relations are a technique often used in databases. The concept is, that features (rows) of different layers (tables)
can belong to each other.
As an example you have a layer with all regions of alaska (polygon) which provides some attributes about its name
and region type and a unique id (which acts as primary key).
Foreign keys
Then you get another point layer or table with information about airports that are located in the regions and you
also want to keep track of these. If you want to add them to the region layer, you need to create a one to many
relation using foreign keys, because there are several airports in most regions.
In addition to the already existing attributes in the airports attribute table another field fk_region which acts as a
foreign key (if you have a database, you will probably want to define a constraint on it).
This field fk_region will always contain an id of a region. It can be seen like a pointer to the region it belongs
to. And you can design a custom edit form for the editing and QGIS takes care about the setup. It works with
different providers (so you can also use it with shape and csv files) and all you have to do is to tell QGIS the
relations between your tables.
120 Captulo 12. Trabalhando com Dados Vetoriais
QGIS User Guide, Verso 2.2
Figura 12.40: Alaska region with airports
Layers
QGIS makes no difference between a table and a vector layer. Basically, a vector layer is a table with a geometry.
So can add your table as a vector layer. To demostrate you can load the region shapefile (with geometries) and
the airport csv table (without geometries) and a foreign key (fk_region) to the layer region. This means, that
each airport belongs to exactly one region while each region can have any number of airports (a typical one to
many relation).
Definition (Relation Manager)
The first thing we are going to do is to let QGIS know about the relations between the layer. This is done in
Settings Project Properties. Open the Relations menu and click on Add.
name is going to be used as a title. It should be a human readable string, describing, what the relation is
used for. We will just call say Airports in this case.
referencing layer is the one with the foreign key field on it. In our case this is the airports layer
referencing field will say, which field points to the other layer so this is fk_region in this case
referenced layer is the one with the primary key, pointed to, so here it is the regions layer
referenced field is the primary key of the referenced layer so it is ID
id will be used for internal purposes and has to be unique. You may need it to build custom forms once this
is supported. If you leave it empty, one will be generated for you but you can assign one yourself to get one
that is easier to handle.
Forms
Now that QGIS knows about the relation, it will be used to improve the forms it generates. As we did not change
the default form method (autogenerated) it will just add a new widget in our form. So lets select the layer region
in the legend and use the identify tool. Depending on your settings, the form might open directly or you will have
to choose to open it in the identification dialog under actions.
As you can see, the airports assigned to this particular region are all shown in a table. And there are also some
buttons available. Lets review them shortly
12.3. Editando 121
QGIS User Guide, Verso 2.2
Figura 12.41: Relation Manager
Figura 12.42: Identification dialog regions with relation to airports
122 Captulo 12. Trabalhando com Dados Vetoriais
QGIS User Guide, Verso 2.2
The button is for toggling the edit mode. Be aware that it toggles the edit mode of the airport layer,
although we are in the feature form of a feature from the region layer. But the table is representing features
of the airport layer.
The button will add a new feature to the airport layer. And it will assign the new airport to the current
region by default.
The button will delete the selected airport permanently.
The symbol will open a new dialog where you can select any existing airport which will then be assigned
to the current region. This may be handy if you created the airport on the wrong region by accident.
The symbol will unlink the selected airport from the current region, leaving them unassigned (the
foreign key is set to NULL) effectively.
The two buttons to the right switch between table view and form view where the later lets you view all the
airports in their respective form.
If you work on the airport table, a new widget type is available which lets you embed the feature form of the
referenced region on the feature form of the airports. It can be used when you open the layer properties of the
airports table, switch to the Fields menu and change the widget type of the foreign key field fk_region to Relation
Reference.
If you look at the feature dialog now, you will see, that the form of the region is embedded inside the airports form
and will even have a combobox, which allows you to assign the current airport to another region.
Figura 12.43: Identification dialog airport with relation to regions
Docs for QGIS testing. Visit _URL_ for QGIS 2.2 docs and translations.
12.4 Ferramenta de Consulta
The Query Builder allows you to define a subset of a table using a SQL-like WHERE clause and to display the
result in the main window. The query result can then be saved as a new vector layer.
12.4.1 Consulta
Open the Query Builder by opening the Layer Properties and going to the General menu. Under Feature subset,
click on the [Query Builder] button to open the Query builder. For example, if you have a regions layer with a
TYPE_2 field, you could select only regions that are borough in the Provider specific filter expression box of the
Query Builder. Figure_attributes_2 shows an example of the Query Builder populated with the regions.shp
layer from the QGIS sample data. The Fields, Values and Operators sections help you to construct the SQL-like
query.
12.4. Ferramenta de Consulta 123
QGIS User Guide, Verso 2.2
Figura 12.44: Ferramenta de Consulta
The Fields list contains all attribute columns of the attribute table to be searched. To add an attribute column to
the SQL WHERE clause field, double click its name in the Fields list. Generally, you can use the various fields,
values and operators to construct the query, or you can just type it into the SQL box.
The Values list lists the values of an attribute table. To list all possible values of an attribute, select the attribute in
the Fields list and click the [all] button. To list the first 25 unique values of an attribute column, select the attribute
column in the Fields list and click the [Sample] button. To add a value to the SQL WHERE clause field, double
click its name in the Values list.
The Operators section contains all usable operators. To add an operator to the SQL WHERE clause field, click
the appropriate button. Relational operators ( = , > , ...), string comparison operator (LIKE), and logical operators
(AND, OR, ...) are available.
The [Test] button shows a message box with the number of features satisfying the current query, which is useful
in the process of query construction. The [Clear] button clears the text in the SQL WHERE clause text field.
The [OK] button closes the window and selects the features satisfying the query. The [Cancel] button closes the
window without changing the current selection.
12.4.2 Salvar elementos selecionados como uma nova camada
The selected features can be saved as any OGR-supported vector format and also transformed into another coor-
dinate reference system (CRS). Just open the right mouse menu of the layer and click on Save selection as to
define the name of the output file, its format and CRS (see section Legenda do Mapa). It is also possible to specify
OGR creation options within the dialog.
Docs for QGIS testing. Visit _URL_ for QGIS 2.2 docs and translations.
124 Captulo 12. Trabalhando com Dados Vetoriais
QGIS User Guide, Verso 2.2
12.5 Calculadora de Campos
Calculadora de Campos
O boto na tabela de atributos permite realizar clculos com base em valores de atributos
existentes ou funes, definidas, por exemplo, para calcular o comprimento ou a rea da geometria dos elementos.
Os resultados podem ser escritos numa nova coluna de atributo ou pode ser usado para actualizar os valores de
uma coluna j existente.
Voc tem que trazer a camada vetorial em modo de edio, antes de voc pode clicar no cone da calculadora
de campos para abrir a caixa de dilogo (ver figure_attributes_3). Na caixa de dilogo voc tem primeiro que
escolher se quer apenas atualizar os elementos seleccionados, criar um novo campo de atri


