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OLPC Friends/Australia's first deployment
Australia's first trial included 3 locations and connected up specialist teachers in urban Australia with children in rural and remote communities that needed specific education services including for literacy and behavioural issues. As such we believe this is the first trial in the world that has really connected up classrooms and people between remote locations, which we are really proud of! We are also looking at incorporating speech-to-text into the trial to assist hearing-impaired children in the classroom.
Below is the technical documentation and when we are able to make the further details public we will. This trial is being done in collaboration with both Government and Education partners and will be publicly announced in February 2009.
 Learning Activities
Although this is not a full list of the educational outcomes, as they are still being assessed and compiled, please find below a list of how the laptops are being used in the Australian classrooms of this trial. Please note these activities apply to all children ages in the trial, 6 - 12 years old:
- A diary activity - helps children with their spelling, grammar, creative writing and multimedia.
- Spelling and Literacy - helps with spelling, literacy and confidence.
- Making reports - great for students in their science and history lessons, for other general reports written by the children.
- Typing and Mouse skills - improving ICT literacy skills for the children.
 Videos with the teachers
Below are some videos of the teachers talking about how they are using the XOs in the classroom, and some of the benefits:
- Using the XO for spelling - great to expand the children's vocabularies.
- Making diaries with the XO - for general literacy benefits, spelling, creative writing and multimedia skills.
- Literacy benefits from the XO
- ICT skills gained from the XO
 Technical Documentation
Below is a breakdown of the general settings, and specialist configuration of the technologies used for this trial. If the technology was to be implemented in future schools, this documentation will greatly assist in creating consistency and rapid deployments, although more integration work would also simplify the process.
 Breakdown of services, software and hardware
Each school site plus the Specialist Centre have an XS (a "schoolserver") which is a normal PC with additional software, as well as a number of XO laptops. Below is a full breakdown of the software and hardware in this trial.
Teachers, counsellors and select children while onsite have access to XOs, main function is for teachers to connect with School 1 and School 2 children remotely
All 40 children in the K-6 primary school have laptops, as well as the teachers with 1 to 2 machines spare.
5 children from disadvantaged circumstances currently have XOs as well as several teachers. These children will communicate with the Specialist Centre teachers for special education.
The Education Agency have 5 machines for testing.
 Software XS (schoolserver)
Each schoolserver (XS) has the 0.4 version of the XS software as released by OLPC. Instructions for 0.4 general configuration can be found here _URL_ Below are the default software options turned on for this deployment as per the OLPC XS defaults:
- ejabberd – default setup, provides messaging between laptops, basis for collaboration services, and for remote site collaboration (by connecting a teacher at the Specialist Centre to the ejabberd service address of the supported child's school).
- Apache – serves basic page, ejabberd management (http://schoolserver:5280/admin) and the http://schoolserver/ds-restore webpages.
- DS-Backup – a tool to present the backed up journals from the laptops
- IDMGR – a tool to manage the registered users on the server
- DHCP – for the laptops only. A 172.18.x.x range which doesn't conflict with the network
- DNS – in this implementation DNS is set up with forwarders to the DNS server for each site
- SSHD – sshd is enabled on all schoolservers so they can be remotely logged into for maintenance, upgrades, troubleshooting and more
- SQUID – turned on by typing /etc/sysconfig/olpc-scripts/TURN_SQUID_ON
 Software XO (laptop)
Each laptop (XO) has the following software (including version details) for the final deployment:
- 8.2 OS image – specifically build 767 with firmware version Q2E18
- Chat-47 – Chat application – no limit on participants
- VideoChat-7 – for video chatting between laptops, locally or remotely
- Connect-21 – Connect Four – between two laptops
- Distance-13 – for measuring distance between two laptops (within hearing range)
- Maze-5 – Solve the maze and optionally play with friends
- Content applications
- WikiBrowse-9 – Mini wikipedia on the laptop for local use
- Browse-98 – A fast streamlined web and content browser for children
- Record-57 – For making video, audio or photos
- Firefox-6 – A more feature rich browser for older children
- Memorize-27 – card flipping game for memory and math. Create your own
- Help-8 – Provides comprehensive user documentation about how to use the XO
- License-4 – To learn about content licensing (basic) to encourage sharing
- Gnash - the Open Source free Flash player. Note: doesn't play swf files directly, although it plays them ** fine if they are embedded in an html page
- BlockParty-7 – Tetris
- Implode-5 – Getting rid of groups of balls
- JigsawPuzzle-3 – Solving Jigsaw puzzles, users can draw their own or use photos
- Simcity-4 – Just like the original
- Miscellaneous Tools
- Clock-2 – Digital or analog clock, you can also set an alarm
- Calculate-23 – Calculator – includes scientific options
- Read-51 – for reading PDF ebooks
- Ruler-2 – measuring devices including rulers, compass and other tools
- StopWatchActivity-1 – for timing
- Speak-9 – basic app that reads aloud what it is instructed
- Write-59 – basic application for individual or collaborative writing and tables
- Physics-0.2 – for playing with shapes and gravity
- x2o-5 – great extension to Physics, which sets specific challenges for students
- Measure-19 – For measuring sound waves, or anything plugged into the microphone which doubles as a basic voltage meter – great for science experiments
- Colors-3 – For drawing, and recording how to draw for sharing
- Paint-23 – Basic painting application
- CartoonBuilder-RC-1.7 – Basic animation tool for young children
- FlipSticks-RC-1.4 – For basic animation of a stick figure
- JokeMachine-8 – To build jokes and share with friends
- TamTamEdit-49 – Music editor
- TamTamJam-50 – Music player
- TamTamMini-48 – Music player
- TamTamSynthLab-50 – Music sound creator
- Development – games, animation, software
- Scratch-9 – Great drag and drop development of games, animation and more
- Pippy-26 – Python based development environment for children
- TurtleArt-10 – graphical logo – for creating art with turtle instructions
- Etoys-94 – animation and games development – for older children
- System tools
 Network diagrams
To be added (after implementation)
 Custom Configuration information
Below are all the changes made to the default 0.4 image for this deployment. These can easily be reimplemented with basic tweaks for future deployments using this image. It is recommended that deployments be kept up to date with the latest stable schoolserver releases of the XS from OLPC as new functionality is coming that will simplify and improve the schoolserver, particularly in the next version which is due out soon. Schoolservers can easily be upgraded from the command line
 DNS Forwarding
This implementation has internal DNS servers that we have to forward to.
- We added forwarders to the named-xs.conf at /etc/named-xs/
 DNS Resolution of Other Schoolservers
Because we had three sites that all needed to talk to each other (and the education specialists needed to connect to the jabber service on the schoolservers at each school) we had to manually add the DNS entries to the local zone on each server for the other two schoolservers.
 Static Network Addressing
We needed a static IP address for each server so we could confidently remotely ssh into the schoolservers.
- You do this by editing /etc/sysconfig/network-scripts/ifcfg-eth0 (assuming that the network ethernet cable is plugged into the first network device). Then reboot the server for it to work and map everything correctly
 Proxy forwarding and authentication
Our sites have existing Proxy services that also require per user authentication (yes, even the 5 year olds have a username and password). This doesn't work with transparent proxying, so we did the following.
- We had to change the squid-xs.conf (note, not the squid.conf) file and added the following line:
cache_peer parent 8080 0 no-query no-digest login=PASS
Please note that transparent proxies (as this is set up by default) cannot do client-side authentication pass through, (the login=PASS bit doesn't work) so we had to:
Comment out the following line from squid-xs.conf:
_TAG_ 3128 transparent
Add http://schoolserver:3128 to all the clients Browse activity (via a config script that modified the js.all file) for them to get the authentication pop up.
If all clients were


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Hypercalcemia is defined as abnormally elevated calcium levels in the blood. Of the various types of substances that are poisonous to dogs, there are those that include hypercalcemic agents. Hypercalcemic agents contain vitamin D, medically known as cholecalciferol, which works by raising the calcium content in blood serum to high toxic levels, resulting in cardiac arrhythmias, and then death. Hypercalcemic agents are popular for use in rodent poisons, since rodents do not have resistance to cholecalciferol. In most cases, poisons containing cholecalciferol must be directly consumed by an animal for it to fall ill, however the exception to this is when a dog eats a poisoned rodent.
Dogs that have consumed hypercalcemic poisons typically will not show immediate symptoms. Signs of poisoning may show 18 to 36 hours after the cholecalciferol containing poison was consumed. Left untreated, a dog can die from cholecalciferol poisoning and the resulting hypercalcemia. If the dog does survive, it will have elevated calcium levels for weeks after the poisoning, and this excess of calcium can lead to secondary health problems, like renal failure.
FatigueVomitingIncreased thirstFrequent urinationGeneralized weaknessSeizuresMuscle spasmsElevated blood serum calcium
The main cause of hypercalcemic poisoning is from the ingestion of rodent poison. If you suspect that your dog has come into contact with rat or mouse poison, and you are seeing some of the symptoms listed above, you will need to bring your dog to a veterinarian before your pet's health becomes critical.
Keep in mind that outdoor dogs (or dogs that go outside frequently) are at risk of rodent poisoning. It might be in a neighbor's yard, in a trash bag, or in an alleyway. Dogs that engage in chasing and killing rodents may also be susceptible to this type of poisoning. Even if you do not live in an area where rats or mice are a concern, rodent poison may be used for other common suburban pests like raccoons, opossums, or squirrels.
Your veterinarian will perform a thorough physical exam on your dog, taking into account your pet's background medical history, onset of symptoms, and possible incidents that precipitated this condition. A complete blood profile will be conducted, including a chemical blood profile, and a complete blood count. Your veterinarian will conduct a blood test to check your dog's calcium levels and presence of poison. If possible, you should take a sample of your pet's vomit with you to the veterinarian, so that it can also be examined for the presence of poison. If you have the poison that your pet ingested, you should take that to your doctor as well.
One of the side effects of hypercalcemic poisoning is dehydration, which can lead to organ failure and seizures. You will need to make sure that your dog is getting plenty of water, and is able to retain the water it is taking in. Increased salt can help to increase or maintain body fluid, as well as induce excretion by the kidney. Adding a small amount of salt to the water you are giving to your pet will encourage fluid retention. Your veterinarian will work on correcting your dog's body fluids, electrolyte imbalances, and lowering the calcium levels using diuretics, prednisone, oral phosphorus binders, and a low calcium diet.
Living and Management
Dogs that have survived hypercalcemic agent poisoning may succumb to some long term side effects due to the high level of calcium in the blood and in the body's organs. The kidneys, for instance, are commonly damaged as a result of hypercalcemia.
The best prevention is to keep rodent poisons placed in areas that are not accessible to your dog, and to supervise your pet so that it does not get a hold of a rodent that may have ingested poison containing a hypercalcemic agent.

