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Syntax of an input section description
The syntax of an input section description, in Backus-Naur Form (BNF), is:
input_section_description ::=
 module_select_pattern
 [ "(" input_section_selector ( "," input_section_selector )* ")" ] input_section_selector ::=
 ("+" input_section_attr | input_section_pattern | input_symbol_pattern | section_properties)
where:
module_select_pattern
A pattern constructed from literal text. The wildcard character * matches zero or more characters and ? matches any single character.
Matching is case-insensitive, even on hosts with case-sensitive file naming.
Use *.o to match all objects. Use * to match all object files and libraries.
An input section matches a module selector pattern when module_select_pattern matches one of the following:
 - The name of the object file containing the section.
 - The name of the library member (without leading path name).
 - The full name of the library (including path name) the section is extracted from. If the names contain spaces, use wild characters to simplify searching. For example, use *libname.lib to match C:\lib dir\libname.lib.
The following module selector patterns describe the placement order of an input section within the execution region:
.ANY module selector for unassigned sections
The special module selector pattern .ANY enables you to assign input sections to execution regions without considering their parent module. Use .ANY to fill up the execution regions with input sections that do not have to be placed at specific locations.
Modified selectors
You cannot have two * selectors in a scatter file. You can, however, use two modified selectors, for example *A and *B, and you can use a .ANY selector together with a * module selector. The * module selector has higher precedence than .ANY. If the portion of the file containing the * selector is removed, the .ANY selector then becomes active.
Note
 - Only input sections that match both module_select_pattern and at least one input_section_attr or input_section_pattern are included in the execution region.
 If you omit (+ input_section_attr) and (input_section_pattern), the default is +RO.
 - Do not rely on input section names generated by the compiler, or used by ARM library code. These can change between compilations if, for example, different compiler options are used. In addition, section naming conventions used by the compiler are not guaranteed to remain constant between releases.
input_section_attr
An attribute selector matched against the input section attributes. Each input_section_attr follows a +.
If you are specifying a pattern to match the input section name, the name must be preceded by a +. You can omit any comma immediately followed by a +.
The selectors are not case-sensitive. The following selectors are recognized:
 - RO-CODE
 - RO-DATA
 - RO, selects both RO-CODE and RO-DATA
 - RW-DATA
 - RW-CODE
 - RW, selects both RW-CODE and RW-DATA
 - ZI
 - ENTRY, that is, a section containing an ENTRY point.
The following synonyms are recognized:
 - CODE for RO-CODE
 - CONST for RO-DATA
 - TEXT for RO
 - DATA for RW
 - BSS for ZI.
The following pseudo-attributes are recognized:
 - FIRST
 - LAST.
Use FIRST and LAST to mark the first and last sections in an execution region if the placement order is important. For example, if a specific input section must be first in the region and an input section containing a checksum must be last.
There can be only one FIRST or one LAST attribute for an execution region, and it must follow a single input_section_attr. For example:
*(section, +FIRST)
This pattern is correct.
*(+FIRST, section)
This pattern is incorrect and produces an error message.
input_section_pattern
A pattern that is matched, without case sensitivity, against the input section name. It is constructed from literal text. The wildcard character * matches 0 or more characters, and ? matches any single character.
Note
If you use more than one input_section_pattern, ensure that there are no duplicate patterns in different execution regions to avoid ambiguity errors.
input_symbol_pattern
You can select the input section by the name of a global symbol that the section defines. This enables you to choose individual sections with the same name from partially linked objects.
The :gdef: prefix distinguishes a global symbol pattern from a section pattern. For example, use :gdef:mysym to select the section that defines mysym. The following example shows a scatter file in which ExecReg1 contains the section that defines global symbol mysym1, and the section that contains global symbol mysym2:
LoadRegion 0x8000
{
 ExecReg1 +0
 {
 *(:gdef:mysym1)
 *(:gdef:mysym2)
 }
 ; rest of scatter-loading description
}
Note
If you use more than one input_symbol_pattern, ensure that there are no duplicate patterns in different execution regions to avoid ambiguity errors.
The order of input section descriptors is not significant.
section_properties
A section property can be +FIRST, +LAST, and OVERALIGN value.
The value for OVERALIGN must be a positive power of 2 and must be greater than or equal to 4.
Note
The BNF definitions contain additional line returns and spaces to improve readability. They are not required in the scatter-loading definition and are ignored if present in the file.
Examples of module select patterns
Examples of module_select_pattern specifications are:
 - * matches any module or library
 - *.o matches any object module
 - math.o matches the math.o module
 - *armlib* matches all C libraries supplied by ARM
 - *math.lib matches any library path ending with math.lib. For example, C:\apps\lib\math\satmath.lib.
Examples of input section selector patterns
Examples of input_section_selector specifications are:
 - +RO is an input section attribute that matches all RO code and all RO data
 - +RW,+ZI is an input section attribute that matches all RW code, all RW data, and all ZI data
 - BLOCK_42 is an input section pattern that matches sections named BLOCK_42. There can be multiple ELF sections with the same BLOCK_42 name that possess different attributes, for example +RO-CODE,+RW.
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How does Gogol's mixed cultural heritage define his ideas and experience of love?Assignment | Essay Help Services
Use qoutes from the book the namesake by Jumpha Lahiri and one paragraph use examples from the corona vision article document that i would provided to you. The essay most be one introdction 5 bpdy paragraph and the conclusion with a message that you learn.
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Prewriting 3: The Research Paper
In Jhumpa Lahiri's novel The Namesake the marriage of Ashima and Ashoke is arranged by their families. The closest intimacy they share before their wedding is when Ashima steps briefly, secretly, into Ashoke's shoes. Gogol's romantic encounters are different from what his parents experienced or expected for their son. What draws Gogol to the various women in his life– Ruth, Maxine, and especially Moushumi? Look over the novel and your class notes and highlight passages that treat these love relationships. Let the following prompt guide your review:
Prompt: How does Gogol's mixed cultural heritage define his ideas and experience of love?
For your final research assignment, you will write an essay that responds to this same prompt. To prepare for this project, you should revisit the text. Below are a series of questions that will help you develop a strong argument for your essay. Write your answers onto this worksheet.
Character sketch: Gogol
 1. What is Gogol's cultural background? How is it mixed?
Gogol's family is from India. When Gogol's parents married and moved to Boston, they did not look at the consequences that could follow. They were very traditional that when Gogol was born they followed their traditions like using a dog name and another real name. So when Gogol grew older he began to suffer a cultural shock since he wanted to fit into American society but also wanted to obey his parents
 1. Throughout the novel, Lahiri describes Gogol as a sad or melancholic character. Find two passages that present his unhappiness. You may choose to use the same examples you discussed in your Prewriting Worksheet 2. Note them here, including page numbers.
 2. "He is aware that his parents, and their friends, and the children of their friends, and all his own friends from high school, will never call him anything but Gogol." 103
 1. He didn't want to go home on the weekends, to go with them to pujos and Bengali parties, to remain unquestionably in their world" (126)
 1. How does Gogol's mixed cultural identity influence his disappointment at each of the moments you listed under Question 2 (just above)? Write a sentence that describes the cultural aspect of each of the two moments that you listed above.
 2. Gogol has problems with his identity since his parents, being traditional, follow their traditions of their country and this throughout affected Gogol. His dog name is something that Gogol has disliked and causes him to cause identity problems. Even Gogol decided to change his name, but he knows that people who know him will still call him Gogol.
 3. The traditions of his parents greatly influence Gogol's unhappiness since he tries to fit into American society but he knows that his parents are a problem since their traditions are different. So Gogol try not to go to his parents' house much.
Relationship A: Ashima and Ashoke
 1. Drawing upon your first essay for this class, briefly describe the nature of Ashima and Ashoke's relationship. How did they meet? Did they fall in love? When and how? Support your claim with a citation from The Namesake.
Ashima and Ashoke are originally from Indian. According to the Indian traditions most of the people have an arranged married. So the marriage of Ashima and Ashoke was not an exception. Ashima met Ashoke the first time when her parents introduced to her for the wedding. At the beginning they were not in real love because they didn't know each other but with the time they start to fall in love. Ashima start to learn to cook Ashoke favorites food. Also they planne how they are going to live in the future."Ashima has decided to spend six months of her life in India, six months in the Sates.It is a solitary, somewhat premature version of the future she and her husband had planned when he was alive."(275) This quote shows how they were in love, because when you are in love of someone you want to planned your future with that person
Relationship B: Gogol and Moushumi
 1. Gogol and Moushumi are adults when they are reintroduced. Each has fallen in and out of love before. Briefly note the main points of the relationships that defined Gogol and Moushumi before they were reintroduced.
Gogol was
 1. What is Gogol looking for in Moushumi? Support your claim with a citation from The Namesake.
Gogol is looking in Moushumi have connection to their parents roots. "He is aware that together he and Moushumi are fulfilling a collective, deep-seated desire– because they're both Bengali."(224)
 1. What is Moushumi looking for in Gogol? Support your claim with a citation from The Namesake.
Moushumi is looking for comfort in Gogol after the love break he had. So Mushoumi seeks to get along with his parents." But their parents insist on inviting close to three hundred people, and serving Indian food, and providing easy parking for all."(219)
CP 51 (Corona Version)
Essay 3: Using Secondary Sources in a Research Paper
PROMPT: In Jhumpa Lahiri's novel The Namesake, how does Gogol's mixed cultural heritage define his ideas and experience of love?
Once you have approval, please print out copies of each article. On the top of each article, write down this information:
 - the author's name
 - the title of the article (placed in quotation marks)
 - full title of the periodical (underlined)
 - the date of its publication
 - the page numbers of the article
 - the name of the database you used to access the article
 - the date you accessed the article
Now you should reread your two articles, looking for passages that correspond to your own notes on The Namesake as well as your responses to the various Prewriting Worksheets. Some scholars will agree with your findings; others will disagree. That's alright. You can still identify these points of contact in your research paper, whether they are moments of agreement or disagreement.
 1. Author and title of first article ("article title" in quotation marks):
"Diasporic language and identity in "Namesake." by Hamid Farahmandian, Atefeh Yousefi and Fatemeh Ghorbani Rizi.
 Write down short passage to cite in your paper (include page number):
"When Gogol meets Maxine and starts living with her family, he longs for the life they have. Maxine's parents are in love and do not practice the rituals Gogol had to practice as a child although he did not like them."
Do you agree with the author's argument? Why or why not?
I agree with the author, Gogol wants to be part of American society, which is difficult for him due to the traditions of his parents. He is showing that he does not want to be part of Bengali Traditions
 1. Author and title of second article ("article title" in quotation marks):
"Being (and Feeling) Gogol:
Reading and Recognition in Jhumpa Lahiri's The Namesake" by Tamara Bhalla
"The Namesake was "touching in a way" for how it portrayed the longing to "connect with your parents' history," but also how that can often be an alienating experience when "your reality at school or in college is changing" and "when [having] white friends shapes what you're like and who you are and what you're attracted to" (Nishi)"
I am agree with the author because Gogol is suffering mix culture. So, in some way Gogol try to connect to her parents roots but to him it is hard since he born in United States and live there is different traditions which for him is a hard decision what to do or not.
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text:
The Royal Academy of Engineering 'Connecting STEM Teachers' programme (CST) aims to create a national network of support for teachers across all STEM subjects, ensuring they have the knowledge and confidence to engage a greater number and wider spectrum of school students with STEM in their school.
The programme provides free STEM project resources and training, professional development and enhanced learning experiences for teachers attending network meetings.
Those registering for the webinar will receive a sample set of the Academy's recent resource – Engineering in a Pandemic.
Other national STEM resources will also be presented at the session, with a follow up meeting in June to share ideas with colleagues from other schools.
This is a two-part session and a full class set of resources will be sent to you or your school between the two meetings.
Engineering in a Pandemic resources have been developed with school teachers and engineers to lead pupils through a series of theory and practical activities that explore the vital role of the engineering community in responding to the COVID-19 pandemic.
The activities are linked to discovering engineering disciplines, creating solutions to problems, recognising properties of materials and how product design and development have been influenced by changing lifestyles.
These resources provide teaching and learning activities for use in STEM clubs, for a STEM challenge day or to enhance and add context to the Curriculum (whether it be delivered in school or at home).
An important aim of this resource is to enable teachers to engage their pupils with STEM through hands-on activity and stimulating engineering contexts.
You will require a glow login for this webinar.