text:
Masking regions provide a way to obscure elements in a view. Masking regions may be useful in scenarios like the following:
- You need to obscure elements in a project.
- You are creating a detail family or a model family and need the background of the element to mask the model and other detail components when it is loaded into a project.
- You need to create a model family (from imported 2D DWG files) that obscures other elements when placed in a view.
You can create 2D and 3D masking regions. 2D masking regions can be created in a project and in the Family Editor when you are creating a 2D family (annotation, detail, or title block). 3D masking regions can be created in the Family Editor when you are creating a model family.
Masking regions do not participate in shading; they are always drawn the background color of the drawing area. Masking regions cannot be applied to element subcategories.
Exporting Masking Regions to DWG
When you export a project or family that contains a masking region, any lines that intersect the masking region terminate at the masking region so that graphical intent is maintained in the DWG file.


text:
The scientific article discusses the possibilities for the development of medical tourism in Bulgaria and the challenges it faces. The aim of the scientific work is to examine and establish the prerequisites which have a beneficial impact on medical tourism. An emphasis is placed on the main problems that hinder the higher occupancy of spa hotels and spa centers. The peculiarities of medical tourism and the basic resources its successful implementation depends on, are examined. Attention is paid to the main groups of users of the service, the factors that influence the overall development, both positively and negatively. The author concludes that the general state of medical tourism is far from its potential, the policy for its implementation is not sufficiently effective and should be reviewed and enhanced. A leading aspect of the study are the opportunities for improving the conditions for stimulating the consumers, both Bulgarian and foreign citizens, to actively use the potentials for treatment and recreation in the country.
Medical tourism - problems and perspectives for the hotel business


text:
Experimental investigation of aerodynamic hysteresis using a 5-DoF wind tunnel manoeuvre rig
The high-incidence aerodynamics of a lightweight jet trainer aircraft model has been investigated using a novel five-degree-of-freedom (DOF) dynamic maneuver rig, recently updated with improved actuation and data acquisition systems, in the 7 × 5 ft closed-section low-speed wind tunnel at the University of Bristol. The major focus was to identify the nonlinear and unsteady aerodynamic characteristics specific to the stall region and which affect free-to-move aircraft-model behavior. First, the unstable equilibrium states in the limit-cycle regions were stabilized, and so observed, over a wide range of angles of attack using a simple elevator feedback control lawbased on pitch angle and pitch-rate sensor measurements. Tests with two DOF, namely, the aircraft model and rig-arm pitch angles, revealed the existence of static hysteresis in the normal force acting on the aircraft model in the stall region. Unlocking the aircraft model in roll and yaw accompanied by feedback stabilization of the lateral–directional modes of motion demonstrated the onset of asymmetric aerodynamic rolling and yawing moments in this four-DOF configuration. This observation implicitly indicates a link between the static hystereses in the normal aerodynamic force with an onset of aerodynamic asymmetry. The experimental results show the efficiency of the updated multi-DOF actively controlled maneuver rig in providing insight into complicated aerodynamic effects within the stall region.
Open Access article
Citation : Gong, Z., Araujo-Estrada, S.A., Lowenberg, M. H., Neild, S., Goman, M. (2019) Experimental Investigation of Aerodynamic Hysteresis Using a Five-Degree-of-Freedom Wind-Tunnel Maneuver Rig. Journal of Aircraft, 56 (3)
ISSN : 0021-8669
Research Group : Institute of Engineering Sciences (IES)
Peer Reviewed : Yes


Q. Is it permitted during Shabbos to open or increase the water dripping into a humidifier connected to the heating furnace. The warm air rushes by a metal net or mesh, that spreads the droplets of water into the air exiting the furnace and it evaporates into it. The temperature of the air at that point is less than 40 C. Is this allowed?
Is it permitted to add water to the tank of a cold-water room humidifier, that has some water but needs more to keep working the whole day?
A. Horav Shlomo Miller's Shlit'a opinion is that in regard to adding water to the tank of a cold-water room humidifier, in case of need it is permitted, since it is already working and no bishul or cooking of the water is involved.
However, regarding the humidifier units connected and feeding moisture to a hot air furnace, although some furnaces at some points of their heating cycle may indeed be forcing air that is bellow 40 C at the area next to the humidifier, most heating units are way above that temperature when close to the ignited area and usually the humidifier unit is adjacent. Therefore, the Rov maintains that during Shabbos no changes should be done to the amount of water entering the unit. Nevertheless, it is permitted during Yom Tov.
Rabbi A. Bartfeld as revised by Horav Shlomo Miller Shlit'a


Roland Roland - 1 year ago 69
Java Question
Reordering of reads
Suppose there are two threads without synchronization, one sets
n = 1
another executes
method()
.
In the following "read" always refers to a read of field
n
.
public class MyClass
{
public int n = 0;
public void method() {
System.out.println(n); //read 1
System.out.println(n); //read 2
}
}
Would the following output be possible?
1
0
The answer is yes because even though read 1 happens-before read 2, it is nevertheless possible for read 2 to be re-ordered before read 1 because it wouldn't change the semantics of intra-thread execution.
Is this reasoning correct?
Answer Source
Happens-before does not imply the order for two arbitrary operations. To be more precise, the most important thing that happens-before does is tying up writes and reads in happens-before consistency. Notably, it tells what writes can a read observe: the last write in happens-before order, or any other write not ordered in happens-before (race). Note that two consecutive reads may see different values obtained from different (racy) writes, without violating that requirement.
E.g. JLS 17.4.5 says:
"It should be noted that the presence of a happens-before relationship between two actions does not necessarily imply that they have to take place in that order in an implementation. If the reordering produces results consistent with a legal execution, it is not illegal."
Data races are creepy like that: racy reads can return surprising data on each read, and Java memory model captures that. So the more precise answer is that an execution that produces (1, 0) is not violating Java Memory Model constraints (sync order consistency, sync order - program order consistency, happens-before consistency, causality requirements), and therefore allowed.
Implementation-wise: on hardware, both loads can be started and/or arrive to memory subsystem at different times, regardless of their "program order", because they are indepenent; in compilers, instruction scheduling may also disregard the program order for the independent reads, exposing loads to hardware in "counter-intuitive" order.
If you want reads to be observed in the program order, you need a stronger property. JMM gives that property to synchronization actions (in your example, making a variable volatile would make that), which ties the actions in the total synchronization order that is consistent with program order. In that case, (1, 0) would be prohibited.