source: m-a-p/FineFineWeb


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Data Diode Products
Comprehensive, hardware-enforced data diode cybersecurity products for commercial and industrial use, built from the ground up for seamless data availability and unhackable security.
What is Owl Data Diode
An Owl data diode goes way beyond a disabled cable; it is a hardware-based electronic device designed with two separate circuits – one send-only, and one receive-only – which physically constrain the transfer of data to one direction only and form an "air gap" between the source and destination networks. As described below, Owl provides a multi-layered, patented approach to the design of our data diodes.
Data Diode Purpose
Data diodes are used to defend networks from cyber-attacks and transfer information generated within the protected network in a one-way fashion to end-users outside the network. In this way, data can be sent to the cloud, a remote monitoring facility, support engineers, regulatory bodies or any other end-user that needs access, without creating a vulnerability or threat vector into the network. Data diodes separate and create boundaries between trusted and untrusted networks and straddle the demarcation line between them. This separation between networks is more commonly known as network segmentation. This is a basic and vital part of any comprehensive cybersecurity strategy. It is perhaps simplest to think of data diodes as digital one-way valves for data, allowing data to flow out, without a way back in. Data diodes can be used to protect very small network segments, such as an individual industrial controller, a car, or a database, or they can be used to protect a very large segment, such as an entire nuclear power plant.
Data Diode Products by Form Factor
OPDS - 100
Multi-purpose, Medium Throughput
OPDS - 1000
Multi-purpose, High Throughput
Multi-purpose, Very High Throughput
Raw Ethernet Packets, Very High Trougput
XD Guardian
Multi-purpose, Bidirectional, Filtering
OPDS - 100D
Multi-purpose, Industrial Form Factor
Single Protocol, Lower Througpu
Bidirectional, Secure Command & Control
The Owl Perimeter Defense Solution (OPDS) product line is designed to support the Critical Infrastructure markets. These cybersecurity products are oriented around protecting the data networks and digital assets (SCADA, PLCs, DCS, databases, historians, etc.) located at various critical infrastructure facilities including plants, mines, power plants, banks, substations, credit unions, pump stations, oil rigs, etc.
The concept is to protect the control systems within the facility by creating a secure cyber perimeter around the plant so that plant operations are not interrupted, sabotaged or otherwise impacted by some kind of cyberattack. The concern is not only for threats against single facilities (i.e. a nuclear power plants, refineries) but also a coordinated, simultaneous attack that shuts down multiple power substations, freshwater delivery systems or bank branches for example; leading to significant stress, disorder, and in the minds of the attackers, chaos.


text: Tic-Tac-Toe is a Design Studies tutorial that explores strategies and methods of approaching and revealing design thinking. Over one semester we explore 9 propositions that form alternatives to the status quo and offer ways to challenge design strategy. These tactics are a random selection of 9 – yet they offer a discourse on how we might interrogate the ideas we assume are critical to the essence of design action: The 9 tactics explored Generosity, Empathy, ReUse, Repair, Culturing, Play, Futuring, Co-working, and finally Making. At the end of 12 weeks each participant proposed a tactic that offered an alternative to an already understood design thinking practice. This reveals how this might be demonstrated in a project.This a a compilation of propositional design tactics proposed by the participants of the Tic-Tac-Toe, design Studies Tutorial.

source: openbmb/Ultra-FineWeb


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Craft Your Way: Explore Personalized DIY Project Kits Shopping
In the realm of do-it-yourself creativity, personalized DIY project kits shopping opens the door to a world of tailored crafting experiences. This article delves into the allure of customized DIY kits, how they elevate the crafting journey, and the diverse range of options available for individuals seeking a uniquely personal touch to their creative endeavors.
1. The Art of Personalization in DIY Crafting
Personalized DIY project kits represent a departure from generic crafting experiences. Embracing personalization means crafting enthusiasts can choose projects that align with their interests, skill levels, and design preferences. This individualized approach transforms the crafting process into a more meaningful and enjoyable endeavor.
2. Tailoring DIY Kits to Skill Levels and Interests
One of the key benefits of personalized DIY project kits is the ability to tailor them to individual skill levels and interests. Whether a beginner seeking a straightforward project or an experienced crafter eager for a more intricate challenge, personalized kits cater to diverse skill sets, ensuring a fulfilling and appropriately challenging crafting experience.
3. Unleashing Creativity with Customizable Materials
Personalized DIY kits often come with customizable materials, allowing crafters to add a personal touch to their creations. From choosing specific colors to selecting unique textures and patterns, the ability to customize materials empowers individuals to infuse their personality into every aspect of the crafting process.
4. Craft Kits for Every Passion and Hobby
The beauty of personalized DIY project kits lies in their versatility. Crafters can explore kits tailored to a spectrum of passions and hobbies, from painting and knitting to home decor and jewelry making. This diversity ensures that everyone can find a DIY project that resonates with their interests and provides a fulfilling creative outlet.
5. Gift-Giving with a Personalized DIY Touch
Personalized DIY kits extend beyond personal crafting; they make for thoughtful and unique gifts. Crafters can customize kits to align with the recipient's preferences, creating a truly personalized gift that reflects the thoughtfulness and creativity of the giver.
6. Crafting Community with Personalized DIY Kits
The personalization of DIY project kits fosters a sense of community among crafters. Online platforms often feature communities where individuals can share their personalized projects, exchange tips, and inspire others. This sense of connection adds an extra layer of enjoyment to the crafting journey.
7. Personalized DIY Kits for Special Occasions
For special occasions and celebrations, personalized DIY kits offer a distinctive way to commemorate the moment. Whether it's creating custom party decorations, personalized gifts for weddings, or crafting unique holiday ornaments, personalized DIY kits provide a hands-on and sentimental approach to marking important milestones.
Explore Personalized DIY Project Kits Shopping at Krasnaya-Verevka
Ready to infuse your crafting journey with personalization? Explore a curated selection of personalized DIY project kits at Krasnaya-Verevka. Craft your way to creativity and self-expression with kits tailored to your unique preferences.
Conclusion: Crafting Your Unique Creative Path
In conclusion, personalized DIY project kits redefine the crafting experience, offering individuals the opportunity to craft their unique creative paths. From tailoring projects to specific interests to customizing materials and sharing creations within a crafting community, personalization enhances the joy and fulfillment derived from DIY crafting. With personalized DIY kits, every craft becomes a reflection of the individual, making the journey as meaningful as the final creation.