source: openbmb/Ultra-FineWeb


text:
The Myth Lies Behind Mount Bromo
TIMESINDONESIA, JAKARTA – East Java has so many kinds of destinations for both local and foreign tourist. From their stunning scenery until their unique traditional dish that become everyone's favorite. But for those who love to admire the beauty of nature, you need to put Mount Bromo if you visit this province.
Mount Bromo is a mountain located in between 4 cities, Malang, Lumajang, Pasuruan and Probolinggo, East Java. The mountain is around 800 square kilometers wide and become the part of the Tengger Semeru National Park. The height of the mountain currently is about 2,392 meters tall. And this makes the mountain become the tallest mountains in Indonesia.
The discoveries of the Mount Bromo start from about a hundred years ago. The story began when the last king of Majapahit Kingdom named Brawijaya known that his queen has a baby girl named Roro Anteng. The princess later married by Joko Seger which came from the Brahma Community. Both of them were having 25 children in total and the last child named Kesuma.
One day, The God tells Roro and Joko to sacrifice their last child as an offering to Him but they refused. As a result, Kesuma has fallen into the crater during the eruptions and Kesuma's brothers and sister held the offering ceremony until this day it was known as the Kasada Ceremony.
The name of the tribe, Tengger was also believed to be derived from the two-name combined or the portmanteau of Roro An(teng) and Joko Se(ger). Up until now, the tribe keep doing the Kasada ceremony annually no matter what happened, just to respect their culture.
The Mount Bromo has the most beautiful sceneries in it. The tourist love taking pictures beside this mountain. Not just taking photos, the breezy and cold wind makes your adventure in this place become the most memorable moments that you ever known before. Due of the height of the mountain, the temperature usually starts from 3 until 20 degrees celcius.
Commonly, there are 4 picturesque place you could visit in this beautiful mountain. Those are the P-30 Peak, Teletubbies Hill, Bromo Crater, and the sand dunes. All these will truly give a nice experience of enjoying natural scenery in most exotic way. (*)
**) Dapatkan update informasi pilihan setiap hari dari TIMES Indonesia dengan bergabung di Grup Telegram TI Update. Caranya, klik link ini dan join. Pastikan Anda telah menginstal aplikasi Telegram di HP.
|Publisher||: Sholihin Nur|