Experiment with ad copy
Create an ad copy test
 1. Navigate to an ad group.
 Steps for navigating to an ad group
 1. In the left navigation panel, click All accounts.
 What if the left navigation pane isn't visible?
 2. Click the navigation bar to display navigation options.
 3. In the "Agency" list, click the agency that contains the advertiser. You can search for an agency by name or scroll through the list.
 4. In the "Advertiser" list, click the advertiser that contains the engine account.
 5. In the "Account" list, click the engine account that contains the campaign.
 6. In the "Campaign" list, click the campaign that contains the ad group.
 7. In the "Ad group" list, click the ad group.
 8. Click Apply or press the Enter key.
 Search Ads 360 displays the ad group page.
 2. Click the Ads tab.
 3. Optional. Create new ads with the same device preference, all-device or mobile-preferred, to include in the test.
 4. Above the list of ads, click Create ad copy test, and then click one of the following options:
 The Create ad copy test window lists the total number of ads that are included in the ad copy test.
 If you want to compare a subset of ads in an ad group, create a different ad group that contains only those ads that you want to test.
 5. In the message that tells you that the ad rotation setting will be changed, optionally, choose the ad rotation setting to apply when the ad copy test completes.
 If you want to set up an ad copy test, click Yes, create an ad copy test.
 6. Type a unique name for the test.
 7. Select one of the following goals for the ad group to optimize toward:
 - CTR (Click through rate) - A percentage that shows how often people who see your ad click it.
 - Revenue per visitDisplays the average revenue amount of each transaction that results from each visit.
 - Action rate (converted visits) - Displays the percentage of visits that result in an action, such as a sign-up for a newsletter.
 - Transaction rate (converted visits) - Displays the percentage of visits that result in a transaction such as a purchase.
 - Specific Floodlight activity column with a revenue, action, or transaction metric.
 8. Choose the statistical significance threshold that you want the ad copy test to achieve. The available options range from 85% to 99%. The most common setting is 95%.
 To achieve higher levels of significance such as 95% or 99%, an average of 5000 impressions per ad may be necessary.
 9. Click Start ad copy test.
 The ad copy test starts to collect metrics at 12:00AM, the day after you start the test. That is, if you start the test on April 14th, the test begins to collect metrics at 12AM on April 15th.
 10. Wait a few days and then check the results on the Ad copy tests page. It may take some time for an ad group to achieve the minimum number of impressions.
 - You can use existing ads and create new ads to be included in an ad copy test. If you make changes to an existing ad to test an ad component in the test, all metrics previously associated with the ad are lost. Including an existing ad in an ad copy test doesn't overwrite the previously associated metrics.
 - You shouldn't edit ads that are included in an ad copy test because the test results will be inaccurate.
 To test expanded text ads, the ad group can contain only expanded text ads. The ad group shouldn't contain other ad types. For example, if an ad group contains mobile-preferred ads and expanded text ads, you can't create an ad copy test.
 - Statistical measurement starts immediately and continues until you stop the test.
 - You can run multiple ad copy tests simultaneously.
 - You can't remove ad copy tests. This enables you to view historical data about the tests.
 - Ad copy tests aren't supported for Microsoft Advertising expanded text ads or Yahoo! Gemini ad groups.
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text:
|Outback travel |
The Outback of Australia is very remote and care should be taken when driving through this vast and unique area. Follow these important tips for safe outback motoring:
- Check the best time of year to travel.
- Check your route carefully.
- Before leaving for your trip, give someone a copy of your itinerary and agree dates and times to contact them to let them know that all is well.
- Ensure your vehicle is suitable for outback travel.
- Do not overload the vehicle.
- Consider hiring a two-way radio if intending to travel in very remote areas.
- Carry the best maps you can, but always check with the locals on road conditions, fuel availability and weather conditions.
- Plan your fuel consumption and refuelling points. Remember that service stations in the outback may have limited opening hours.
- Do not stray from your intended route as you may consume extra fuel or you could get lost.
- When travelling on very remote roads, inform local authorities of your route and intended arrival time.
- Carry sufficient supplies of food, water and fuel.
- Try to avoid driving at dusk, night or dawn. Wild or farm animals may stray onto the road and their behaviour can be unpredictable.
- When driving on an unmade road towards an approaching vehicle, pull off to the left of the road, keeping the right-hand wheels on the road surface at all times. Slow down but do not stop as the road shoulders may be soft.
- Be aware of dust on the road which may conceal potholes and washouts.
- Always carry an emergency supply of water – five litres per person per day in hot areas.
- If you break down, stay with your vehicle. It is much easier to locate a vehicle than a person.
|Going overseas? Check out our international links.|