News |
Swine Flu Caused Permanent Lung Damage in Some
Swine flu has caused permanent pulmonary damage to some patients in Finland. In Kuopio, five people who were in intensive care with the H1N1 virus developed serious lung problems.
Laite mittaa sydämen sykettä ja happisaturaatiota. Image: YLE / Savo
Some people with these complications were basically healthy before they contracted swine flu, and were not in any risk group. For example, one healthy 40-year-old woman's lungs have been incurably damaged.
In these patients, the H1N1 virus caused viral pneumonia, which caused their lungs to fill up with liquid. When the infection recedes, the lungs can have fibrosis, or basically damaged and hardened tissue.
Kuopio's University Hospital plans to bring every swine flu patient who was treated in their pulmonary ward back for further testing. A total of 17 people were admitted to the intensive care unit during the epidemic, and 52 people ended up in the pulmonary ward.
Physicians Make Case for Flu Shot
Irma Koivula, an infectious diseases specialist at the Kuopio University Hospital, says that anyone who contracts H1N1 virus is at risk for the same kind of lung damage. She stresses how important it is to get the swine flu shot, which is being offered to everyone at public health care centres.
"The more people that get the vaccine, the fewer people will be susceptible to it and the epidemic will disappear on its own," she says.
"If a lot of people don't get vaccinated, they could get the virus again and spread the disease. Especially people they come into contact with who are in risk groups, like overweight and pregnant people, they are at a larger risk of developing serious lung damage."
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Orb Walking - the Subtle Art
_TAG_. Introduction
_TAG_. What is orb-walking?
_TAG_. How to orb-walk
_TAG_. Defining orb spells
_TAG_. Who can orb-walk?
_TAG_. Orb-walk tactics
_TAG_) Why orb-walk?
_TAG_) When to orb-walk?
_TAG_. Comparing orb-walking and animation canceling/ani-cancel
_TAG_. Types of Orbs in DotA
_TAG_. Credits
_TAG_. Changelog
_TAG_. Introduction
Orb-walking, essential for harassing lane enemies and chasing them down for the kill later on. So, how do you do it, and more importantly, how do you abuse its potential as effectively as possible?
_TAG_. What is orb-walking?
It's manually casting orb spells while moving alongside the enemy hero. These spells must have zero cooldown, otherwise it is not possible to orbwalk, since you're waiting for your orb to cooldown while you're chasing. Only orb spells can be used to orb-walk.
_TAG_. How to orb-walk, then?
Manually cast your orb spell, then start moving [or issue any other command] once you see the attack projectile in the air [a trick known as animation cancel].
You should be within attack range still once your hero moves, so just repeat the process until you should back off, or until enemy hero dies.
_TAG_. What are orb spells and how do they differ from normal spells?
Orb spells [usually] have 0 cd, and they will add a visual effect to your normal attack projectile, as well as enhance your attack. Although the spells have 0 cd, they still cost mana to cast, and are still affected by Silences.
One of the major differences between normal spells and orb spells is their effects on Silencer's Curse of the Silent and Last Word, on Magic Stick/Wand as well as on Harbinger's Essence Aura.
Normal spells:
a) cause Curse of the Silent to be debuffed from the hero
b) cause the caster to be silenced by Last Word
c) add a charge to Magic Stick/Wand
d) trigger Essence Aura at its normal percentage.
On the other hand, orb spells:
a) will not debuff Curse of the Silent from hero
b) will not cause the caster to be silenced by Last Word
c) does not add charges to Magic Stick/Wand
d) triggers Essence Aura, but at a decreased percentage.
_TAG_. Who can orb-walk?
As will be mentioned below, there are only 7 heroes with skills at those shown levels who can orb-walk. For now, their icons should suffice.
_TAG_. Orb-walk tactics
_TAG_. Why orb-walk if you have autocast?
Orb-walking counts as casting a spell. This has 2 major effects on your gameplay.
1. It does not draw aggro from either creeps or towers. In other words, it does not attract enemy creeps or towers to attack you, so long as your hero is not the only thing they see.
2. Orb-walking heroes usually have a shorter casting animation compared to their attack animation. This helps in chasing, especially for Viper and Drow, who both have potent orb-based slows.
That being said, you don't have to orb-walk all game long. Once your IAS exceeds your casting animation speed, you can do without orb-walking, and proceed straight to autocasting your orbs.
_TAG_. When to orb-walk?
Orb-walk is used for harrassing to good effect, and is often the way to get first blood in orb-walker lanes [Huskar and Viper are potential candidates for this].
Reasoning for Huskar/Viper first bloods - DoT. Burning Spears and Poison Attack deal damage over time to their intended targets, so you can [sometimes] safely back off before your enemy falls. Huskar and Viper also have DPS boosting skills [Berserker's Blood/Nethertoxin] which will be very helpful in dishing out the damage.
So, when to orb-walk? During the laning phase, and when chasing, you'll find that orb-walk shines. Laning is for the harassing, and chasing is for when you don't want that enemy to get away. Cast orb -> move -> cast orb again -> move -> rinse and repeat until enemy dies, or until you should back off.
_TAG_. Orb-walking v Animation canceling/ani-cancel
It is mentioned above that orb-walking involves animation canceling. However, there are differences between normal animation cancel and orbwalking.
Orbwalking uses the spell cast animation. For all of the orb-walkers, they have a cast animation which is shorter than their normal attack animation. This gives them a slight advantage in terms of chasing, since they don't spend most of their time doing some funky animation which doesn't help you.
_TAG_. How many different types of orbs are there in DotA, and which of them can be used to orbwalk?
Item-based orbs [cannot be used to orb-walk]
Lifesteal - Mask of Death, Mask of Madness, Helm of the Dominator, Satanic
Chain Lightning - Maelstrom, Mjollinir
Greater and Lesser Maim - Sange and Yasha, Sange
Cold Attack - Eye of Skadi
Corruption - Desolator
Feedback - Diffusal Blade
Hero-specific orbs [can be used to orb-walk]
Bone Fletcher - Searing Arrows Level 3 onwards
Drow Ranger - Frost Arrows Level 1 onwards
Enchantress - Impetus Level 1 onwards
Netherdrake - Poison Attack Level 3 onwards
Obsidian Destroyer - Arcane Orb Level 4
Sacred Warrior - Burning Spears Level 1 onwards
Silencer - Glaives of Wisdom Level 4
_TAG_. Credits
dotaportal.com for the hero gifs, playdota.com for the skill icons, you for reading this guide and providing feedback.
_TAG_. Changelog
12/7/09 - submitted guide
17/7/09 - redid layout for guide
18/8/09 - after icing the guide for a while, redoing and retouching guide based on posters' suggestions, added section "orbwalking v ani-cancel" (incomp.)
Still to be added:
Misc guide
Author: crazy sheep
Map Vers.: 6.61b
Orb Walking - the Subtle Art
A brief guide to Orb-walking
Date Posted: 07/12/09
Last Comment:24/07/2009
Total Votes: 0
Current Rating: 0.00
Views: 33456
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text:
"Clann an Drumma" or "children of the drum," is a fun band, I'll say that right off the bat. Combining the great Highland bagpipe with a bunch of loud drums is unquestionably a fun listen. However, that's not what this article is about.
Why? Because the band refers to its sound as "tribal" Gaelic music, derived from the traditions of the ancient Picts, and because people believe them. And that's just a bunch of nonsense.
First, Gaelic music in general didn't even include percussion until the Chieftains popularized a previously rare and obscure type of drum known as the "bodhran," which had up until then been known only in one small corner of the Irish southwest. Traditional Irish and Scottish music outside of this small area simply did not include the drum before the Chieftains made it popular a few decades ago.
Second, because the bagpipe only came into Gaelic music sometime late in the middle ages. It was completely unknown to the ancient Picts, or to the Gaels of any era that could really be called "tribal." Gaels of the later part of the clan era did use the bagpipe, and made it an integral part of their culturebut a clan is different from a tribe.
Third, because Clann an Drumma does not play Gaelic music. They play fun music, as I saidbut it's not Gaelic. Listen to Clann an Drumma, and then listen to the singing of Donnie Murdo MacLeod. You won't hear more than the faintest hint of a similarity.
It's true that Highland Regiments in the British Army maintained both drummers and pipers on the payroll. That's because drummers were used to control troop movements, and bagpipes were used to inspire the Highland troops. The most you could say is that Clann an Drumma is freely inspired by the tradition of Highland Regiment pipe and drum units. But "tribal and Gaelic"?


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Storm Water Management – Urban
23rd Avenue & Roeser Road
Project Size: 37 acre-feet detention basin, 1.5 miles of storm pipe design
Project Description: The land use plan in a long-established area of Phoenix did not take into consideration future development and watershed runoff changes. Watershed runoff had been greatly reduced through subsequent residential development in and around the area. CVL coordinated efforts between the City of Phoenix and Salt River Project design teams to create a new area drainage master plan, detention basin, and storm drain system.
Value Added: The project consisted of a Area Drainage Master Plan (ADMP) including HEC-1 Model; the design of a 37-acre-feet Detention Basin including soccer field lighting; Low Flow Channel and Outlet Structure design; 0.5 mile 78 inch, 0.5 mile 60-inch, and 0.5 Mile 42-inch storm drain design; and Hydraulic Gradient matching the Salt River water surface.
Because each of the developable sites contained site-specific retention that reduced overall watershed runoff, CVL was able to downsize from a 108-inch storm pipe to a 78-inch storm pipe. That alone saved the City of Phoenix approximately $3 million in construction costs.
CVL evaluated other, less costly, alternatives for backfill. CVL ultimately determined that if City of Phoenix would annex property along 27th Avenue, the project could be constructed using local municipal code standards, which permitted native backfill material. Using native backfill material enabled the City of Phoenix to save approximately $900,000.


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**Data on deaths will be updated Monday through Friday only; in addition, there will be no update to deaths data on days of the week following a holiday.
^ Due to intermittent issues with the State's CalREDIE system, the number of new and/or cumulative cases may change as these issues are resolved.
The number of deaths may be temporarily undercounted while deaths are under investigation.
To download data related to the dashboard above, please visit: data.sccgov.org/browse?category=COVID-19
We are carefully tracking data related to the spread of COVID-19 in our communities. We are encouraged by what we are seeing in some areas and concerned about what we are seeing in others. As we move forward, we will continue to make decisions based on the science, data and facts related to the specific conditions in our communities.
We are committed to providing accurate, reliable reports to the public. Additional data will be added over time. The information presented here is updated daily and is dependent on reporting by numerous agencies across the County and outside partners. Please read the data notes related to each dashboard to understand any limitations in reporting.
- Cases, Death, and Testing Dashboards and Reports
- COVID-19 Cases and Deaths
Provides detailed information about cases and deaths from COVID-19.
- Demographics of Cases and Deaths
Provides information on characteristics and demographics of COVID-19 cases and deaths, including: age, gender, race/ethnicity, source of transmission for cases, and underlying conditions for deaths.
- Long-Term Care Facility (LTCF)
Provides information on cases of COVID-19 in Long-Term Care Facilities (LTCFs).
- COVID-19 Testing
Provides information on the total daily testing for COVID-19.
- Healthcare System Testing
Provides information on the number of tests performed by major healthcare systems in the county.
- COVID-19 Variants
This dashboard provides the cumulative count of COVID-19 variants that have been identified and reported in Santa Clara County to date.
- Demographic Trends for COVID-19 Cases
This report provides detailed data on the demographic characteristics of people infected with COVID-19 over time in Santa Clara County. COVID-19 cases reported to the Public Health Department are shown by age group, race/ethnicity, and city of residence. These data are presented for the past four weeks and since the beginning of the pandemic.
- Vaccination Dashboards
- COVID-19 Vaccinations Among County Residents
This dashboard provides information about vaccine administration to Santa Clara County residents who are currently eligible to receive a COVID-19 vaccination. This includes residents who have been vaccinated by providers within Santa Clara County and residents who have been vaccinated outside of the county.
- COVID-19 Vaccine Inventory and Administration by Provider
This dashboard provides a summary of all COVID-19 vaccine types received and administered by vaccine providers located in Santa Clara County.
- Mapping Dashboards
- Hospitalization Dashboards
- COVID-19 Response Dashboards
- COVID-19 Data Sets