source: m-a-p/FineFineWeb


Springtime is baby time in nature
Baby orangutan -- The Hot Mess Press
Spring adds new life and new joy to all that is. — Jessica Harrelson
Wherever you are in the world, when springtime comes around, nature's boastfulness is almost arrogant. It is also the time for baby animals to arrive. Why? Because spring weather brings rising temperatures and fewer harsh-weather risks. Furthermore, food becomes more abundant, and the longer days allow parents more time to find food for their precious babies.
My cover photo shows a baby orangutan. These young ones remain with their mothers into their teens. Orangutans have the longest childhood dependence of all animals. The females do not give birth more than a few times in their lives, with intervals of about 8 years. The boys leave their mothers when they're about 10 years old, but the girls stay longer to learn from their mothers how to care for the young.
A baby elephant can weigh as much as 200 pounds
Mother and child elephants
A 200-pound baby is massive, and to get that heavy, the gestation is 22 months. Although these little creatures can walk within about an hour, they rely on their mothers to teach them survival skills. They feed on their mothers' milk for up to 10 years before they get weaned. Only then can they survive on grasses and other solid vegetation.
Baby rhinos do not have horns
Mom and child Rhino
Female rhinos carry their babies for 18 months. They weigh between 60 and 120 pounds at birth. The rhino calves don't have horns at birth, but their front horns start showing after one to two months. The back horn grows slower, and it only becomes visible after approximately three months.
A baby giraffe falls about 6 feet at birth
Mama and infant Giraffe
Mama giraffe carries her baby for 14 months. Giraffes are the tallest land mammals, standing about 14 to 19 feet high and weighing between 1,750 and 2,800 pounds. Giraffes' legs are about six feet long, and the females give birth standing up, which means the baby drops about six feet to the ground. The baby giraffe falls on its head, but instead of hurting, it makes the baby take its first deep breath. These little long-legged critters can walk on their own after about an hour.
Mama rabbits feed baby bunnies only once a day
Baby Bunnies
The pregnancy of rabbits is only four to five weeks. Their litters can be from seven to 15 baby bunnies. The mother's milk is rich enough to sustain the babies for 24 hours. They rarely feed their little ones more than once per day.
Raising a baby otter is a family affair
Baby otters
Baby otters are born blind. They only open their eyes after 40 days. Otters show their intelligence by the way they care for their young. Mom and dad gather and stock up piles of food before the birth to allow dad to protect the vulnerable mom and baby after the birth, instead of foraging for food.
Baby deer have 4 teeth at birth
Baby deer and mother
Baby deer are born one or two at a time, each with four baby teeth. They develop premolars and baby incisors through the next few months. They never grow upper teeth. Deer can run as fast as 30 miles per hour, and whitetail deer can jump up to 14 or 15 feet.
Foxes have 6 to 11 pups once a year
Fox siblings
Female foxes carry their pups for 53 days. The babies are blind for the first nine days. During that time, the mother takes care of them in the den while the father and siblings gather food to bring to them.
Hedgehog babies have soft spines
Newborn hedgehog
Hedgehogs give birth to up to seven babies at a time. The babies have soft spines, which become stiffer, harder, longer and sharper over the next three weeks. By that time, their eyes have opened, and they can join mommy and start exploring nature.
A baby Panda is the size of a pencil at birth
Baby Panda
Baby pandas are the smallest newborn mammals relative to the mother's size. Adult pandas' average weight is 220 to 250 pounds. Their little pink babies weigh between three and four ounces at birth, and they are about the size of a pencil. The gestation period is three to five months.
Domestication of goats started 11,000 years ago
Baby goat and Mother
Goats carry their babies for about five months, and they often have twins or triplets. They don't have upper jaw teeth. Instead, they have powerful upper dental pads. Goats can see between 320 and 340 degrees in their periphery because they have rectangular pupils.
Female sheep give birth after about 5 months
Baby lamb and sheep
Sheep have interesting traits. For example, like goats, they have rectangular pupils, and their fleece never stops growing. Most interesting though is the fact that sheep are more inclined than any other animals to be homosexual. About 8% of domestic sheep flocks show same-sex preferences for life — even when there are fertile females available.
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The evolution of transport in malta
From the horse to the cart, trams and buses, the history of transport in Malta is an interesting and varied one
Sedan chair
Up to the the mid 1800s, the only means of human transport in Malta was the horse, cart or kaless; a cabin on a pair of large wheels. The 'priveleged' also used the sedan chair. Known as 'is-suggetta', the grand enclosed vehicle required two strong men, who were often harnessed, to carry it.
In 1856, the very first omnibus was brought to the island. It carried 16 passengers and made just three daily trips. The company began operating on the Lija-Valletta route in 1857 and also began operating a St. Julians-Valletta route, just a week later.
Malta railway
By 1883, however, the Malta Railway, a single railway line from Valletta to Mdina, began operating. The only railway line to ever exist in Malta, it was a single track line in meter-gauge and operated all the way up until 1931, when it was closed due to 'economic insufficiency.'
tram passing through paola
In 1905, a tram service was also inaugurated, which linked the Three Cities (Birgu, Senglea and Bormla), Birkirkara and Zebbug. With two floors, 20 passengers could be seated and the rest, the majority of which were farmers carrying fresh fruit and live chickens, would be standing. The upper floor could accommodate up to 18 seated passengers, however no standing passengers were allowed due to the overhead electric wires.
The service was terminated in 1929. Enter: buses; the primary method of public transport in Malta. A primitive service commenced in 1905 and led to the eventual downfall of the tram. A certain Mr Spiller was granted the permission to import buses from the UK, to run between St. Andrew and Valletta. Due to Malta being a naval base at the time, a mode of transport was crucial
valletta-st. julian's double decker
Initially, 6 buses were imported and later, another 20 seven-seater single decker buses, and 30 six-seater double decker buses began running between Valletta and St. Julians. Over time, even more were imported and in 1921, a Public Transport Co. was formed. Just 9 years later, there were 385 licensed route buses running.
After the 1971 General Elections, there was a reorganisation, for all route buses to amalgamate into one group, in order for all bus owners to receive the same income. Following protests and strikes, the final decision was made for 3 groups to be formed, each under the control of a committee. This led to more issues, as competition between bus drivers was rife, often resulting in 40-seater buses being loaded with more than 70 passengers!
Three years later, by 1977, all route buses began operating in one group. A centralised office called Assocjazzjoni Trasport Pubbliku (ATP) was formed, under the control of a committee elected by bus owners every two years.
traditional maltese bus
In 1995, the buses were painted yellow with an orange stripe. The ATP operated a total of 508 buses, all the way up until 2011. Then, a major restructure of the bus service occurred, which resulted in Arriva taking over. During the process, several of the old buses were either scrapped, kept by their owners for private use, converted into souvenir buses over time, or transferred to other companies such as Heritage Malta.
Arriva's service, however, only lasted till 2014, when the Malta Public Transport Services Limited began operating the public transport. By 2015, Autobuses Urbanos de Leon began operating. By mid-2015, the Tallinja card was launched, allowing travelers to pay as they go.
Which brings us to today. Nowadays, we have countless options to choose from, where transport is concerned. In addition to hopping on a bus, locals and foreigners alike can also opt for taxis, car-sharing, pay-as-you-go bicycles, e-bikes and scooters. You can hire a car, rent a motorbike, hop on a ferry or even catch a water taxi.
Depending on your budget and where exactly it is you'd like to travel to, the Islands are ready to meet and surpass your every expectation.