innalzarsi a pinnacolo in Arabic
innalzarsi a pinnacolo
(Italian to Arabic translation)
 1+ w
 1+ w
Synonyms of : innalzarsi a pinnacolo
munire di guglie
innalzarsi a pinnacolo
Example sentences of : innalzarsi a pinnacolo
Antonyms of : innalzarsi a pinnacolo
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text:
100° Facts for Albuquerque and New Mexico Across portions of northern New Mexico, and the high terrain statewide, temperatures remain below 100 degrees. One hundred degree data for sites around New Mexico are listed in the table at the end of this feature. The graph below depicts the number of days with a maximum temperature of 100 degrees (F) or more for the period 1939 through 2016. Mexico - 100 Degrees of Difference 100 Degrees Of Difference. HOME ABOUT US Newsletters Archive PROJECTS Mexico Accomplishments Medical GALLERY DONATE Blog. The Lord Is Challenging Us To Move To Mexico. Since 2015 we have been so blessed to provide the following:-18 water wells have been drilled in 3 years
Mexico is a vast country and has different types of climate, however, it is where daytime temperatures range from 19/20 degrees Celsius (66/68 °F) in the little monsoon brings additional rainfall, so much so that rainfall exceeds 400 mm (16 in) per year. The rainiest month is August, with 100 mm (4 in) on average.
Mexico City, Mexico Temperature & Rainfall Averages by ... For rainfall in Mexico City there are monthly totals of the number of days with wet weather and for the amount of rain it receives. Besides these averages, there are also data on how much a month's precipitation can vary from year to year. The averages for temperature and rainfall are from weather data collected during 1981 to 2010. Fahrenheit to Celsius conversion (°F to °C) Fahrenheit to Celsius (°F to °C) conversion calculator and how to convert. How to convert Fahrenheit to Celsius. 0 degrees Fahrenheit is equal to -17.77778 degrees Celsius: What city is 17 degrees north 100 degrees west - Answers Mexico. Northwest of Mexico City. The degrees mean how much above the equator and how much west of England. 100 degrees West longitude is located in the State of Texas, due East of Rocksprings Study Masters in Mexico 2020
101 Facts About Mexico - YouTube
Find out if your city typically reaches 100 degrees in the summer. Closer to the Gulf of Mexico, however, the 100-degree mark becomes a little more elusive due to the increase in moisture Average Temperature in Mexico | USA Today Mexico City. The average high temperature in Mexico City during July ranges between 72 and 75 degrees, according to All About Mexico. The average low during the same month is 54 to 57 degrees Best 155 Master's Degrees in Mexico 2020
26 Jun 2019 United States · Caribbean · Mexico · Canada · Europe · Central The average temperature on the coasts is 81 degrees Fahrenheit (27 degrees Celsius). of March and April, the temperature can hit up to 100 degrees F (38 C). Amerrisque Mountains have a much different climate than the coastal areas.
Albuquerque, New Mexico Climate - //www.bestplaces.net July is the hottest month for Albuquerque with an average high temperature of 91.8°, which ranks it as warmer than most places in New Mexico. In Albuquerque, there are 4 comfortable months with high temperatures in the range of 70-85°. The most pleasant months of the year for Albuquerque are May, September and April. Most Affordable Online Colleges in New Mexico | Affordable ...
30 Mar 2018 MEXICO CITY (Reuters) - More than 100 Central American migrants, including in temperatures above 100 degrees Fahrenheit (38 Celsius), Mexico's been found in truck trailers or safe houses in Mexico so far this year,
It depends on what do you do with it. I studied at UNAM's Engineering Faculty and I can tell you that while this school is well respected in Mexico I was always in disadvantage (in terms of salary and opportunities) in comparison to my friends who The 100 million city: is 21st century urbanisation out of ... Mar 19, 2018 · The 100 million city: is 21st century urbanisation out of control? Aerial view of urban sprawl and smog November 6, 2013 in Mexico City, Mexico
29 Mar 2020 Summers are hot; temperatures vary greatly between the desert floor, which is often above 100 degrees Fahrenheit, and the Chisos Mountains, 18 Jul 2019 Image: Sweltering Heat Wave Pushes Heat Index Past 100 Degrees amount of moisture in the air coming from the Gulf of Mexico, much of it 18 Feb 2019 The international border at Nuevo Laredo, Mexico and Laredo, Texas. "The big motivation was to communicate these changes," University of are 99 and 100 degrees, respectively, compared to 95 degrees in San Antonio


Plush-crested jay
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Plush-crested jay
Cyanocorax chrysops _PHONE_.jpg
Conservation status
Scientific classification
Kingdom: Animalia
Phylum: Chordata
Class: Aves
Order: Passeriformes
Family: Corvidae
Genus: Cyanocorax
Species: C. chrysops
Binomial name
Cyanocorax chrysops
(Vieillot, 1818)
The plush-crested jay (Cyanocorax chrysops) is a jay of the family Corvidae (which includes the crows and their many allies). It is found in central-southern South America: in southwestern Brazil, Bolivia, Paraguay, Uruguay, and northeastern Argentina, including southern regions of the Amazon Basin river systems bordering the Pantanal.
This is an elegant medium sized bird, dark plumaged with a cream-yellow breast; the bulky tail is also cream colored, top and underneath, for the lower half.
Distribution[edit]
Plush-crested jay
The range of the plush-crested jay extends from the Southern Region, Brazil with Uruguay and approaches the South Atlantic coast, but avoids the coast, approximating a 400 to 150 km coastal strip; the coastal-inland range extends 3500 km from São Paulo south to Rio Grande do Sul bordering Uruguay. The inland range continues in northwestern Uruguay and extends northwest through northern Argentina, Paraguay–Bolivia, and through the pantanal at the southern cerrado; the range extends in two arms, to the northwest to northern Bolivia, and northeastwards to headwaters of the Amazon Basin Tapajós River.
In the Amazon Basin, central Bolivia is the northwest range limit, the headwater tributaries to the north-northeast flowing Madeira River; the next range skips the Guaporé River, (a northwest-flowing tributary to the Madeira), eastwards on the Brazil–Bolivia border, and is next found at the headwaters of the Tapajós River, and joins on the east the extreme headwaters of the Xingu River.
A disjunct range occurs downstream on the Tapajós and east towards the Xingu River, a block 850 by 750 kilometres (530 mi × 470 mi). Two other localized populations occur in the Amazon Basin, one on the Amazon River, the other on the downstream Madeira River.
References[edit]
External links[edit]