text:
What kind of ape was Tarzan raised by?
Dear Straight Dope:
Who or what type of critter was Tarzan raised by? I recall from the books that he disliked gorillas and from the descriptions, chimps are too small. Did old Edgar just make up a whole class of apes?
First answer: yes, it's fiction, and Edgar Rice Burroughs made up the whole thing. He wasn't a naturalist, zoologist or anthropologist, and his jungle animals behaved as he wanted them to, to tell a good story. Reality definitely took a second place. Hell, about a 102nd place. Burroughs did distinguish his great apes from gorillas, but did not identify them further than that.
Now, second answer: The identification of the tribe of apes who raised Tarzan is a matter of serious debate (yes, serious debate) among Tarzan aficionados, much as discussions of the location of Watson's wound are among Sherlock Holmes enthusiasts. The game is the same: Edgar Rice Burroughs wrote accounts of a real person, Tarzan, just as John Watson wrote accounts about a real detective, Sherlock Holmes. The problem is that Burroughs (like Watson, or like his editor Arthur Conan Doyle) tried to conceal the true identities of many of the people and incidents; hence, the accounts are full of distortions and seeming inconsistencies. True aficionados try to pry behind the camouflage, to determine the true events, dates, people, places, etc., and to reconcile the inconsistencies.
(ASIDE: In fact, the Burroughs enthusiasts and the Holmes enthusiasts sometimes find points in common--after all, Tarzan's father John Clayton would have been around the same age as Sherlock Holmes, living contemporarily in London.)
OK, so that's the game: assume the stories are true, and try to explain the inconsistencies.
The first Tarzan book, Tarzan of the Apes, was published in 1912. The first chapters describe how, in 1888, John Clayton, Lord Greystoke, was commissioned to make a "peculiarly delicate investigation" of conditions in an unnamed British colony on the west coast of Africa. He was accompanied by his young wife, Lady Alice. (ASIDE: The exact peerage is somewhat confused, as his wife is sometimes called Lady Alice and sometimes Lady Greystoke. She wouldn't normally be addressed as both. Since Edgar Rice Burroughs says he heard this tale from someone else, it is likely that ERB, an American, was unfamiliar with British peerage and titles. However, this spurs on much debate in the Burroughs Bulletin and among fans, trying to identify who the Greystokes really were, etc.)
There was a mutiny on their ship, and they were abandoned somewhere on the West African coast; they built a hut, foraged for food, kept the dangerous beasts away with guns and fire... and then their son was born. One year later, Alice died in her sleep. The next night, the hut was attacked by apes who killed Clayton. One of the female apes, named Kala, had recently lost her child; she grabbed the infant in the crib, nursed him and adopted him to replace her dead baby. The child was raised by the apes and learned the ways of the jungle. The combination of jungle cunning and his superb British brain not only helped Tarzan survive, they made him leader of the ape tribe, self-styled King of the Apes.
He later discovered the hut, including children's books that the Claytons had brought with them. He learned his origin, that he was not a mutant born of Kala, but a son of the tarmangani (white folks.) He taught himself how to read English, and finally met English-speakers. He learned his true identity as the offspring of a British lord, and became the Tarzan we all know and love, whose exploits are told in 24 books by Burroughs, and in countless movies, radio programs, and TV series.
So, to your question: who or what were these "apes" that raised a human baby? Burroughs described them first as "great man-like figures," dimly seen through the foliage. Then one attacks Alice, and we have the description: "The ape was a great bull, weighing probably three hundred pounds. His nasty, close-set eyes gleamed hatred from beneath his shaggy brows, while his great canine fangs were bared in a horrid snarl as he paused a moment before his prey."
Clayton described it in his diary as an "anthropoid ape," but Clayton (like Burroughs) had not studied either anthropology or zoology. In fact, they are clearly not gorillas, as will be discussed in a moment.
The tribe of great apes call themselves mangani and they appear to be far more humanoid than gorilloid. They have a spoken language and social structure. They are often described in the first two Tarzan books as "gorilla-like apes." But Burroughs had, at that time, no information to the contrary. Once he had taken that approach, of course, he was stuck--even though he later learned more about the mangani, he could not contradict his earlier versions. Consequently, the erroneous description of the mangani as apes was in stone. But Burroughs didn't care; Philip Jose Farmer says, in Tarzan Alive, that Burroughs "was writing novels, and the facts did not always have to be adhered to. Indeed... he sometimes went out of his way to make sure that the reader thought that his Tarzan books were entirely fictional."
So, what are the clues?
In The Jungle Tales of Tarzan, Burroughs mentions "these great manlike apes which the natives of the Gobi speak of in whispers" who "unlike the chimpanzee and the gorilla... walk without the aid of their hands quite as readily as with." The ability to walk entirely upright for long periods of time requires that the pelvises and legs of the mangani must have been more human than ape.
We also know, from several stories, that the mangani were well-developed meat eaters. They also ate insects, birds, eggs, fruit, and nuts; this again suggests an evolution that is more human than gorilla (gorillas are vegetarians). Presumably, Tarzan's adopted mother pre-chewed his food for him; otherwise, his comparatively fragile teeth would not have proved adequate.
The mangani have a spoken language of some complexity. Again, this puts them closer to humans on the evolutionary scale than to any other creature.
And so, although they are called "great apes," the conclusion drawn by most people who study the Tarzan stories is that they are subhumans rather than super-apes, perhaps some rare hominid, such as language-using pithecanthropoids. Philip Farmer speculates that the mangani may be a smaller African variety of the Himalayan yeti or the giant sasquatch of the Pacific Northwest. He offers that they may have been a giant variety of Australopithecus robustus, a hominid supposed to be extinct. They may have been the agogwe of native African legend.
We also know that male mangani were subject to maniacal fits of rage. Farmer speculates that this may be a "nonsurvival trait that had tended to reduce the population of the genus, which had been very low for thousands of years. This instability may have helped them lose out in the race for the kingship of Earth in the dawn of sentience. The gorilla, their closest relative after man, had also lost the race.... The huge vegetarian gorillas, though not nearly as intelligent as the mangani, and not numerous, still outnumbered the mangani by a hundred to one. It is doubtful that there were over two hundred [mangani] left in equatorial Africa in 1889."
Presumably, they are extinct today.
As a final aside, there are only two passing reference in the entire 24 books to chimpanzees. "Cheetah" is an invention of the movie people, and thus not canonical.
Tarzan Alive, by Philip Jose Farmer, Popular Library, New York, 1972.
_URL_, the official website
And, of course, Tarzan of the Apes and The Return of Tarzan, the first two books of the series.
If you'd like more, don't overlook the Burroughs Bulletin, the official journal that has published the speculation, analysis, and praise of fans.

source: HuggingFaceFW/fineweb-edu


A map of our data centers can be found here: _URL_ and they're also
listed on _URL_ sorted by continent. The three-letter code preceding their name
on that list is the IATA code of the nearest major international airport.
To find out which data centre your traffic is currently being routed to please visit the following url _URL_ replacing example.com with your domain name.
fl=21f63 h=_URL_ ip= ts=_PHONE_.494 visit_scheme=http uag=Mozilla/5.0 (Macintosh; Intel Mac OS X 10_10_1) AppleWebKit/537.36 (KHTML, like Gecko) Chrome/39.0.2171.95 Safari/537.36 colo=LHR spdy=off
The above output is what you would see when you visit the URL, the colo section will correspond with the above table, in this example traffic is being routed to London, GB


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A genetic test for lactose intolerance
A genetic test for lactose intolerance has been devised by researchers at the Canterbury Health Laboratories in Christchurch.
Lactose intolerance is common
Most of the world's population (about 75%) are lactose intolerant and can't consume milk or milk products without feeling ill. This is because they lack the enzyme lactase, which digests the milk sugar lactose.
Lactose tolerance arises from a genetic mutation
In New Zealand, most of the population are lactose tolerant and can consume milk and milk products. A single point mutation in the DNA ensures that the lactase enzyme is produced in adults. At a specific site in the DNA, a cytosine (C) nucleotide is replaced with a thymine (T). This type of mutation is called a single nucleotide polymorphism.
If the thymine (T) nucleotide is present, the lactase enzyme continues to be made after weaning, and adults can consume milk without any ill effects. This mutation is thought to have emerged relatively recently (less than 10,000 years ago) as farming and dairying practices became commonplace.
A genetic test for lactose intolerance
Previous tests for lactose intolerance were time-consuming and invasive. Recently, researchers at the Canterbury Health Laboratories in Christchurch have devised a simple genetic test for lactose intolerance. This test determines whether a subject has the cytosine (C) or thymine (T) nucleotide in their DNA close to the lactase gene.
This test uses a number of common molecular biology techniques including polymerase chain reaction, restriction enzyme digests and gel electrophoresis – see the steps below:
 1. Obtain a DNA sample: A small amount of blood (about 5ml) is taken from a test subject.
 2. Polymerase chain reaction (PCR) amplifies the DNA: The subject's DNA is amplified using polymerase chain reaction (PCR). PCR uses primers to amplify the specific region of DNA that contains the single nucleotide polymorphism.
 Get information sheet: Polymerase chain reaction (PCR)
 3. Restriction enzymes cut the DNA into fragments: The amplified DNA is cut into fragments with restriction enzymes.
 Get information sheet: Restriction enzymes
 4. Gel electrophoresis separates DNA fragments: The DNA fragments are separated by size using gel electrophoresis.
 Get information sheet: Gel electrophoresis
 5. Analyse results: The pattern of DNA fragments indicates whether a person is lactose intolerant (C/C) or lactose tolerant (C/T) or (T/T).
Testing for lactose intolerance
A test for lactose intolerance is needed to help doctors diagnose and treat people. If a person has lactose intolerance, they could avoid milk and milk products, to see if this helps symptoms, or explore some biotechnological solutions.
Get information sheet: Treating lactose intolerance
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text:
Employment law changes – 1st October 2015
Numerous employment law changes came into force today as a result of the Deregulation Act 2015. Key changes include:
- Sikhs will now have the right to wear a turban instead of a safety helmet across almost all workforces in Great Britain. Until now, this right was restricted to Sikhs within certain workplaces. It should be noted that there will be some limited exceptions, such as specific roles within the military and emergency services.
- The power of employment tribunals to make wider recommendations in discrimination cases will no longer be available.
In addition to the changes introduced by the Deregulation Act 2015, The National Minimum Wage Amendment Regulations 2015 (SI 2015/971) ("the NMW Regulations") came into force today. The NMW Regulations change the rates of national minimum wage in accordance with recommendations from the Low Pay Commission. The following rates will now apply:
- Standard adult rate (workers aged 21 and over) = £6.70 p/h
- Development rate (workers aged between 18-20) = £5.30 p/h
- Young workers rate (workers aged under 18 but above compulsory school age) = £3.87 p/h
- Apprentice wage = £3.30 p/h
Later in October 2015, it is expected that large businesses will be required to publish an annual slavery and human trafficking statement, setting out the action they have taken to ensure that their supply chains are free from slavery.
If your business is affected by any of the above changes or if you would like any further information, please do not hesitate to contact a member of our Employment Law team.Back to index


Stride and Step Length Obtained with Inertial Measurement Units during Maximal Sprint Acceleration
Research output: Contribution to JournalArticleAcademicpeer-review
105 Downloads (Pure)
Abstract
During sprint acceleration, step length, step rate, ground contact, and airtime are key variables for coaches to guide the training process and technical development of their athletes. In the field, three of these variables are easily obtained with inertial measurement units (IMUs), but, unfortunately, valid estimates of step length with IMUs currently are limited to low speeds (<50% max). A simple method is proposed here to derive step length during maximal sprint acceleration, using IMUs on both feet and two timing gates only. Mono-exponential velocity-time functions are fitted to the 30-m (split) and 60-m times, which in combination with IMU-derived step durations yield estimates of step length. To validate this approach, sixteen well-trained athletes with IMUs on the insteps of both feet executed two 60-m maximal sprints, starting from a three-point position. As a reference, step lengths were determined from video data. The reference step lengths combined with IMU-derived step durations yielded a time series of step velocity that confirmed the appropriateness of a mono-exponential increase of step velocity (R2 ≥ 0.96). The comparison of estimated step lengths to reference measurements showed no significant difference (p > 0.05) and acceptable agreement (root mean square error, RMSE = 8.0 cm, bias ± Limits of Agreement = -0.15 ± 16 cm). Step length estimations further improved (RMSE = 5.7 cm, -0.16 ± 11 cm) after smoothing the original estimated step lengths with a third order polynomial function (R2 = 0.94 ± 0.04). In conclusion, during maximal sprint acceleration, acceptable estimates of stride and step length were obtained from IMU-derived step times and 30-m (split) and 60-m sprint times.
Original languageEnglish
Article number202
Pages (from-to)1-12
Number of pages12
JournalSports (Basel, Switzerland)
Volume7
Issue number9
DOIs
Publication statusPublished - 31 Aug 2019
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Re: Cannot do any order and control the maxOccurs.
From: Jeni Tennison
Date: Wed, 27 Feb 2002 09:32:51 +0000
Message-ID: <_EMAIL_>
To: Christopher Birkett
CC: _EMAIL_
Hi Chris,
> XML Schema Limitation:
> 1. You cannot specify any order and have some, but
> not all, of the elements' frequency greater than one.
> To almost get around this limitation (if we
> want any order and control the frequency) we have 2
> options:
> 1) We would have to declare as
> an XML Schema list type.
> 2) We could specify any order and any
> frequency for all items (choice maxOccurs="unbounded")
A third option would be to define wrapper elements for the elements
that can repeat:
This would allow you to use xs:all to indicate that the elements
within App can go in any order:

Which would mean that the following is also legal:
The other options, as mentioned on this list recently, are:
 - to list all the possible combinations of orders; this gets unwieldy
 if you have lots of elements that are intermingled.
 - create a canonical schema in which the order is fixed; if
 necessary, you can write a simple script or stylesheet to transform
 instances into documents with this ordering
Out of interest, why is it important to you to allow elements to be in
any order?
Jeni Tennison
Received on Wednesday, 27 February 2002 04:32:58 GMT


text:
don't. In the end, many educators believe that an MBA can be too flexible or too fast to meet the educational needs of students.
In fact, many educators disagree about just how fast an MBA can be delivered before its quality is compromised. Although some argue that the optimum duration is the traditional 24 months, others assert that, under the right circumstances and for students with the right experience already in hand, a full-time equivalent MBA can be offered in an accelerated format of 12 months or even less. Students often flock to accelerated MBA programs, intrigued by the prospect of earning their degrees in less time. But while these programs are becoming increasingly popular, many educators worry that some providers could take the concept too far.
"The competition for students has become so intense that some providers may design programs that short-circuit the value of an MBA education," says Danko of Villanova. "When I see ads that say, 'Get an MBA in 12 months, part-time,' I worry whether those programs have enough content to be effective."
Many institutions are testing the accelerated concept to find how—and whether—a form of the accelerated model might fit into their curricula. Some schools have tried it and just as quickly decided to phase it out. The University of Denver's Daniels College of Business in Colorado, for example, began its one-year accelerated MBA program in 2000 and stopped accepting applications to the program in 2002. Stephen Haag, associate dean of graduate programs at Daniels College, explains that the format simply required too many compromises.
"We felt the program helped students develop solid knowledge in the classroom, but its one-year format required us to set aside many opportunities for experiential learning, such as our three-day outdoor leadership experience, dinners, case competitions, and internships," he says. "We could have made it successful from a numbers standpoint, but it just wasn't consistent with our philosophy."
On the other hand, some schools have designed accelerated programs that they find strikes the right balance between benefiting students and maintaining their educational standards. For Babson College in Babson Park, Massachusetts, the speed limit for its part-time Fast Track MBA program is 24 months, instead of the four to five years it takes to complete its part-time evening program. Babson faculty wanted to design a program that allows working adults to complete a part-time MBA more quickly but that still maintains the rigor and requirements of the school's other MBA options, says Stephen Laster, director of curriculum innovation and technology at Babson College.
"When we designed the two-year, part-time Fast Track, we started with our learning objectives and expectations for our students. We then worked back to the 24-month time frame," says Laster. "All students at the master's level receive a Babson MBA, no matter which program they complete. We make certain that all our MBA programs are of the same quality."
And then there are schools that are holding fast to the traditional full-time, two-year format. This places them, somewhat ironically, into a niche market, serving those students who want to focus their full attention on their education, without the demands of a day job. For example, Dartmouth College's Tuck School of Business in Hanover, New Hampshire, as well as Harvard Business School and MIT's Sloan School of Business, both in Cambridge, Massachusetts, offer only the traditional MBA, offering no EMBA or part-time options.
Others, like IESE Business School at the University of Navarra in Barcelona, Spain, offer part-time executive MBA programs, but only through a series of two-week, full-time modules that require students to leave their jobs for two weeks at a time. And its MBA is delivered only one way—two-year, full-time. "We think it's a better educational process for our students. Full-time programs work at a slower pace and are more comprehensive," says Jordi Canals, dean of IESE. "They offer students the chance to reflect more on what they learn."
Canals admits that part-time MBAs and EMBAs do offer students advantages. "Part-time evening and weekend programs can have lower opportunity costs. In addition, they allow students to implement what they learn more readily at their jobs," says Canals. "But full-time programs offer students more time to process the information. There will always be a tradeoff."
Innovations, Not Compromises
The tradeoffs between alternative MBA formats and their traditionally delivered counterparts may be unavoidable, but they are providing business schools with fertile ground to cultivate new approaches to MBA education. New MBA formats of all types, educators predict, will be more technology-enabled and less defined by a strict timetable. "With the executive MBA program, we moved from a time-bound format to a largely time-free format," says Hall of the Lubin School. "Students have more control over when and where their learning happens."
Most educators agree with Hall that the MBA itself is not a constant—it must respond to the changing dynamics of the marketplace. "I don't think that anyone has proven beyond a reasonable doubt that you need exactly 60 credits for an MBA, or that you must earn them in this sequence or within this period of time," says Danko of Villanova. "We don't have to be locked into that model."
Baczko of the Lubin School agrees. "The two-year program is here to stay," he says. "But it's not the only way to deliver an MBA."
Although debate will continue over where nontraditional MBA formats will eventually lead, most agree on two points: Their popularity will continue to grow, and business schools will continue to offer new options. Still, as students decide on the level of flexibility that best suits their objectives, so too will business schools decide on the level of quality, rigor, and interaction they want to offer. That scenario could present an exciting challenge to business educators, as they work to create more innovative programs to meet students' constantly changing needs without sacrificing quality, or reputation, in the process.


text:
- vocational guidance vocational training the course is directly vocationalel curso prepara específicamente para la profesión ( or el oficio etc)Example sentences
- They also provide information on full and part-time vocational training and education courses.
- The minister for skills and vocational education, is expected to announce the proposals to Parliament in March.
- These factors, in turn, have a severe impact on the vocational education and training in South Africa.
What do you find interesting about this word or phrase?
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text:
Soldiers had key role in Vail, ski industry
VAIL, Colorado Fathers of the ski industry is the name of a free presentation on the Armys 10th Mountain Divisions role in the Colorado ski industry that will be given Wednesday night at the library in Vail, Colorado. Earl Clark and Dick Over, original members of the 10th Mountain division, will speak from 5:30 p.m. to 7:30 p.m. Vail Mountains Minnis Mile run is named after Charles Minot Dole, who started the national ski patrol in the 1930s. He lobbied Washington to start experimental mountain division of soldiers which became the 10th Mountain Division.We wouldnt be here if it wasnt for the 10th Mountain Division, said Justin Henderson said, curator of the Colorado Ski & Snowboard Museum. They played a vital role in the Colorado ski industry.The ski museum is working with Vail library to celebrate local history, commemorate Veterans Day and the 25th anniversary of the library. Clark and Over will share their first hand historic accounts, stories and anecdotes so we can learn about the sacrifices that service men during World War II made, Henderson said. They are fun and engaging and will answer questions afterwards. Ski patrollers recruited the soldiers for the 10th Mountain Division. The 10th Mountain Division was the only army division that was recruited by a civilian organization.The division trained specifically for mountain warfare and is still the only unit the U.S. army has created for mountain warfare. The troops were stationed at Camp Hale, between Minturn and Leadville, and trained in areas now known as Ski Cooper and Vail. Their training at 9,200 feet prepared the men to fight in Europe. The battle of Riva Ridge another run in Vail was the divisions first combat operation in Italy. The troops climbed the Ridge at night and surprised and defeated the Germans. They didnt think Riva Ridge could be climbed, Over said. During their time in Italy, from 1944 to the end of war in 1945, the division was involved in heavy combat. We lost 1,000 men, 4,000 wounded fighting in the mountains of Italy, Clark said. It was very difficult combat action against the Germans as they held the high ground. Our time in Colorado prepared well for that as we trained at higher altitude than Italy. People were surprised we trained as well as we did, Clark saidAfter the war was over the soldiers returned to Colorado, where some of them were inspired to set up a ski area. A few of them founded Vail. They looked over at the bowls and decided this was the place, said Clark, referring to fellow soldier and Vail founder Peter Seibert. Tenth Mountain soldiers Robert Parker and Bill Brown helped Seibert build Vail. There are over 60 ski areas built by the men of the 10th division, Clark said. They played a major role and created the ski industry as it is today, including Arapahoe Basin, Aspen, Vail, Steamboat Springs and Loveland.Clark settled in Denver and skied with his wife, Betty, in Vail and Beaver Creek for 58 years. He only stopped skiing last year. Im not enjoying bachelor life. My wife died four years ago, we had a place at Eagle-Vail for 37 years, Clark said. After she died, going up there feels too lonely.I love the Back Bowls of Vail, he added. We did a lot of powder skiing there, my wife and I she was a beautiful skier.The ski and snowboard museum, located in the Vail parking garage, has a permanent exhibit on the 10th Mountain Division.Through the years we have been thrilled and delighted to see Vail become one of the greatest ski areas in the world, for the public and competitors, such as the World Cup, Clark said. Its great to see it develop in to the marvelous success it is.