Chapter 2. Skam protocol language
Table of Contents
Syntax
Targets
Tags
Uservars
System parameters
Builtin targets
Module system
Looping over datasets and targetlists
Embedding
Command line interface
Cleaning up
Syntax
Variables
The crucial thing to remember about skam syntax is that a leading uppercase character -- or a leading underscore character -- represents a variable.
If in doubt, quote (using single-quotes)
Comments
The percent sign is used as a comment prefix; comments should occupy a line by themselves
Spaces and newlines
Newlines are significant in skam protocol files; you can use the backslash character \ to break one logical line into multiple actual lines.
Spaces are used for formatting


This paper presents an efficient and effective scheme for reforming the original Thomson–Haskell transfer matrix method for the stable modeling of surface waves in a layered half-space. The proposed scheme splits the layer propagator matrix and then determines the interface stiffness instead of directly building the propagator matrix as the original Thomson–Haskell method does. For the Love wave, an explicit solution for the interface stiffness is obtained. The reformulation of the Thomson–Haskell method keeps the simplicity of the original method but naturally excludes its exponential growth terms. Hence, the modified Thomson–Haskell method is computationally stable for high frequency and increasing layer thickness. Moreover, both analytical and numerical results indicate the modified Thomson–Haskell method is the most efficient of all the complex arithmetic algorithms available, including the original Thomson–Haskell method and generated reflection and transmission matrix method. The computational speed of the modified Thomson–Haskell method rises by more than 15% for the Love and Rayleigh waves. Furthermore, a discussion of the effect of frequency and layer thickness on the phase velocity of Gutenberg Earth model indicates the modified Thomson–Haskell method is a powerful candidate for efficiently and effectively simulating surface waves in a layered half-space.
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text:
I learn about CUBE and ROLLUP function today and I found it really usefull for generating reports. Let me give you one example where we can use ROLLUP and CUBE. Lets say you are developing the E-Commerce application and administrator wants the report which shows products purchased by all user group by product and buyer. You will say that's really easy and can write the query as shown below,
Fig – (1) Group By clause.
Which will returns the result as shown below,
Fig – (2) Result of GROUP BY clause
However what if you want result as display below,
Fig – (3) Desire result
Here ROLLUP and CUBE comes into the picture and help us. The above result is generated using ROLLUP. ROLLUP adds new row for each column used in GROUP BY clause. First have a look at the query and then we will discuss more,
Fig – (4) Query for output shown in fig – 3
As you can see in query we have used ROLLUP after GROUP BY clause. Here ROLLUP has added new row at line 3,5 and 6 in fig 3. If you have used only one columns in GROUP BY clause then only row will have been added. The new clause in query is GROUPING. GROUPING clause add new column in result set. The value in new column can either be 0 or 1. If the new row is added by the ROLLUP or CUBE then the value of GROUPING column is 1 else 0.
In fig – 3 we have total price by user name, wow lets assume you want the total price by item name also. Here you have to use CUBE as shown below,
Fig – (5) CUBE clause
Fig – (6) Result of CUBE
Happy Programming!!!!


algorithmic modeling for Rhino
I want to use kangaroo to achieve a minimal surface ( close to the one in the attached picture) where the open edges are made from 2 catenary Curves. How can I keep the two catenary curves in their place ( perpendicular to the XY plane)...
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Replies to This Discussion
Here is one way to set this up.
Turning the surface into a mesh, fixing the corners and letting the boundary vertices slide along the outer edge.
Note that this is a tensile surface, but not actually a true minimal one - that is a bit more work to set up using the soap film element.
Thank you a lot for your explanation, I will work on the adding soap film element..
I am not that expert in this topic but what I know is that you can achieve a minimal surface as a version of an existing one you already created, even if the surface is not flat the mean curvature can still be zero, here is an explanation:
"Minimal surface curvature planes. On a minimal surface the curvature along the principal curvature planes are equal and opposite at every point. This makes the mean curvature zero"
Thank you so much I will try them
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A plethora of techniques for the imaging of liposomes and other bilayer vesicles are available. However, sample preparation and the technique chosen should be carefully considered in conjunction with the information required. For example, larger vesicles such as multilamellar and giant unilamellar vesicles can be viewed using light microscopy and whilst vesicle confirmation and size prior to additional physical characterisations or more detailed microscopy can be undertaken, the technique is limited in terms of resolution. To consider the options available for visualising liposome-based systems, a wide range of microscopy techniques are described and discussed here: these include light, fluorescence and confocal microscopy and various electron microscopy techniques such as transmission, cryo, freeze fracture and environmental scanning electron microscopy. Their application, advantages and disadvantages are reviewed with regard to their use in analysis of lipid vesicles.
- scanning microscopy


The Frost Queen appears as a tall, slender, beautiful woman with a light bluish skin tone. Little is known for certain about the nature of these beings, but they are often thought of as the nymphs of the frozen tundra. Unlike nymphs, they cannot seduce male humanoids, however, they are revered as goddesses among the Frostlings. "Kissed by the Divine Stillness," (as Frostlings describe her) The Frost Queen freezes everything she touches in fragile jewels of ice crystals.
Frost Queens live in the snowy wilderness, often in forests, where they can ponder the quiet turnings of seasons, but in rare moments, they seek something other than solitude, and seek the companionship of their friends, the Frostlings.


Leeds, United Kingdom
Education in the Media
when 19 July 2020 - 1 August 2020
language English
duration 2 weeks
credits 5 EC
fee GBP 1820
How are live debates within the English education system portrayed in the media? What is distinctive about the English education system? How do English schools and universities compare to those in other countries? This module looks at current issues within the field of education, through the prism of accounts in the media. You will look at the facts behind the newspaper stories which have captured the public's attention. What is the real difference between private schools and the state sector? How does England compare on the world stage in international tests such as PISA and TIMMS and why does it matter? You will consider these questions and also explore topics such as the mental health crisis amongst English school pupils. You will learn about accountability measures, such as Progress 8 and SATS. You will examine how accountability affects the curriculum offered in schools. The module also looks at why there is still a divide between vocational and academic education. You will have the opportunity to analyse the legacy of the tripartite system introduced after the Second World War. Finally you will explore the funding crisis which has led to some schools closing their doors on a Friday. This has also led to thousands of head teachers taking part in protest marches at the office of the British Prime Minister.
Please note, the Leeds International Summer School runs for four weeks (4 July - 1 August 2020). You can choose to study with us for two weeks or for the full four-week programme. Each module lasts two weeks so you study one module if you choose to attend for two weeks and two modules if you choose to attend for four weeks.
Target group
Undergraduate/Bachelor students
Credits info
5 EC
The module is worth 10 Leeds credits = 5 ECTS. You can transfer the credits earned back to your home degree subject to approval.
Fee info
GBP 1820: Includes tuition, accommodation, breakfast and lunch, Monday - Friday, academic field trip, weekend cultural excursions, social programme and premium gym membership.
Scholarships worth £500 are available for students with good academic standing to help pay your fees. You can apply as part of your application to LISS.