Mijbil the Otter: NCERT Solutions Clas 10 English
Contents hide
1 Mijbil the Otter: Questions and Answers
Mijbil the Otter: Questions and Answers
Oral Comprehension Check (Page 106)
Question 1: What 'experiment' did Maxwell think Camusfearna would be suitable for?
Answer: Maxwell, the narrator, had gone to Southern Iraq in the year 1956. He took a fancy to the idea that instead of keeping a dog as a pet, he would go for an otter. Camusfearna was surrounded by water, so it would be an eminently suitable spot for this experiment.
Question 2: Why does he go to Basra? How long does he wait there, and why?
Answer: Maxwell went to Basra to collect and answer his mail from Europe. He had to wait there for five days as his mail had not arrived.
Question 3: How does he get the otter? Does he like it? Pick out the words that tell you this.
Answer: His friend bought the otter for him and sent it to the place where he was staying.
Maxwell liked it. This is seen in "The second night Mijbil came on to my bed in the small hours and remained asleep in the crook of my knees…….","I made a body-belt for him…".
Question 4: Why was the otter named 'Maxwell's otter'?
Answer: The otter was named by zoologists as Lutrogale Perspicillata Maxwelli. Hence, it was called Maxwell's otter in short.
Question 5: Tick the right answer. In the beginning, the otter was
i) aloof and indifferent
ii) friendly
iii) hostile
Answer: In the beginning, the otter was aloof and indifferent.
Question 6: What happened when Maxwell took Mijbil to the bathroom? What did it do two days after that?
Answer: When Maxwell first took Mijbil to the bathroom, the otter first went wild with joy in the water. He plunged and rolled in it. He jumped up and down the length of the bathtub. He made enough slosh and splash.
After two days, the otter suddenly disappeared and went to the bathroom to play in the water and opened the tap on his own.
Oral Comprehension Check (Page 108)
Question 1: What game had Mij invented?
Answer: Mij invented a game of playing with the ball in a unique way. One of Maxwell's suitcases was damaged and had a slope on the top part. Mij would put the ball on the high end and run to catch it as it slided to the lower end.
Question 2: What are 'compulsive habits? What does Maxwell say are the compulsive habits of i) school children ii) Mij?
Answer: Compulsive habits are usually strange act or behaviour which a person does without clear reason. For example, a cricket player may put on his right shoes first as he believed it would bring him good luck or a kid jumping over a fence, instead of going through the passage way. Usually, compulsive behaviour of children is of full of childhood mischief and those of adults are of incorrigible type.
i) As per this story, children must place their feet squarely on the centre of each paving block; must touch every seventh upright of the iron railings, or pass to the outside of every second lamp post.
ii) Mijbil while on its way to home would jump over the boundary wall railing and run at full speed throughout its length.
Question 3: What group of animals do otters belong to?
Answer: Otters belong to a comparatively small group of animals called Mustellines. The other animals of this group are badger, mongoose, weasel, stoat, mink etc.
Question 4: What guesses did the Londoners make about what Mij was?
Answer: As otters are not found in England, so Londoners made the wildest possible guesses about Mij. Their guesses ranged from a baby sea, a squirrel, a hippo to a brontosaurus.
Thinking about the Text (page 110, 111)
Question 1: How was Mijbil transported to England?
Answer: Mijbil was packed in a box as the airlines had directed Maxwell. As British airlines did not allow pets on board, Maxwell had to book a ticket on a different airline from Iraq to Paris and then from Paris to London.
Question 2: What did Mij do to the box?
Answer: The box was lined with a metal sheet. Mij didn't feel comfortable in the box and tried to escape. In his attempt to escape, Mij tore into the metal lining of the box and in the process hurt himself.
Question 3: Why did Maxwell put the otter back in the box? How do you think he felt when he did this?
Answer: As there was no other way to carry Mij to London, Maxwell put him in the box again. He must have felt pity on the way the otter hurt himself. Moreover, he must be worried as well.
Question 4: Why does Maxwell say the airhostess was "the very queen of her kind"?
Answer: The airhostess was very sympathetic after listening to Maxwell's story. She understood how he might be feeling and then gave him permission to take the otter out of the box. Due to all this, Maxwell referred her as "the very queen of her kind".
Question 5: What happened when the box was opened?
Answer: As soon as the box was opened, Mij ran out. Then it ran all over the place scaring all the passengers. It created a chaos and most of the people in the plane got scared.
Oral Comprehension Check (Page 110)
Question 1: What things does Mij do which tell you that he is an intelligent, friendly and fun-loving animal who needs love?
Answer: Mij invented his own game out of ping-pong ball and a worn-down suitcase. He loved water, and once he understood that on opening the tap water came out of it, he would get into the tub and play with water.
He gradually formed a special attachment with Maxwell. It grew desperate when Maxewll left him in a box and wanted to come out as soon as possible.
Question 2: What are some of the things we come to know about otters from this text?
Answer: Otters belong to a comparatively small group of animals called Mustellines, shared by badger, mongoose, weasel, stoat, mink and others. They are found in large numbers in marshes. Arabs keep them as pets and tame them. Otters love to spread water and splash in it. Maxwell's otter was of a race previously unknown to science and was at length named by zoologists as Lutrogale Perspicillata Maxwelli .
Question 3: Why is Mij's species now known to the world as Maxwell's otter?
Answer: Maxwell's otter was of a race previously unknown to science and was at length named by zoologists as Lutrogale Perspicillata Maxwelli, hence, it is known as Maxwell's otter in short.
Question 4: Maxwell in the story speaks for the otter, Mij. He tells us what the otter feels and thinks on different occasions. Given below are some tings the otter does. Complete the column on the right to say what Maxwell says about what Mij feels and thinks.
What Mij DoesHow Mij feels or Thinks
Plunges, rolls in the water and makes the water slosh and splash
Screws the tap in the wrong way.
Nuzzles Maxwell's face and neck in the aeroplane
What Mij DoesHow Mij feels or Thinks
Plunges, rolls in the water and makes the water slosh and splashHe thinks it is a hippo and is very happy.
Screws the tap in the wrong way.He chitters with irritation and disappointment,
Nuzzles Maxwell's face and neck in the aeroplaneHe eels much comfort and content after its distressed chitter.
Question 5: Read the story and find the sentences where Maxwell describes his pet otter. Then choose and arrange your sentences to illustrate those statements below that you think are true.
Maxwell's description.
i) makes Mij seem almost human, like a small boy.
ii) shows that he is often irritated with what Mij does.
iii) shows that he is often surprised by what Mij does.
iv) of Mij's antics is comical.
v) shows that he observes the antics of Mij's very carefully.
vi) shows that he thinks Mij is a very ordinary otter.
vii) shows that he thinks the otter is very unusual.
Answer: i) Ture
ii) False
iii) True
iv) True
v) True
vi) False
vii) True
Thinking about Language (Page 111)
I. Noun Modifiers
Question 1: Look at these examples from the text, and say whether the modifiers (in italics) ar enouncs, proper nouns or adjective plus noun.
i) An otter fixation
ii) The iron railings
iii) The Tigris marshes
iv) The London streets
v) Soft velvet fur