Flutter for car. Why not?
One of the problems in the development of on-board systems for a car is the creation of high-quality portable software that would work on on-board systems of different car manufacturers and can be compiled for different hardware and software architectures. Despite the obvious relevance, the task was complicated primarily by the fact that most automakers preferred to create their own proprietary operating systems, which made it difficult to create portable software. The situation has changed with the launch of the Automotive Grade Linux (AGL) project, supported by large companies such as Toyota, Mazda, Suzuki, Ford and Mercedes Benz and media system manufacturers (for example, Panasonic). And in the development plans of the Flutter project for 2022, the development of AGL support as a target platform for applications is indicated. In this article, we'll cover the basic ideas behind building portable AGL applications with Flutter.
First of all, let's look at the AGL project itself and its architecture. AGL is a specialized distribution of Linux, but unlike the desktop distributions we are used to, it uses the best practices of the project Yocto for building embedded systems. Yocto allows you to build a specialized distribution based on layers (bblayers.conf) consisting of recipes (recipesdescribe the rules for assembling components) and configuration settings (local.conf) that are compiled by the utility bitbake into a binary image for the target platform (which can be either one of the microcomputer boards, such as Renesas M3 or Raspberry PI 4, or an image to run in an emulator, such as vmdk or ext4 for qemu). To familiarize yourself with the system, you can use the virtual machine image from _URL_ (the archive needs to be unpacked) and the bootloader _URL_ After downloading, you can run the AGL image and get acquainted with the system interface with the following command:
qemu-system-x86_64 -device virtio-net-pci,netdev=net0,mac=52:54:00:12:35:02 \
-netdev user,id=net0,hostfwd=tcp::2222-:22 -drive \
file=agl-demo-platform-crosssdk-qemux86-64.ext4,if=virtio,format=raw \
-usb -usbdevice tablet -device virtio-rng-pci -snapshot -vga virtio \
-display gtk,show-cursor=on -device intel-hda -device hda-duplex \
-machine q35 -cpu kvm64 -cpu \ qemu64,+ssse3,+sse4.1,+sse4.2,+popcnt \
-enable-kvm -m 2048 -serial mon:vc -serial mon:stdio -serial null \
-kernel bzImage -append 'root=/dev/vda rw console=tty0 mem=2048M ip=dhcp oprofile.timer=1 console=ttyS0,115200n8 verbose fstab=no'
The system interface is shown in the figure. Here you can see the general HomeScreen interface, which provides access to the Launcher (application icons), climate control information, media player and navigator.
AGL interface
AGL interface
The system is assembled from several components, access to each of which requires permissions, which can be implemented in one of three ways:
 - binding – binding to native library
 - api – access to the subsystem API
 - permission – permission for a system-wide action
The following subsystems are implemented in the system:
 - platform (resource management, performance monitoring, interprocess communication) – based on Linux;
 - networking and Bluetooth (Connectivity);
 - multimedia system (Multimedia) – radio (Tuner), camera (Camera), sound and video playback;
 - voice services (Speech Services);
 - geolocation and navigation (Navigation and Location-Based Services);
 - graphics subsystem (Graphics) – window manager, graphic primitives, 3D-graphics (OpenGL-compatible);
 - security (Security);
 - vehicle control system (Automotive) – device bus (Vehicle Bus), diagnostics (Diagnostics);
 - application development frameworks:
 - AGL Application Framework
 - Native Application Framework (used including Flutter)
 - Web Application Framework (web-based development)
Application permissions and bindings are requested through a manifest file, the structure of which depends on the framework used to build the interface. AGL currently runs on top of X11/DRM or Wayland and supports both HTML5 apps and native apps (including those built using Flutter).
To implement our own applications, we will need to build our own image using the necessary layers and integrating additional developer tools. Let's start with the option of creating a Flutter Web application using AGL subsystems to access data or control vehicle systems.
Web Application Framework for AGL
Web applications for AGL are implemented in accordance with the Packaged Web Apps (Widgets) standard, which is described in the W3C standards here. To develop applications, it will be necessary to build your own AGL image, for this we will install the repo tool (a wrapper around git):
mkdir ~/bin export
PATH=~/bin:$PATH
curl _URL_ > ~/bin/repo
chmod a+x ~/bin/repo
and then get the source texts and build:
repo init -u _URL_
repo sync
source meta-agl/scripts/aglsetup.sh -m qemux86-64 agl-app-framework agl-demo\
 agl-pipewire agl-package-management agl-flutter agl-basesystem agl-devel\
 agl-app-framework agl-archiver agl-localdev agl-buildstats\
 agl-weston-remoting agl-demo-preload agl-drm-lease
bitbake agl-ivi-demo-platform-html5
The assembly takes more than a day, so to simplify testing, I prepared an image for web development (for Intel Core i7 processor architecture or newer) and posted it here (archive with file system image and bootloader). In the -m option, you can specify an assembly for a hardware device (for example, for Raspberry PI) and then download the resulting image to the microcomputer. In source, we listed the necessary components (weston window manager is used over wayland, we add development and application launch tools).
To manage applications, the Application Framework Manager is used, which uses the application definition file appinfo.json (the structure is described in detail here), containing metadata and a list of requested permissions, APIs, and bindings to native libraries (bindings). Sample appinfo.json for our application:
{
 "id": "counter",
 "title": "HTML5 Counter",
 "description": "Counter application for AGL based on html5 technologies",
 "version": "1.0.0",
 "vendor": "Dmitrii Zolotov",
 "type": "web",
 "main": "_URL_
 "uiRevision": "1",
 "icon": "_URL_
 "extensions": [ ]
}
The generated web application can be placed in the /usr/lib/wam_apps/ subdirectory. When the emulator is restarted, an icon will be available to launch a new application. The application on Flutter is built in the usual way for the target Web platform, but it should be noted that the AGL subsystems are published as JavaScript objects (the implementation of the LG WebOS Open Source Edition platform integrated into the web version of the AGL build is used). Examples of web applications (not on Flutter) can be viewed here.
To install an application through the Web Application Manager, you can also use the Web Widget (.wgt) archive format, which contains a file that describes the application's metadata and requested permissions. For example, you can indicate the need to access the list of installed applications and collect a web archive on Flutter. In this case, the metadata is defined in the config.xml file, which might look like this:
<?xml version="1.0" encoding="UTF-8"?>
<widget xmlns="_URL_ id="webapps-flutter-homescreen" version="1.0.0">
 <name>Homescreen</name>
 <icon src="_URL_
 <content src="_URL_ type="text/html"/>
 <description>HTML5 Homescreen flutter demo</description>
 <author>Igalia, S.L.</author>
 <license>APL 2.0</license>
 <feature name="urn:AGL:widget:required-permission">
 <param name="urn:AGL:permission::public:no-htdocs" value="required" />
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Voltmeter of the Poor: 1 LED Voltmeter
 1. Connect two LEDs to pins 10 and 11. Use the appropriate resistors to limit currents through the LEDs.
 2. Write a program that would read the voltage from analog input A0 and turn on LED1 (pin 10) if the voltage is less than 2V and turn on LED2 otherwise (voltage exceeds 2V). Connect Arduino and upload your sketch. LED1 should come on and stay on. Hint: you may find the function "delay" handy.
That's something you can do. What have you done so far?


A post-sales monitoring process can fortify customer relationships and experiences
New Ideas in MarketingEssential news for marketers, summarised by YouGov
August 14, 2020, 5:13 PM UTC
Employing in-depth listening tactics on social media can help businesses understand the issues that affect consumers.
Brands should work towards improving their consumer experiences (CX) to bolster their relationships with their prospects. Offering products and services aligned with the consumers' everyday life and reframing mission statements to reflect the same can enhance CX.
Developing a post-sales monitoring process further allows brands to proactively help recent consumers, track their reviews and improve CX. Monitoring the audiences' social media activity can help brands better understand their content demands and craft relatable content that drives sales.
Brands can also follow consumers on social media platforms to understand their behaviour, motivations, trends and more and create efficient CX strategies. With the pandemic influencing the way people shop, providing products and services at discounted prices can help brands build goodwill and stay relevant.
Read the original article
[5 minute read]


Windmill Software Ltd. - PRODUCT NEWS
Strain Gauge Logger with internet connection
Windmill Software are pleased to launch the Microlink 851-SG Strain Data
Logger, which logs data from strain gauges over internet or Ethernet. It
can be used as a stand-alone data logger, or for real-time data
acquisition on a PC.
As well as strain, the data logger can monitor pressure transducers,
voltage signals and digital inputs, count; control digital outputs and
count up to 1 million events. With extra hardware it can also measure
temperature, flow, level, and other signals.
Windmill software makes the package very easy-to-use: no programming is
required. Automatic ranging lets the software match the strain signal as
closely as possible. Users can also select the resolution of the A-D
converter from 12- to 18-bits: choose between high resolution and high
Two alarms can be set on each signal input, again through the Windmill
Strain measurements are returned in microstrain, or in the engineering
units of your choice.
Windmill Software offer free technical support for life and money-back
guarantee if not satisfied.
With the 851-SG package you can monitor strain gauge bridges and
balanced bridges such as pressure transducers. You can configure
individual channels to accept any of these inputs:
- voltage
- quarter bridge: single strain gauge
- half bridge: tensile + compressive strain gauge
- half bridge: normal + transverse strain gauge
- full bridge: 2 tensile + 2 compressive gauges
- full bridge: 2 normal + 2 transverse gauges
- full bridge: tensile normal + compressive normal + tensile transverse
+ compressive transverse gauge
Strain gauges need an external excitation voltage to supply sufficient
current to keep all the bridge circuits energised. The 851-SG package
provides four sets of 16 screw terminals giving + and - excitation and
signals for each of 16 bridges. Two 1 kOhm termination resistors are
mounted in half bridge configuration whilst high quality 350 and 120 Ohm
resistors can be provided for the completion of quarter bridges.
When a bridge input is selected the Windmill software monitors
excitation voltage and performs the bridge calculation to produce a
reading in microstrain. This eliminates errors due to changes in
excitation voltage.
The initial unstrained bridge measurement is often much larger than the
change in signal due to strain. If this initial value is not accounted
for, it restricts the resolution you can obtain - i.e. the smallest
signal you can measure. Windmill software can zero or balance the
bridge, nulling the offset of the initial voltage. So instead of
measuring over a wide range, 0 to 0.5 V for example, you can choose a
narrow range such as 0 to 0.01 V.
Each range is divided into a fixed number of steps: the resolution. The
smaller the range and the larger the resolution, the more precise the
reading. The 751-SG offers a choice of resolutions from 12-bit for fast
sampling to 18-bit for greater precision.
The strain measurement package costs £775.
For more information, please contact :-
Windmill Software Ltd
PO Box 58, North District Office, Manchester M8 8QR UK
Tel: +44 (0)161 _PHONE_
Fax: +44 (0)161 _PHONE_
August 2013


text:
"Dental Arch" is a descriptor in the National Library of Medicine's controlled vocabulary thesaurus,
MeSH (Medical Subject Headings). Descriptors are arranged in a hierarchical structure,
which enables searching at various levels of specificity.
The curve formed by the row of TEETH in their normal position in the JAW. The inferior dental arch is formed by the mandibular teeth, and the superior dental arch by the maxillary teeth.
- Dental Arch
- Dental Arches
- Arch, Dental
- Arches, Dental
Below are MeSH descriptors whose meaning is more general than "Dental Arch".
Below are MeSH descriptors whose meaning is more specific than "Dental Arch".
This graph shows the total number of publications written about "Dental Arch" by people in this website by year, and whether "Dental Arch" was a major or minor topic of these publications.
To see the data from this visualization as text, click here.