OpenSmart
RF Transceiver Module
Item No.: ME019
Specification:
 - Operating Voltage:1.9~3.6VDC
 - Frequency Range: 433/868/915MHz
 - Maximun Data Rate: 50Kbps(with error correction)
 - RF Output Power:13bBm(20mW)
 - Connection Protocol:SPI
 - Dimensions:32*19*19mm(excluding antenna)

1.Introduction
The nRF905 is a radio transceiver IC similar to the well known nRF24L01, but operates at 433/898/915MHz instead of 2.4GHz, has a much longer range and a few extra IO pins. However the nRF905 data rate is only 50Kbps compared to nRF24L01's 2Mbps.
This library offers quite a bit of flexibility: Optional use of interrupts, 2 of the connections to the module are optional since their states can also be accessed by the ICs status register, and supports basic collision avoidance.
2. Pin Instructions
3.This is a example code about how use this module to communicate with wireless serial.
/*
 * Wireless serial link
 *
 * 7 -> CE
 * 8 -> PWR
 * 9 -> TXE
 * 2 -> CD
 * 3 -> DR
 * 10 -> CSN
 * 12 -> SO
 * 11 -> SI
 * 13 -> SCK
 */
#include
#include
#define PACKET_TYPE_DATA 0
#define PACKET_TYPE_ACK 1
#define MAX_PACKET_SIZE (NRF905_MAX_PAYLOAD - 2)
typedef struct {
 byte dstAddress[NRF905_ADDR_SIZE];
 byte type;
 byte len;
 byte data[MAX_PACKET_SIZE];
} packet_s;
void setup()
{
 // Start up
 nRF905_init();
 // Put into receive mode
 nRF905_receive();
 Serial.begin(9600);

 Serial.println(F("Ready"));
}
void loop()
{
 packet_s packet;
 // Send serial data
 byte dataSize;
 while((dataSize = Serial.available()))
 {
 // Make sure we don't try to send more than max packet size
 if(dataSize > MAX_PACKET_SIZE)
 dataSize = MAX_PACKET_SIZE;
 packet.type = PACKET_TYPE_DATA;
 packet.len = dataSize;
 // Copy data from serial to packet buffer
 for(byte i=0;i 50) // 50ms timeout
 {
 timeout = true;
 break;
 }
 }
 if(timeout) // Timed out
 {
 Serial.println(F("TO"));
 break;
 }
 else if(packet.type == PACKET_TYPE_ACK) // Is packet type ACK?
 break;
 }
 }
 // Put into receive mode
 nRF905_receive();
 // Wait for data
 while(1)
 {
 if(getPacket(&packet) && packet.type == PACKET_TYPE_DATA) // Got a packet and is it a data packet?
 {
 // Print data
 Serial.write(packet.data, packet.len);
 // Reply with ACK
 packet.type = PACKET_TYPE_ACK;
 packet.len = 0;
 sendPacket(&packet);
 // Put into receive mode
 nRF905_receive();
 }
 else if(Serial.available()) // We've got some serial data, need to send it
 break;
 }
}
// Send a packet
static void sendPacket(void* _packet)
{
 // Void pointer to packet_s pointer hack
 // Arduino puts all the function defs at the top of the file before packet_s being declared :/
 packet_s* packet = (packet_s*)_packet;
 // Convert packet data to plain byte array
 byte totalLength = packet->len + 2;
 byte tmpBuff[totalLength];
 tmpBuff[0] = packet->type;
 tmpBuff[1] = packet->len;
 memcpy(&tmpBuff[2], packet->data, packet->len);
 // Set address of device to send to
 //nRF905_setTXAddress(packet->dstAddress);
 // Set payload data
 nRF905_setData(tmpBuff, totalLength);
 // Send payload (send fails if other transmissions are going on, keep trying until success)
 while(!nRF905_send());
}
// Get a packet
static bool getPacket(void* _packet)
{
 // Void pointer to packet_s pointer hack
 // Arduino puts all the function defs at the top of the file before packet_s being declared :/
 packet_s* packet = (packet_s*)_packet;
 byte buffer[NRF905_MAX_PAYLOAD];
 // See if any data available
 if(!nRF905_getData(buffer, sizeof(buffer)))
 return false;
 // Convert byte array to packet
 packet->type = buffer[0];
 packet->len = buffer[1];
 // Sanity check
 if(packet->len > MAX_PACKET_SIZE)
 packet->len = MAX_PACKET_SIZE;
 memcpy(packet->data, &buffer[2], packet->len);

 return true;
}
Comment


kshitij
difference
1 Answer(s) 6 years and 2 months ago
Posted in : Applet
what is the difference in between awt and swing package...
and what is the difference in between frame,panel
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View Answers
August 28, 2010 at 12:16 PM
Hi Friend,
Differences:
1) AWT stands for Abstract windows toolkit whereas Swing is called as JFC?s (Java Foundation classes).
2) AWT components use native methods Swing components use the methods that are written in Java. Therefore AWT is heavy weight component and swing is light weight component.
3) Light weight components have transparent pixels where as
heavy weight is always opaque.
4) Light weight components are non-rectangular whereas Heavy weight
components are rectangular
5) Swings components are made in pure java and they are
platform independent whereas AWT components are platform
dependent.
6) Swing provides look and feel feature whereas this feature is not supported by AWT.
Difference between frame and panel:
1)A frame is a resizable movalble window with title bar and
close button. It contains Panels. Whereas a panel is a region internal to a Frame or another Panel.
2)A Frame is an independent object which can exist on its
own. It can contain one or more Panel object within it.
Whereas a Panel can not exist on its own. It need a parent
object like Frame/Window to be displayed/existence.
Thanks
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text: Alzheimer disease (AD) research faces challenges to successful enrollment, especially to clinical trials and biomarker studies. Failure to recruit the planned number of participants in a timely manner threatens the internal validity and success of clinical research, raising concerns about external validity and generalizability of results, and possibly leading to disparities in disease treatment. Methods to improve recruitment exist, but require varying levels of staff effort and financial resources, and evidence of effectiveness is often lacking or inconsistent. In this review, we summarize some of the available methods to improve AD research recruitment, the available literature to support or refute these strategies, and some of the experiences at the authors' AD Research Centers. We discuss the use of community-based participatory research principles and participant registries as a means to enhance research enrollment and increase diversity of research samples.