Information not obtained. 3. Prison conditions. *Remissions. While probation procedures can be conducted by volunteer persons or groups, the situation of offender after-care is more formalized. The Rehabilitation Bureau of the Ministry of Justice officially administers the general practices of after-care, such as probation services, parole supervision and community-based treatment. However, in reality, many citizens cooperate with the officers in doing these tasks. In fact, the number of salaried probation officers is only 850 throughout all Japan. This is supplemented with a system of Volunteer Probation Officers (Hogoshi) which involves 48,000 volunteer probation officers who are appointed by the Ministry of Justice. The officers must be qualified, have a confidence and reputation in the community, enthusiasm, time, availability, financial stability and good health. In 1922, the government adopted the volunteer probation officer system for treatment of juvenile delinquency and extended the system's use to adult treatment after World War II. Nongovernmental bodies, authorized by the government organize rehabilitation aid hostels or halfway-houses which provide accommodation for offenders released from penal institutions. In 1992, the number of probationers and parolees totaled 90,419, of which juveniles comprised the majority of clients. *Work/education. In principle, treatment in Japan is based on rehabilitation of offenders, with the objective of individualized treatment of offenders to correct their criminal inclination and secure their reintegration into the community where they will live. A system of scientific classification of offenders has been adopted in order to individualize such treatment. However, this progressive system, in which an offender gradually obtains freedom in proportion to his or her efforts while serving the prison sentence, has become less useful for rehabilitation because it has come to be regarded as an absolute necessity for every prisoner. In general, most Japanese prisons own their own factory. Treatment of prisoners is mainly focused on work in the factory, usually for 8 hours a day. * Amenities/privileges. Information not obtained. EXTRADITION AND TREATIES *Extradition. Information not obtained. *Exchange and transfer of prisoners. Information not obtained. *Specified conditions. Information not obtained. SOURCES Moriyama T., "Citizen Associations and the Volunteer Probation Officer", UNICRI (ed.), (In)formal Mechanisms of Crime Control, 1988. Moriyama, T. "The Response to Delinquency by Formal Agencies in Japan", J. Hackler (ed.), Official responses to Problem Juveniles, the Onate International Institute, 1991. National Police Agency. The Police of Japan, 1991. Summary of the White Paper on Crime 1991 Research and Training Institute of Ministry of Justice. Shkita, M. and Tsuchiya, S., Crime and Criminal Policy in Japan. (Springer-Verlag), 1992. Tadashi Moriyana Associate Professor Takushoku University 3-4-14 Kohinata, Bunkyo Tokyo 112 Japan Fax: 81-424-72-9791


What is an inosilicate in mineralogy ?
Inosilicates : definition
Inosilicates are silicates whose basic structure is made up of chains or ribbons of [SiO4]4- tetrahedra linked by two neighboring vertices. It is an important subclass composed of more than 200 minerals among which the two major groups of pyroxenes and amphiboles.
In the case of chains (pyroxenes), the tetrahedra are linked by two neighboring vertices. The formula of the group is then written [SiO3]2-, [Si2O6]4- or [Si3O9]6-.
The ribbons are made up of two simple chains joined together by the pooling of oxygen ions. The formula of the group is then [Si4O11]6- (amphibole group).


AWWA-64312 Inside the Weather DVD
The weather: always changing, always interesting, always in the news. Teach grade schoolers all about the earth's weather with this fascinating video.
Where does the weather come from? Why does it change? Fourth, fifth, and sixth graders will get the answers in AWWA's fascinating new video, Inside the Weather.
Inside the Weather DVD shows, through colorful and stimulating visuals with fast paced explanations, how water, air, and heat from the sun create weather, why we have different seasons, the five layers of the earth's atmosphere. Viewers will learn how clouds form and move... why some precipitation falls as rain and some as snow or hail... how meteorologists predict the weather... what low pressure and high pressure mean. Viewers of all ages will be stimulated with fascinating facts about hurricanes and tornados... droughts and floods.. and the hottest, coldest, wettest, and driest places on earth!
Choose this innovative educational program and watch the weather come alive for kids and adults alike. The DVD provides stunning images and colorful graphics that you will want to watch over and over again. Grades 4 - 6. (15 minutes)
ISBN: 9781583217085
Publisher: American Water Works Association
Publication date: 2005
AWWA catalog no: 64312
Media Type: DVD


Take the 2-minute tour ×
I am trying to understand why the order of the stabilizer group of a body diagonal of a cube is 6 rather than 3. It is clear to me that rotations about that diagonal stabilize the diagonal, by definition, and the order of this group is 3 (including the identity). So that means there must be 3 other, non-identity, rotations that stabilize this diagonal. I am terrible at geometry and I cannot think of what these others would be. I don't think that any of the rotations about $i$, $j$, $k$ can stabilize the diagonal, and I can't see 3 elements of order 2 doing this either. But then there are no elements left to consider! I am confused.
share|improve this question
There is a "swap the poles" symmetry (180 degree rotation that swaps the two ends of the body diagonal), and if you allow reflections, the "inversion" should also work. (A good answer should have a picture too :-) – Jack Schmidt Oct 17 '12 at 19:29
have you considered rotary reflections? – user39280 Oct 17 '12 at 19:32
_USER_ and dado, does the "swap the poles" symmetry correspond to a "double-rotation" about the $i$, $j$, and $k$ axis (st order of these guys is 2)? Or am I misunderstanding you? – tacos_tacos_tacos Oct 17 '12 at 20:17
_USER_: $(i,j,k) \mapsto (-j,-i,-k)$ or $a\mathbf{i}+b\mathbf{j} +c\mathbf{k} \mapsto -b\mathbf{i}-a\mathbf{j}-c\mathbf{k}$ is the rotation in terms of the coordinates. The cube itself is all $(a,b,c)=a\mathbf{i}+b\mathbf{j} +c\mathbf{k}$ such that $|a| \leq 1$, $|b|\leq 1$, $|c|\leq 1$. I still think a good answer deserves a picture, but if no-one will post one, I'll write up the linear algebra version. – Jack Schmidt Oct 17 '12 at 23:38
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text:
In the greenhouse at Komang School – image credit – Nyima Bhuti
Most villages in the Dolpo are between 3,500 and 4,000 metres. The growing season is very short. Field crops here are basic, barley, buckwheat and potatoes. Vegetables that can be grown in greenhouses – greens, carrots, cucumber, cauliflower, cabbage and squash, even tomatoes – dramatically improve nutrition and food security.
When I first traveled to Dolpo in 2015, I saw very few greenhouses, maybe five or six. When I returned in 2017, there were at least 15 – 20 in the same region. The popularity of greenhouses attached to homes is increasing exponentially. There were many requests for greenhouses in 2020. A generous sponsor provided dedicated funds for 10 greenhouses. Our goal was to provide materials for another 10 – 20 greenhouses. Materials for 50 Greenhouses were provided, thanks to you! Most were completed 1n 2021.
The cost of greenhouse materials and their transportation is ~ $500 US per greenhouse. Materials such as plastic, wire, hardware, seed and irrigation equipment are purchased in Kathmandu. Any wood products needed for doors and vents are purchased in the Lower Dolpo. Structural walls are made from local materials such as stone and / or rammed earth.
Greenhouses are becoming critical for food security as the Dolpo is increasingly impacted by climate change. Seasonal precipitation patterns have become erratic, some years there is not enough snow to provide melt water for the villagers water needs, other years there is too much snow and people and their livestock are killed by avalanches. In recent summers, unusually heavy rains have caused washouts of trails, small bridges and the terraces that are used to grow their staple crops.
photo courtesy of Peter Hinze
Climate change is also bringing torrential hailstorms that flatten their fields. When the stems of unripe barley and buckwheat are broken they cannot be harvested and people and animals go hungry.
Greenhouses are a multifunctional amenity here. Schools use them as a warm well lit classroom in the winter.
Villagers often build their greenhouse attached to the south side of their home. It helps heat the home in the winter months, and it provides them with a warm bright room for weaving, and for household and community affairs.
Winter class in the Komang School greenhouse
Pema Dargyal and his family
'The greenhouse has helped us in many ways. I found it very useful in winter when I have children to take care of. Inside, it will be warm and no winds. From early spring we can start farming inside and surprisingly these leafy green vegetables grows faster than I expected. Thank you!'
– Pema Dargyal, farmer and yak herder
In 2016 we sponsored the building of this greenhouse for Saldang School.
In 2021 we sponsored the building of this greenhouse for Karang School.
The greenhouse at Saldang is a tremendous asset to both the school and the village. It provides better food security by extending the growing season and improving the quality of fresh vegetables for the student lunches and staff meals. In winter, a monk from the monastery holds classes for students to learn about their Tibetan history and culture. The greenhouse is providing them with a warm and bright classroom on sunny winter days!
above image courtesy of Peter Hinze
gallery images courtesy of Pema Wangyal Lama – Saldang School
"It is every man's obligation to put back into the world at least the equivalent of what he takes out of it."
– Albert Einstein