It is commonly stated that the low energy theory of some non-relativistic fermion band structure with a linear dispersion $E = vk$ implies the
 1. low energy effective theory is a relativistic fermion theory.
 2. there is an emergent Lorentz symmetry at or near the node
Of course $E = vk$ is necessary condition, but it does not seem to be sufficient to show 1 and 2. Also the Lorentz spinor degrees of freedom is unclear.
My questions
 - why 1 and 2 are true? What conditions guarantee those? (Sketch a physics proof?)
 - How to determine which relativistic fermions they have at low energy: Dirac, Majorana, Weyl or Majorana-Weyl spinors? as Lorentz spinors?
 - why are they Lorentz spinors? (they can be approximate spatial rotational symmetries, but not the Lorentz spacetime boost + rotational symmetries?)
enter image description here
Figure from _URL_ _URL_


text:
Our house is a 1930's suburban build on the outskirts of London, UK. It has its original roof complete with massive gaps between the roof tiles and no felt. While this does provide great roof ventilation, it can cause two issues:
- dirt/dust from the outside comes in and settles in the attic
- strong wind can drive rain or snow up under the tiles and make things wet
The attic is boarded out for easy access, and we really want to start using the storage space, but all the time that it gets covered in dirt, and there is the possibility of things being ruined by water, it limits what we can use it for.
What can we add to the inside of the roof to resolve these issues, without causing any structural problems through lack of ventilation?


Full moon light over Annapurna Sanctuary, 4200 meters, in the Himalayas of Nepal.
The entire sanctuary was held as sacred to the Gurung people, the only people to inhabit it before the 20th century.They believed it was the repository of gold and various treasures left by the Nāgas, the serpent-gods known in India. The sanctuary was believed to be the home of several deities, from Hinduism and Buddhism as well the older animistic gods. The peak of Machapuchare at the entrance was believed to be the home of the god Shiva, and the daily plumes of snow were thought the smoke of his divine incense Until recently, the local Gurang people forbade anyone from bringing eggs or meat into the Annapurna Sanctuary, and women and untouchables were prohibited from going there as well.


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A C# Class to Perform Arithmetic on Complex Numbers
, 14 Nov 2007 CPOL
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A C# class to perform arithmetic on complex numbers
Although the C# language has been used quite successfully in many kinds of projects, it still remains to be proven proficient for scientific computing. Questions remain as to whether or not C# can measure up to the likes of FORTRAN and C++ for scientific and mathematical projects.
Complex Arithmetic
Arithmetic and algebra on complex numbers is important in many fields of science and engineering. Even though C# does not support an intrinsic complex number data type, it doesn't stop you from creating your own. You can do so using a struct, which has value semantics. The purpose of this article is to present my attempt to fashion a complex arithmetic class for C#.
Using the Code
The struct Complex is completely contained within the namespace ComplexMath in the file Complex.cs. There are three separate program files included in the download as well as a documented help file for the project. You can run the program either by using the ComplexMath.dll reference, or by using the ComplexMath library code directly by simply adding the Complex.cs file to a project. You must, in either case, add the header using ComplexMath; to the main project file. If you decide to go the DLL route, first build the library (DLL) by running the CompexMath.sln file from which you can generate two ComplexMath.dll files, one each in bin/Release and bin/Debug.
Steps to Use the Library as a DLL
 1. Start a new C# console application.
 2. Build both the Debug and Release versions.
 3. Place the Debug and Release versions of the ComplexMath.dll in their respective bin folders.
 4. From Project/Add Reference menus, find the ComplexMath.dll for the version (debug or release) and add it to the project.
 5. Add the header: using ComplexMath; to your program file.
 6. Use the accompanying TestComplexMath.cs file as a prototype for your own program.
Your test program should look something like the one below which briefly demonstrates many of the capabilities of the library:
using System.Collections.Generic;
using System.Text;
using ComplexMath;
namespace TestLib
 class Program
 static void Main(string[] args)
 Complex z1, z2, z3; // instantiation
 z1 = new Complex(1.0, -2.0);
 z2 = new Complex(-3.0, -5.0);
 z3 = new Complex(0.292342, -0.394875);
 Console.WriteLine("instantiated complex numbers:");
 Console.WriteLine(string.Format("z1 = {0}", z1));
 Console.WriteLine(string.Format("z2 = {0}", z2));
 Console.WriteLine(string.Format("z3 = {0}", z3));
 // random complex numbers
 z1 = Complex.Random();
 z2 = Complex.Random();
 z3 = Complex.Random();
 Console.WriteLine("random generated:");
 Console.WriteLine("basic properties:");
 ("z1.real = {0} z1.imag = {1}", z1.real, z1.imag));
 ("complex conjugate of z1 = {0}.", z1.Conjugate));
 ("complex modulus of z1 = {0}.", z1.Modulus));
 ("complex argument of z1 = {0}.", z1.Argument)); // operators
 z3 = z1 + z2; Console.WriteLine(string.Format("z1 + z2 = {0}", z3));
 z3 = z1 - z2; Console.WriteLine(string.Format("z1 - z2 = {0}", z3));
 z3 = z1 * z2; Console.WriteLine(string.Format("z1 * z2 = {0}", z3));
 z3 = z1 / z2; Console.WriteLine(string.Format("z1 / z2 = {0}", z3));
 // transcendental functions
 Console.WriteLine("transcendental functions:");
 z3 = Complex.Sin(z1); Console.WriteLine(string.Format("Sin(z1) = {0}", z3));
 z3 = Complex.Cos(z1); Console.WriteLine(string.Format("Cos(z1) = {0}", z3));
 z3 = Complex.Tan(z1); Console.WriteLine(string.Format("Tan(z1) = {0}", z3));
 z3 = Complex.Sinh(z1);
 Console.WriteLine(string.Format("Sinh(z1) = {0}", z3));
 z3 = Complex.Cosh(z1);
 Console.WriteLine(string.Format("Cosh(z1) = {0}", z3));
 z3 = Complex.Tanh(z1);
 Console.WriteLine(string.Format("Tanh(z1) = {0}", z3));
 z3 = Complex.Exp(z1); Console.WriteLine(string.Format("Exp(z1) = {0}", z3));
 z3 = Complex.Log(z1); Console.WriteLine(string.Format("Log(z1) = {0}", z3));
 z3 = Complex.Log10(z1);
 Console.WriteLine(string.Format("Log10(z1) = {0}", z3)); // roots
 z3 = Complex.Sqrt(z1);
 Console.WriteLine(string.Format("Sqrt(z1) = {0}", z3));
 Console.WriteLine("k 4th roots:");
 for (long k = 0; k < 4; k++)
 z3 = Complex.NthRoot(z1, 4, k);
 Console.WriteLine(string.Format("NthRoot(z1, 4, {0}) = {1}",k, z3));
 } Console.WriteLine("the five 5th roots of unity:");
 Complex z = new Complex(1.0, 0.0);
 for (long k = 0; k < 5; k++)
 z3 = Complex.NthRoot(z, 5, k);
 (string.Format("{0}th 5th root of unity = {1}", k, z3));
 // powers
 int n = 7;
 z3 = Complex.Pow(z1, z2);
 Console.WriteLine(string.Format("Complex.Pow(z1, z2) = {0}", z3));
 z3 = Complex.Pow(z1, n);
 Console.WriteLine(string.Format("Complex.Pow(z1, {0}) = {1}", n, z3));
 // display
 Console.WriteLine(string.Format("polar form of z1 = {0}.", z1.Polar()));
 // debug tracing
 }// Program
}// TestLib
The accompanying TestLib program demonstrates all of the capabilities of the Complex struct. One point worth making is that complex numbers can be expressed both in a rectangular form that most high-school algebra students are familiar with and in the more sophisticated polar form which requires some more advanced understanding of trigonometry, De Moivre's Theorem and Euler's Identity. If you are interested, check them out on the Web.
Note that all of the initialization input assumes that you are using the rectangular form of the complex number, which implies that real is measured along the x-axis of the Argand plane and imaginary is measured along the y-axis of that plane. However, the program has the capacity to output the components of the polar form -- that is, the modulus |z| and the argument (theta) -- by using the ShowPolar() and Polar() methods and the Argument and Modulus properties (see above).
Since complex numbers can be added, subtracted, multiplied and divided, it is convenient to have operators to accomplish those ends. Thus, we have incorporated those operators.
There appears to be no shortage of postings offering C# code for dealing with complex numbers. These include:
Although I have been involved in scientific mathematical and statistical programming for over 10 years, this article is the first that I have attempted to post. I quickly learned that there are many smarter and better programmers out there who have done a much better job at using C#. For me, this was an excellent learning experience, both in terms of learning some of the pitfalls of scientific computing with C# and having to explain to others what my code does.
The fact that C# class assignment operators which are automatically generated and cannot be overridden create something of a problem, particularly if one is coming from a C++ background. Once an assignment is made, the assignor and the assignee are locked together by a common pointer. Change one, you change the other. In order to work around that, one would have to implement ICloneable which can be rather tedious and complicated. For that reason, I chose to use the struct rather than a class. I am still learning about C#.
I plan to update and improve this code for my own use and for any others who wish to use it, and to do a better job in the future. You may use this code in any manner that you wish. It is always polite and professional to give the original author credit. Please report any comments, criticisms or bugs to the forum below.
About the Author
Mike Pliam
United States United States
Born in the USA
Comments and Discussions
SuggestionVery good class. PinmemberCFSW25-Aug-14 5:46
Generalcomplex atan Pinmemberjoerghaus23-Nov-08 4:36
GeneralRe: complex atan PinmemberMichael B Pliam