text:
Fort Lewis College Teacher Education Licensure Program
Fort Lewis College offers Colorado teaching licensure programs in several areas under the direction of its Department of Teacher Education (TED). Undergraduate and transfer students admitted to Fort Lewis College choose the approved major, and its teaching option, that corresponds to the chosen licensure program as shown below.
Licensure Program/Approved Major:
- Early Childhood Education Licensure (Birth to 3rd grade)
- Elementary Education Licensure (grades K-6)
- Secondary History - Social Studies Licensure (grades 7-12)
- Secondary English Licensure (grades 7-12)
- Secondary Mathematics Licensure (grades 7-12)
- Secondary Science Licensure (grades 7-12)
- Secondary Theatre (grades 7-12)
- Art Licensure (grades K-12)
- Music Licensure (grades K-12)
- Physical Education Licensure (grades K-12)
- Spanish Licensure (grades K-12)
The curriculum for all programs is composed of three parts: Courses in the Liberal Arts Core, courses in the specific content area, and education courses. Students can find the specific curriculum for their intended program above by choosing the link to their licensure program. In many cases, transfer students will have completed a number of courses in the Liberal Arts Core and in their content area. Because of the nature of FLC education courses, few education courses beyond the introductory level taken elsewhere are accepted as equivalents. All state transfer agreements are honored.
Transferring Credits into the Chosen Licensure Program:
When transfer students are admitted to Fort Lewis College, the Registrar's Office will evaluate their transcripts to determine transferred courses that are equivalent to FLC's courses. After their initial meeting with an FLC advisor to schedule courses for the next term, transfer students are strongly encouraged to schedule a meeting with the Director of Teacher Education by calling Administrative Assistant Michelle Celeste at _PHONE_. This important meeting serves several purposes: to acquaint the transfer student with the policies and processes for becoming a licensed teacher through the FLC program, to review the student's program of choice to determine courses already completed in it, and to set a tentative plan of action for completing the program. In some cases, the Director of Teacher Education may suggest changes to the student's schedule for the upcoming term.
Additional Endorsement Options:
Students in all licensure programs may seek an add-on licensure endorsement in Culturally and Linguistically Diverse Education (often referred to as English as a Second Language). Since this add-on licensure program entails additional coursework, students should expect that the time needed to complete both the primary licensure program and an add-on will exceed four years.
Please see CLD Endorsement to view needed coursework.
For more information please contact:
It is also possible for students in the Elementary Education program to add the Early Childhood Education licensure without additional coursework. Students interested in this option should speak with their advisor or with the Director of Teacher Education.
Admission to the Program: Once enrolled in the major's teaching option, transfer students work toward meeting requirements for admission to the Teacher Education Licensure Program. Many transfer students meet these admission requirements by the conclusion of their first term at FLC. Students must be admitted to the program in order to advance to any 400 level education course.
Admission to Student Teaching:
Students admitted to the program must subsequently meet requirements for admission to student teaching by the term preceding their intended student teaching term. Student teaching out of the Durango area is allowed.
Upon successful completion of student teaching and all other program requirements, students are recommended to the Colorado Department of Education for their Colorado teaching licensure. Students may be hired out of state with their Colorado licensure but must meet licensure requirements of the other state within a specified time (one or two years is the norm). Licensure requirements vary by state, but most commonly, a state may require a different test than required by Colorado.


text:
The Foster City Public Works Department this week began raising the water level of the Foster City lagoon by six to eight inches to prepare for summer.
The lagoon's levels are typically lowered in winter in case seasonal storms bring additional water. Levels are raised in the summer to accommodate recreational activities like sailing and windsurfing while making it harder for algae or other plants to grow.
Rainfall can raise the lagoon's water levels or the Public Works Department can let water into the lagoon at high tide. The water level will be higher on weekends and holidays and lower in the middle of the week to promote maximum water exchange in the lagoon.
The city's Lagoon Management Plan sets standards for these water levels. If major rainfall is forecast at any time of the year, the water level will be lowered once more to accommodate runoff and prevent flooding.
The lagoon, approximately 212 acres in size, acts as a drainage detention basin for the city, as storm water from the city flows into the lagoon and is pumped into the Bay. The lagoon can withstand a major storm likely to occur once a century.


text:
A difference equation model for the dynamics of a semelparous size-structured species consisting of juvenile and adult individuals is derived and studied. The adult population consists of two size classes, a smaller class and a larger more fertile class. Negative feedback occurs through slowed juvenile growth due to increased total population levels during the developmental period and consequently a smaller adult size at maturation. Intra-specific competition coefficients are size dependent and measure the strength of intra-specific competition between juveniles and adults. It is shown that equilibrium states in which adults and juveniles occur together at all times are in general destabilized by significantly increased juvenile vs adults competition with the result that stable periodic cycles appear, in which the generations alternate in time and hence avoid competition. This result supports the tenet that intra-specific competition between juveniles and adults is destabilizing. Exceptions to this destabilization principle are found, however, in which populations exhibiting non-equilibrium, aperiodic dynamics can be equilibrated by increase competition between juveniles and adults. This occurs, for example, when adult fertility and competition coefficients are significantly size class dependent.
ASJC Scopus subject areas
- Biochemistry, Genetics and Molecular Biology(all)
- Environmental Science(all)
- Agricultural and Biological Sciences(all)
- Computational Theory and Mathematics


text:
What are the key entry requirements for exporting fruit & vegetables to Europe?
Europe is providing increasing market opportunities to emerging tropical countries, as it offers a large and stable demand for fresh fruit and vegetables with significant purchasing power. The need for year-round availability and the interest in new exotic produce leads to Europe's continuing dependence on external suppliers.
However, this process is not easy because of the perishable nature of the produce and the financial and technical capacity required. Europe is very demanding when it comes to food safety. Aspects such as quality management are particularly challenging for farmers in developing countries, as meeting stringent standards and regulations require a considerable amount of investment and skills.
But meeting the European requirements is also an opportunity to succeed at a higher level. What are the most common requirements and standards? What are the key recommendations for success in exporting to Europe?
1.Understanding the market: It is important to consider market entry by targeting large consumer countries such as Germany and the United Kingdom. However, it is also important to evaluate big trader countries such as the Netherlands, Belgium and Spain, who are the leading buyers for re-exporting crops to other European countries. Consider also that north European countries have the highest purchasing power, but at the same time have the strictest standards of quality and food safety. Southern countries, such as Italy, are strong producers of fruit and vegetables so the demand for fresh produce is more selective.
Reaching out to business support organizations in your country or internationally can provide valuable information about your sector and its dynamics in Europe. For example, the Centre for the Promotion of Imports from Developing Countries (CBI) from the Netherlands provides a very complete portal with market information and services available for entrepreneurs in developing countries. Portals such as Fresh Plaza and Fresh Fruit Portal provide good sources of information about the fruit & vegetable sector and the main traders and buyers.
2. Selecting clients: It is important to decide what type of customer you aim to reach, for example, is it large or small international traders and importers, supermarkets or small retailers. It is important to seek buyers according to the type of product and quantities you can supply. According to CBI, "on average, about 75% of all fresh fruit and vegetables in Europe is sold by supermarkets". Supermarkets are the most demanding in terms of quality, but their capacity allows them to maintain prices that are at competitive levels. However, most fresh produce from developing countries is traded via importers that supply to large retail providing an intermediary role between producers and retailers, which can facilitate the entrance into the market.
It is recommended to attend or follow the international fruit & vegetable fairs in Europe, such as Fruit Logistica in Berlin and Fruit Attraction in Madrid, which allows companies to meet the biggest traders of fruit and vegetables in Europe, with the possibility of accessing updated information about international markets.
3. Quality standards: In Europe there are quality and marketing standards that fresh products must comply with in order to export there. The general marketing standard (GMS) establishes the conditions that produce must have, such as pest-free, cleanness, level of maturation, sizing, packaging, and identification etc. For apples, grapes, kiwi, leafy vegetables, peaches, nectarines, pears, strawberries, sweet peppers, and tomatoes, there are more specific standards with which to comply. There are some crops that are not subject to specific standards but they must comply with the applicable UNECE standards. You must also consider that each importer/retailer may have their own standards.
Before exporting, check the marketing standards portal of the European Union or consult with the country's trade agencies or business support organizations such as COLEACP. If you are intending to export to the UK keep in mind that Brexit may affect this, therefore it is recommended to visit the UK trade agency portal.
4. Plant health: Fruit and vegetables exported to the EU must comply with recently updated European legislation on plant health. It presents the requirements to prevent the introduction and spread of organisms harmful to plants and plant products in Europe. The exporters' home country needs to have phytosanitary agreements with the European Union, especially in the issuing of phytosanitary certificates.
The crops that require health inspection and require phytosanitary certificates prior to shipping to Europe are: leafy vegetables, citrus fruits, kumquat, eggplants, persimmon, apples, pears, mangos, passion fruit, plums, guava, currants, blueberries, and other exotic products such as rose apple, guanábana, quince and bitter cucumber.
It is recommended to consult your home country's National Plant Protection Organisation (NPPO) to see if there are any changes or new measures. COLEACP provides technical assistance to entrepreneurs and NPPOs with regards to plant health control requirements. You should also check the EU plant health directive to see if there are any changes or any emergency measures taken due to the identification of high-risk pests. Emergency measures carry immediate changes in phytosanitary certificate requirements and generate rejections because declarations can be completed incorrectly. Additionally, check the plant health interception platform to see if shipments from your home country are recurrently rejected.
5. Food safety: European buyers are increasingly demanding that their suppliers be certified by a private food safety standard such as GLOBALGAP, BRC and IFS. A.P.has become the most common certification standard required by supermarkets. It is a set of standards for good agricultural practice that covers the whole agricultural production process up until the final non-processed product. It focuses on food safety as well as the environment, labour conditions and product quality. In addition, BRC Global Standards provides a more extensive set of standards, mostly required in North West European countries. It includes the implementation of HACCP principles (hazard analysis and critical control points), as well as the control of the working environment, products, processes and personnel. Consult with your European buyer about the preferred certification. Start with Global G.A.P as it is the market entrance certification. Look for local certifiers that will help you through the process.
6. Sustainability: As consumers are becoming more aware and interested in how products have been produced and traded, most retailers are requiring suppliers to follow and apply standards regarding the impact on the environment, social and labour conditions, trading practices etc. Some large supermarkets have their own certifications, but there are some sustainability protocols that are privately certified. Some examples are the Global G.A.P. Risk Assessment on Social Practice (GRASP) and Fair Trade. Having any of these certifications allows companies to achieve a significant differentiation in the market.
Main consulted source:
Centre for the Promotion of Imports from Developing Countries (CBI). Exporting fruit and vegetables to Europe. _URL_