What's up with the abs() function :D?
Hi, I just noticed that under the abs function the description is as follows :
"Computes the absolute value of a number.abs(x); where x is the number The function returns x if x is greater than or equal to 0 and returns -x if x is less than 0."
the absolute value should never be negative if I'm not mistaken ?
If x = +2, then abs(x) returns x or +2.
If x = -2, then abs(x) returns -x or -(-2) = +2.
So it does what you want.
1 Like
ahhh now it makes sense, I'm having issues with the decimals disappearing - is that a result of the abs() function ? - or the numbers after the decimal point turning into 0
where prev and array are both float arrays
float difference = array[i]-prev[i];
accDifference[i] = abs(difference);
differenceSum += accDifference[i];
On Spark right now, abs() is a macro so you can have problems if you put certain operations inside the parens–the doc gives the example abs(a++) as being something to avoid. I don't know of a way that abs() could lose precision, though.
If you are having problems, I would make sure that your taking abs() of just a variable: y = abs(x); so that nothing bad can happen.
If you want to post some code, we can have a look and try to help.
here's the code that I'm using atm :smile:
float difference = array[i]-prev[i];
accDifference[i] = abs(difference);
differenceSum += accDifference[i];
where array and prev are both float arrays
What types are accDifference[] and differenceSum in your code above?
C has a rule for the += operator that the right hand side is always cast into the left hand side's type before the operation is performed, so if I had guess, that is where your problems is.
accDifference is an array of floats and differencesum is a float - so it shouldn't be typecasting anything ?
float accDifference[3];
unsigned long Now = millis(); // Used to compare to last punch
// check to see if there is a previous value before calculating differences
if(on == false){
 for(int i = 0; i < 3; i++){
 prev[i] = array[i];
 on = true;
 }
}
else if(Now - lastPunch > punch_delay) {

 for(int i = 0; i < 3; i++){

 float difference = array[i]-prev[i];
 accDifference[i] = abs(difference);
 differenceSum += accDifference[i];

 prev[i] = array[i];

 }

filterSignal(accDifference);
}
}
Ok so i fixed it - I'm guessing the abs() function returns an int ?
So I just made another function :smile:
float absolute(float num){
 if(num < 0){
 return -num;
 }else{
 return num;
 }
}
works like a charm now
1 Like
Yes, abs() is integer while fabs() is float. While fabs() is standard C, the spark docs do not mention it specifically so I can't say if it is implemented. Worth a test, though.
1 Like
Is there an emoticon for face palm? Boy did I miss the obvious–sorry!
fabs() is there if you #include "math.h"
2 Likes


text:
Definitions of picnic
v. - Formerly, an entertainment at which each person contributed some dish to a common table; now, an excursion or pleasure party in which the members partake of a collation or repast (usually in the open air, and from food carried by themselves). 2
v. i. - To go on a picnic, or pleasure excursion; to eat in public fashion. 2
The word "picnic" uses 6 letters: C C I I N P.
No direct anagrams for picnic found in this word list.
List shorter words within picnic, sorted by length
All words formed from picnic by changing one letter
Browse words starting with picnic by next letter


text:
The Bahrain-Explorer, developed in-house, is the Flagship of Geomatec online geo-spatial products. The system was completely developed in-house from data collection and integration, and all the way through to the website design. The mapping engine is based on ArcIMS and Arc/Info from ESRI. It is the first Internet-based mapping system in the Gulf region, which is built on ESRI software, and provides routing solution.
The Bahrain Explorer.com provides web clients with capabilities to search a comprehensive database of services and places of interest in the Kingdom, which ranges from the smallest laundry shop to five star hotels and apartments, pharmacies, restaurants, embassies, hospitals, schools and more. Some of the main features of Bahrain-Explorer are the following:
- A complete interface in Arabic (first of its kind in the region).
- Find and locate places of interest and services by category and key word entry.
- Comprehensive and detailed street maps of Bahrain with all administrative layers and census block boundaries.
- Interactive pan and zoom.
- Display the driving direction between any two selected points of interest.
- Display fastest or shortest routes between two locations.
- Spatial buffering (e.g. find nearest service to a given hotel). into the website not only provides simple point feature identification but also lets clients do proximity search, e.g. it allows user to find restaurants in 100m to 2km radius from the selected hotel or road.