03 May 2017
House Depreciation vs. Unit Depreciation
Depreciation House or Unit
Houses or units; what does it mean for depreciation deductions?
When property investors are selecting an investment property, they are often faced with one crucial decision; whether to invest in a house or a unit. While considering their options, investors may also consider how the depreciation deductions differ between each of these different types of property investments.
The answer depends on a variety of factors. The purchase price, construction commencement date, settlement date, land value (where relevant) and the value of all fixtures and fittings within the property are all important determinants of the final depreciation claim. However, generally a depreciation claim for a unit will contain greater deductions than a claim for a house.
Units often contain more fixtures and fittings than a house. This allows the owner to claim against a greater number of depreciable items in the unit (e.g. carpets, light fittings and dishwashers). Additionally, owners of units may be able to claim depreciation deductions for common property; that is, assets shared by all property owners in the development. Examples of common property assets include pools, driveways, stairways and elevators. The deductions claimable for such assets are determined by the owner's ownership share, which is allocated by an Accountant. As common property cannot be claimed for in all states, property investors should also confirm with their Accountant whether common property deductions are available.
The example below demonstrates the difference in depreciation claimable between a house and a unit. After five years of ownership, depreciation deductions for the unit totalled $17,500 more than was claimable for the house. Both properties have the same purchase price, construction date and settlement date.
Note: When purchasing a strata unit there are other costs, such as strata fees, to consider as an ongoing cost of ownership.
Claimable Depreciation
How should this affect your purchasing decisions?
Depreciation deductions can have a significant effect on a property investor's cash flow. The $17,500 in additional deductions available to a property investor who chose to purchase the unit in the example scenario would receive an additional $25 per week in additional cash flow (assuming a 37 per cent marginal tax rate).
While the additional cash flow offered by depreciation should always be a significant factor affecting a purchase, multiple factors should be considered when making an investment decision. A property investor's personal circumstances and investment strategy should always be taken into account.
Regardless of the property type, property investors should always contact a qualified Quantity Surveyor specialising in tax depreciation, such as BMT Tax Depreciation, to assess the depreciation deductions available for an investment property. A BMT Tax Depreciation Schedule maximises the deductions that can be claimed for depreciation over the life of a property. By claiming their full depreciation deductions, property investors can greatly improve the cash flow of any investment property, regardless of whether it is a house or unit.
Article provided by BMT Tax Depreciation.
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text:
Calculation of black carbon optical properties
The refractive index of black carbon (BC) is currently taken from the OPAC database (Hess et al., 1998) and is based on Shettle and Fenn (1979): 1.74-0.44i at 550 nm. However, Bond and Bergstrom (Aerosol Sci. Technol., 2006) have argued that this value should be retired. Instead they propose a refractive index of 1.95-0.79i at 550 nm or any other choice from their Table 5. Stier et al. (ACP, 2007) applied both this highly absorbing value and a medium absorbing value of 1.85-0.71i, and found that the medium absorbing value produced better agreement with observations. As Bond and Bergstrom only give values at 550 nm, the same functional shape of the refractive index versus wavelength was assumed. This means that a simple scaling can be applied in the model.
The impact on aerosol optical depth (AOD) and absorption AOD at 550 nm of scaling the refractive index to the highly absorbing value given above is shown in the figures. Using this value seems to improve AAOD compared to measurements. For instance, the left panels of Fig. 14 in Bond et al. (JGR, 2013) show the contribution to AAOD from carbonaceous aerosols derived from AERONET. These observational data can be directly compared with the AAOD maps from the model, as in the current version the absorption by mineral dust is very low at visible wavelengths.
However, comparison with other AAOD data is inconclusive with regard to the refractive index value to use. For instance, the model is high compared to AAOD from MODIS Collection 6 Deep Blue product over land, but low compared to Parasol AAOD observations over sea. For the moment, we therefore adopt the medium absorbing refractive index value of 1.85-0.71i at 550 nm.
The simplest method of predicting absorption and scattering for aggregates like BC is the Rayleigh-Debye-Gans (RDG) theory, which assumes that multiple scattering and interactions between the primary spherules within the aggregate are negligible. By comparing RDG theory with more exact calculations, several authors suggest that it reasonably approximates scattering and absorption of combustion-generated particles at visible wavelengths. Other studies have shown that absorption at infrared wavelengths could be underestimated, and that interactions between spherules could increase absorption by about 30% (up to about 50%), depending on the number and size of primary spherules.
By comparing RDG theory with Mie theory for particles of equivalent solid volume of equivalent mass, it can be concluded that Mie theory give reasonable estimates of scattering and absorption for particle's solid volume lower than that of a 100-nm sphere. For larger particles, Mie theory can greatly underpredict both absorption and scattering.
Note that the refractive index that should be used in Mie or RDG theory is that of void-free black carbon (Bond and Bergstrom, p. 20), as is the case for the value given above.
Since in RDG theory the particles are treated as a collection of solid spherules and in Mie theory as a solid sphere of equivalent mass, the particle density in these optical calculations should be that of void-free black carbon as well. This is the reason for Bond and Bergstrom to emphasize that the use of 1.0 g/cm3 should be abandoned. The density used in TM5 has been reduced from 2.0 to 1.75 g/cm3, which is still representative of void-free material.
How then should we account for the more open, aggregate structure of the particles when describing emissions and scavenging by wet removal?
Given the fact that the size distributions in the internal aerosol mixtures in the model are described by M7, it doesn't seem straightforward to switch between open aggregates to describe emissions and scavenging, and solid spheres for the Mie calculations. So, it seems we have to make a compromise here.
One option could be to assume that the particles are emitted to the atmosphere as solid spheres from the beginning. This would imply that the size of the emitted particles should not be the characteristic size of the aggregates (radius of gyration), but the volume-equivalent radius. It is not 100% clear what the values recommended for the AeroCom project (Dentener et al., 2006) actually represent. Given the fact that the emission radii presented in the overview paper by Bond et al. (JGR, 2013) correspond to volume-equivalent radii, it seems likely that the numbers given by Dentener et al. (2006) are also given as volume-equivalant radii, in which case the current implementation is correct.
#2 Updated by Twan van Noije over 6 years ago
- File AOD_mp_bcri_2006.eps added
- File AOD_mp_bcri-mp_mtime6_radii_soa_pom_nh4_dens_oc2pom_newradii_2006.eps added
- File AAOD_mp_bcri_2006.eps added
- File AAOD_mp_bcri-mp_mtime6_radii_soa_pom_nh4_dens_oc2pom_newradii_2006.eps added
- Status changed from New to Resolved


text:
Upward Bound Math and Science Mission
The Upward Bound Math and Science Program commits to increase high school graduation rates and to increase competency in challenging subject matters in order to encourage more students to pursue programs that lead to rewarding careers in the fields of math and science.
This program is sponsored by a grant through the U.S. Department of Education. The focus of this program is to identify and select eligible students who meet income guidelines and are first-generation high school students. Eligible students must show a high interest and involvement in the math and science fields at the secondary school level to be considered for selection. Students are offered the opportunity to experience college life, enhance talents, skills related to their interests in math and science, and prepare for post-secondary education: THE SKY'S THE LIMIT!
This page was last updated on: May 16, 2012


text:
Brief History of the WaterFront Center
From a shipyard to an environmental education facility, in the oyster capital of NY state.
This area of the waterfront used to be the site of Jakobson's Shipyard, which during World War II employed over 600 workers, building minesweepers, tugboats and mini-submarines for the U.S. Navy. The Jakobson Shipyard in Oyster Bay was once at the center of Long Island's shipbuilding industry. At its height of production, it was the largest builder of tugboats east of the Mississippi.
Eventually, changes in the industry left the future of this valuable waterfront site in question. Concerned citizens of Oyster Bay, who feared that the site could wind up in the hands of developers, stepped in to ensure the site remained a center for the community to explore its rich maritime heritage and connection to the bay. So in 1996, the site was purchased by the State of New York and the Town of Oyster Bay, and in 2000 the WaterFront Center was born to transform the site into a hands-on educational and recreational facility.
Today this is the home of the WaterFront Center, an environmental education and recreation not-for-profit community center. It is also the home of Christeen, a National Historic Landmark and the oldest surviving Oyster Sloop in North America.


text:
Study reveals science behind why women say more than men
7 Healthcast: Study reveals science behind why women say more than men
UNDATED (WHDH) -- Ladies - the next time the man in your life complains that you talk too much, silence him with science.
A new study from the University of Maryland found that women are naturally chattier because their brains contain 30-percent more of a protein, that stimulates language.
The study goes on to say that on average women say 20,000 words a day - 13,000 more than men do.
The study also provides support for why girls usually learn to speak at an earlier age than boys.


text:
Teollisten nanohiukkasten ympäristöriskien arviointi
Research output: Book/Report › Master's Thesis › Scientific
|Publisher||Tampere University of Technology|
|Number of pages||105|
|Publication status||Published - 2016|
|Publication type||G2 Master's thesis, polytechnic Master's thesis|
In this Master's thesis, how the effect of possible atmospheric processes can be considered in assessments of the environmental and health risks of ENPs is studied. A Gaussian atmospheric dispersion model is proposed to model the behavior and fate of ENPs after their release into the atmosphere. The model is developed to compute exposure estimates to be used in risk assessment. Additionally, a SimpleBox4Nano- model, found during the literature review, is recommended as an exemplary model that takes into account some of the atmospheric processes. The thesis focuses also on how the uncertainty that is present in the current models can be reduced through sensitivity analysis. A sensitivity testing was performed for the dispersion model considered in this thesis and it was found that exposure estimates change the most when model input parameters such as particle mass, particle size, atmospheric stability class, wind speed and size of the particle plume are varied. This kind of sensitivity testing could be a way to increase accuracy and reliability of the current risk assessment models.


text:
A Guide to Learning Independently 4 e describes techniques to help students succeed in formal education. It helps with learning tasks such as writing assignments, reading textbooks, making notes and concentrating when studying, as well as offering a range of suggestions as to how students can meet the requirements of their teachers and courses. It is also designed to help students discover their own learning goals and how they learn best.
The text rests on the premise that it is possible for a person to change the way they approach their learning. It is directed to the individual student because it is the individual who must write the essays and reports, pass the exams and organise themselves in order to be successful in the tertiary education system.
List of tables
About the authors
Preface to the fourth edition
Read this first!
2. Planning when and how you study
3. Becoming an independent student
4. Asking your own questions
5. Learning and remembering
6. Choosing and analysing a topic
7. Researching a topic
8. Using libraries and other information sources
10. Listening to lectures
11. Participating in discussion groups
12. Developing your writing
13. Writing essays
14. Writing scientific reports
15. Using conventions
16. Learning from evaluation
Appendix: Discrimination: Sexist language and attitudes
Student learning reference books