Social Marketing
Nutrition and Physical Activity
photo of people at a meetingHow to Pretest
Your choice of methods and level of intensity for pretesting should depend on the project and your available resources. For example, you may want to show printed materials to members of the target audience and get their feedback. This can be done informally with individual conversations, or more formally with focus groups.
Another form of pretesting is to pilot your program. This means you put the program into place with a small portion of the audience to see how it is received. If you pilot your program or any part of it, monitor feedback and reactions to make sure the program is performing as intended. Don't be afraid to make any necessary changes. Monitoring and evaluation are discussed further in phase 5.


text:
The web page that I wanted to test using Selenium consisted of multiple tinymce editors used for various rich textareas. Internet Explorer 8 was the target browser. Obviously simply using the type command with input text did not work. So googled on how other people achieved this, found following two solutions:
1. Select frame and then type text
2. Identify the text area using DOM locator
selectFrame id_of_tinymce_iframe focus tinymce type tinymce Text_text selectFrame relative=parent
type dom=document.getElementById('id_of_tinymce_iframe').contentWindow.document.body Test_text
Both of them seem to work on Firefox where I develop my test using Selenium IDE. But on IE 8 I would not see the "Test_text" in the TinyMCE textarea even though the steps would run fine. The way I ended up achieving this was by using the following:
Yes and this did work on IE 8.
focus dom=document.getElementById('id_of_tinymce_iframe').contentWindow.document.body getEval selenium.browserbot.getCurrentWindow().document.getElementById('id_of_tinymce_iframe').contentWindow.document.body.innerHTML = 'Test_text';
Click here to read "Selenium tips for better automation".


Underneath the Golden Gate Bridge lies the wreck of the City of Chester, a steamboat that sank on August 22, 1890 at 10 a.m.
The boat was impaled on the steamer Oceanic, arriving from Asia, and sunk in six minutes. It traveled to the seafloor and settled in, still upright.
Two years later, the U.S. Coast and Geodetic Survey thought they'd located the ship by dragging a wire through the water with a tugboat. But for the last 120 years or so, no one has thought much of the City of Chester, not even when the Golden Gate Bridge went up just to the ocean side of the wreck.
But recently, a NOAA team got interested and deployed all the technological might we can now bring to bear.
"After working with historic data provided by NOAA historians, the Coast Survey team conducted a multi-beam sonar survey and a sonar target the right size and shape was found," NOAA reported. "The team spent nearly nine months sorting through the data. A follow-up side-scan sonar survey confirmed that the target was City of Chester, sitting upright, shrouded in mud, 216 feet deep at the edge of a small undersea shoal. High-resolution sonar imagery clearly defined the hull, rising some 18 feet from the seabed, and the fatal gash on the vessel's port side."
And what's amazing is that if you look at that boat now sitting at the bottom of the Bay, you can still make out the old form of the boat as it was when it plied the waters.
The current position of the City of Chester (NOAA).


text:
A Labor Government will provide at least $11 million from the $200 million Urban Rivers and Catchments Program to support key projects across South-East Queensland.
Of that amount, $3 million will support the work of Ipswich City Council for flood recovery and resilience projects along the Bremer River and its tributaries.
This project will improve water quality, riparian corridor conditions, streambank stability, and enhance the terrestrial and aquatic habitat conditions of the river and its surrounding catchments.
It will also increase resilience of the catchment to flood impacts, access to natural areas and waterways and provide educational opportunities for schools and groups.
Labor's previously announced $200 million urban rivers and catchments investment will fund projects across the country to restore urban river systems, catchments, and wetlands.
Fixing up waterways and the catchment areas around them will improve water quality, will help improve habitat for animals, and deliver positive outcomes for nature and communities.
Only a Labor Government will restore Australia's urban rivers and catchments.


text:
Hands on activityThe English designer William Morris was influenced by Indian patterns when he designed this block printed cotton fabric in 1883. Other British designers used Indian patterns, such as 'Paisley'. Using factories, British cloth makers were able to make cheaper fabrics and sell it in India in Victorian times. Indian weavers spun, wove and decorated their cloth in their own homes and this made it more expensive, so many of them went out of business. Have a look at the images below. They show some designs, cloth printing and the blocks used to print cloths.
You would need to print with your block thousands of time to decorate a large piece of cloth by hand. You can make a printing block using a potato - it's much easier to carve than wood!
You will need:
a big potato
paper for your pattern
a small knife with a pointed end or a scalpel
fabric paints or dyes - use indigo, turmeric or henna if you want to make authentic Indian colours
paper plates for mixing colours
1. Cut your potato in half and leave it to dry for a few hours. If you want, you can slice off the edges to make a square, which will be easier to line up when you print. You can also use a polystyrene ceiling tile, with the pattern drawn into it. You can buy real wood printing blocks in some Indian shops if you want to print from wood.
2. Design your printing block pattern on thin white paper, filling in the areas to be cut out. Remember to make the pattern no larger than the potato. Cut the paper 1 centimetre bigger than the design.
3. Tape your paper design onto the dry potato.
4. Get an adult to help with this part. Using the sharp knife or scalpel, cut out your design.
5. Mix your dyes or fabric paints on the paper plate. If you are using an Indian dye such as turmeric make it into quite a thick paste.
6. Paint the dye onto your potato block, or press the block into the dye on the plate.
7. Practice printing the block on some scrap paper before you try it on the fabric.
8. Print the pattern onto the fabric. It looks best when you print repeated patterns, or try different colours next to each other. Keep the patterns in line using a long ruler.
9. Leave the fabric to dry.
Need some inspiration?
Have a look at the some Victorian paisley patterns.
You can have a go at a block printing activity in this Museum Open Learning Initiative activity.
Wooden blocks are available ready made from Parrotfish.
Have a look at some William Morris designs and download some wallpaper.