text:
Capitalizing on a growing body of evidence that comics can encourage reluctant readers to read more and talented students to gain in knowledge and creativity, The Maryland State Department of Education has partnered with Diamond Comic Book Distributors and elicited the help of members of local school systems, higher education, adult and corrections education, and libraries. The goal is to develop a Maryland plan and instructional strategies that support the use of graphic literature in elementary, secondary, adult, and corrections education. This initiative which is sponsored by State Superintendent Nancy Grasmick and the President of Diamond Comics, Steve Geppi.
The Maryland Comic Book Initiative
The Maryland State Department of Education (MSDE) partnered with Diamond Comic Book Distributors, the nation's largest comic book distributor, to create a Maryland Comic Book Initiative called Comics in the Classroom. The purpose of the initiative is to introduce and encourage the use of award-winning and other credible graphic novels and comic book materials in classroom instruction. These materials are not to be a replacement of traditional texts and instruction, but rather an additional means to enhance reading instruction by motivating students to read more and better. The innovative programs developed for Phase 1 of the program include lessons and suggested materials for elementary grades first through fourth. These lessons are based on Maryland's Voluntary State Curriculum. Specialized instructional lessons designed with Disney Publishing Worldwide were piloted in Maryland and evaluated by the University of Maryland Baltimore County. These lessons and other parts of the program have received widespread national and international attention.
The Disney/MSDE Comics in the Classroom Toolkit - Background Information
In 2004, MSDE brought together a panel of distinguished teachers, principals, and comic book experts to brainstorm ideas related to the use of comics in Maryland classrooms. The idea was enthusiastically embraced and teacher team members and the MSDE scoped out an instructional program for Maryland. The MSDE then began contract work with Disney Publishing Worldwide to create an instructional toolkit featuring Disney characters that could be used by teachers to motivate students and expand their reading skills. The program which was developed is referred to as the Comics in the Classroom Toolkit. It is geared to third and perhaps fourth grade students and features ten lessons complete with lesson-by-lesson guidelines, reading, vocabulary, and writing exercises, along with comic book creation exercises and other handouts for students. Toolkit reading materials feature classic Disney characters such as Mickey Mouse and Donald Duck. A set of 30 comic books is included in each classroom kit. Sample lessons can be found the following URL: bookshelf.diamondcomics.com. Follow the link for Md Comic Book Initiative.
Recently, eight Maryland elementary schools piloted this program at the third grade and we learned that the students LOVED reading graphic stories and gained important reading, writing, and thinking skills. The Disney materials were vetted by a state committee and evaluated by the education department at the University of Maryland Baltimore County (UMBC). The results of the evaluation were very positive.
Project Continuation in 2008
In a new phase of the initiative starting spring 2008, approximately 200 Maryland third grade classrooms will work with MSDE in providing additional feedback on the Toolkit lessons. In addition, the Maryland Comic Book Initiative will continue to work with Diamond and numerous publishers to offer guidance and ideas for instructional programs utilizing graphic novels and comics for students of all ages.
Steve Geppi, Darla Strouse, Dr. Nancy Grasmick, John Snyder of Diamond, and Jonathan Yaged of Disney Publishing Worldwide.
May 3, 2007
Comics In The Classroom Video, May 3, 2007
Fourth graders from George Lisby Elementary at Hillsdale in Harford County visit the Geppi Entertainment Museum downtown by Camden Yards, as Schools Superintendent Nancy Grasmick launches the "Comics In The Classroom" initiative.


text:
Claude Rains was the invisible man
1909 - 1971
Claude Rains was born on November 10, 1889 in the Camberwell section of London. His first stage appearance was at the age of ten in Sweet Nell of Old Drury and following his bit in the production, he decided that acting was the life for him. He was a critically acclaimed stage actor for over thirty years before Hollywood sought his impressive talents. Already in his mid-forties when The Invisible Man was released in 1933, his film career soon parallelled his stage success. Early in his celluoid career, he was primarily cast as the heavy of the picture, who always seemed to have a difficulty to remain of sound mind. Although Rains was brilliant in portraying these types of characters, Tinseltown eventually took notice of his great skills as an actor and began to feature him in a variety of roles. By 1939, Rains earned his first Academy Award nomination for Best Supporting Actor as the conscience-tortured Senator Joseph Paine in Frank Capra's Mr. Smith Goes to Washington. Unfortunately, the 50 year old Rains lost out to Mr. Smith co-star, Thomas Mitchell, for his role in John Ford's timeless Western classic, Stagecoach. The Hollywood community would recognize Rains on three more Oscar nights, but the Britisher was never awarded for his fine accomplishments on the silver screen. Following a steady film schedule throughout the forties, Rains' work onscreen during the fifties was considerably less. In addition to sporadic film appearances in such films as The White Tower and Lisbon, Rains returned to the stage and in 1951, his portrayal of Rubashov in the Broadway production of Darkness at Noon, won him the Tony Award for Best Actor. Television also provided many additions to Rains' acting resume and Rains watchers could often see him on such classic shows as Alfred Hitchcock Presents. During the sixties, Rains remained at the top of his game and was often seen in big-budget Hollywood productions. Although in his seventies, the Britisher still could keep up with the younger generation of actors and delivered many terrific performance during this time, most notably as Mr. Dryden in David Lean's masterpiece, Lawrence of Arabia. In 1965, advancing age began to create an impact on his acting career and Rains went into semi-retirement. Two years later, on May 30, 1967, in Laconia, New Hampshire, Claude Rains took his final bow at the age of 77.
Claude Rains Web site


The Sitecore to Salesforce integration, S4S, includes a mapping wizard to support Sitecore 9 Experience forms. The new wizard is more advanced (see LinkedIn article) than what is currently available in the S4S WFFM mapping wizard. One nice feature is called the Salesforce Field Matching Rule that prevents duplicates occurring in Salesforce.
When pushing data to Salesforce (from a Sitecore Experience Form) we usually expect to insert a record, or update an existing one if a matching record exists. Before this can happen, we need to define what matching means, for example, in the case of creating Salesforce leads. You usually update a lead record if the email address matches but consider a family or group who share a single email address! If you need to capture them as individuals in Salesforce, the matching criteria would need to be an email address and first name.
Because businesses have complex matching requirements the S4S mapping wizard for Sitecore Experience Forms can allow multiple fields to be selected to ensure duplicates are not created in Salesforce.
In most cases, this feature makes it unnecessary to create a custom save action to eliminate de-duplication.


text:
British Home Front Pocket Book _PHONE_
Date of publication: September 2010
In June 1940, following the BEF's scrambled evacuation from Dunkirk, the Second World War was brought home to Britain. As the Luftwaffe initiated their bombing campaigns and the threat of invasion grew daily, civilians were urged to play their part in the war effort, and take responsibility for their own survival. Many pamphlets and leaflets were issued with information and advice on a diverse range of subjects, from how to put on a gas mask, to how to build a bomb shelter and what to do in the event of an air raid, as Britain braced herself for a protracted conflict, literally on the front line, fighting alone.
Together the literature drawn together for this evocative pocket-book captures the reality of civilian life during the Battle of Britain. It is a revealing and charming addition to Conway's trailblazing quarter-bound pocket-book series