source: HuggingFaceFW/fineweb-edu


text:
Wildlife and colonisation
Patricia Van Schuylenbergh, historian at the museum, has published the book Faune sauvage et colonisation. Une histoire de destruction et de protection de la nature congolaise (_PHONE_). This book sheds new light on a little-known aspect of Belgian colonisation in Central Africa. It traces the context, evolution and consequences of the wildlife conservation policies put in place under Belgian colonisation in the Congo (Congo Free State and Belgian Congo) to cope with the increasing disappearance of species hunted in the field.
Hunting, meat and ivory
Although the Congo Basin is one of the regions most affected by biodiversity loss, this alarming phenomenon is not new.
Analysis of historical documents shows that it was part of the predatory systems set up in Central Africa as early as the second half of the 19th century, and amplified under the Congo Free State and Belgian colonisation. Elephant hunting, mainly motivated by ivory, was bringing significant revenues to the government, while other species were hunted for economic benefits, sport hunting, scientific or prestige motivations.
'Hunting game for meat and elephants for ivory were important, even crucial steps in the formation and consolidation of the Congo Free State', says Patricia Van Schuylenbergh. 'It is the physical and financial lifeblood of the Leopoldian enterprise, even before the advent of the rubber regime. This destruction continued throughout colonisation.'
Contrary to what one might think, the desire to protect wildlife existed long before the environmental conservation movements we witness today. As early as the end of the 19th century, faced with the destruction of wildlife in most African colonies, various personalities - scientists, hunters, politicians, etc. - alerted their governments and public opinion in several European metropolises.
In response, the Congo Free State created its first elephant reserves, 'even though these were mainly economic reserves whose aim was to perpetuate and monopolise the exploitation of ivory for the benefit of the State', notes Patricia Van Schuylenbergh.
Nevertheless, warnings about the destruction of wildlife continued in Europe as in the United States. The first major international wildlife protection conferences were held in London in 1900 and 1933.
'The question of whether wildlife should be preserved in the strict sense, or whether it should be managed in a more rational way, exploiting one part and protecting another, has always been a stumbling block in Belgian colonial policy. The latter swung between these two dimensions and established a cumbersome legislative apparatus which regulated hunting as well as hunting reserves under different statuses.'
At the same time, four national parks - Albert (now Virunga), Upemba, Garamba and Akagera - were created under the control of a parastatal organisation. 'These parks were considered as integral natural reserves and study laboratories for scientists in the field. Their approach was radical and implied evicting the people who lived there before. Consequently, their management was complex and marked by multiple pressures.'
The paradox of the museum
Wildlife has also been hunted for scientific and museum purposes. 'The Musée du Congo belge played a paradoxical role in this context', explains Patricia Van Schuylenbergh. 'While becoming a great defender of wildlife protection through the publication of its African zoology journals, the museum has also contributed to the destruction of wildlife by stimulating the collection of specimens. By drawing the attention of researchers and international hunters to the "discovery" of certain species such as the eastern gorilla, the white rhino, the forest elephant or the okapi, the museum opened the way to regions that had been little exploited until then. Many foreigners came to the Congo to provide other museums and zoos with specimens...'
The final chapter of the book illustrates some stereotypes about who destroyed wildlife.
'In the literature, Europeans generally considered Africans to be responsible for the destruction of wildlife, for example, through indiscriminate or "barbaric" hunting. Interestingly, just before the Second World War, it was national park scientists who blamed the colonisers as the main plunderers and destroyers of the African environment and its natural resources through aggressive industrialisation and intensive agriculture that degraded soils and destroyed local communities.'
'Victor Van Straelen and Jean-Paul Harroy were, in this context, unsung whistleblowers long before Rachel Carson's Silent Spring (1962), for example.'
- Faune sauvage et colonisation. Une histoire de destruction et de protection de la nature congolaise (_PHONE_)
Patricia Van Schuylenbergh
P.I.E. Peter Lang publishing
Outre-Mers, vol. 8
- The book is available in the museum shop, or on the Peter Lang website.


text:
In 1278, during the Battle of Marchfeld, Ladislaus IV and the Hungarian army aided Rudolf I of Germany against the Czechs. For Rudolf, the victory was extremely significant, because the Habsburgs were able to assure possession of the Duchies of Austria.
The relief of György Zala shows this memorable battle, but at the same time, we see the statue of Charles Robert above, who was not even born at the time. What is the reason behind all this?
Charles Robert's biggest achievements have to do with his successful war campaigns both against internal and external (Habsburg) threats. He was considered a more important monarch than Ladislaus IV, which is why he received his statue in the Millennial Monument. However, the chosen relief underneath may have a special significance to its creators as it reminds the Habsburgs of the fact that Hungary helped them capture Austria. It is phrased very directly: "In 1287, the Hungarian army aids Rudolf of Habsburg against Ottokar II of Bohemia in the Battle of Marchfeld." This sign was removed in 1945.
The statue of Charles Robert is a creation of György Kiss.


text:
|The Field Description of Igneous Rocks, Second Edition|
|by ||Dougal Jerram|
|Year Published: ||2011|
|Total Pages: ||256|
|Product Code: ||ROCKS|
|The Second Edition of this unique pocket field guide has been thoroughly revised and updated to include advances in physical volcanology, emplacement of magmas and interpreting structures and textures in igneous rocks. The book integrates new field based techniques (AMS and geophysical studies of pluton shape) with new topics on magma mixing and mingling, sill emplacement and magma sediment interaction. Part of the successful Field Guide series, this book includes revised sections on granitic and basaltic rocks and for the first time a new chapter on the engineering properties of igneous rocks.
The Geological Field Guide Series is specifically designed for scientists and students to use in the field when information and resources may be more difficult to access.
Many editions have been updated for 2011 and the guides are:
- Student-friendly in design and cost


text:
- About the Ministry
- Key Diplomatic Tasks
- Senior Officials
- Key Diplomatic Tasks
- Missions Overseas
- Foreign Missions in ROK
Korea's Key Diplomatic Tasks
The Ministry of Foreign Affairs will focus its capacity on the following diplomatic tasks to fulfill the national vision of "A nation of the people, a just Republic of Korea."
Peaceful resolution of the North Korean nuclear issue and the establishment of a peace regime on the Korean Peninsula
The Government of the Republic of Korea will make every diplomatic effort to achieve complete denuclearization and establish permanent peace on the Korean Peninsula. It will endeavor to make substantive progress toward complete denuclearization and build a permanent and solid peace regime on the Korean Peninsula.
Promotion of national interest through public and participatory diplomacy
The Government of the Republic of Korea will establish an integrated participatory diplomacy apparatus by increasing interactive communication with the people, endorsing public participation, and focusing on the capacity of participatory diplomacy. Simultaneously, the Government of the Republic of Korea will strive to promote the proper understanding of the Republic of Korea and garner awareness and support of its foreign policy through strategic public diplomacy.
Pursuing assertive cooperative diplomacy with neighboring countries
The Government of the Republic of Korea will strengthen close cooperation with the People's Republic of China, Japan, and the Russian Federation with the alliance between the Republic of Korea and the United States of America playing a central role. It will conduct cooperative diplomacy, in a proactive and assertive manner, with its four neighboring countries to establish permanent peace on the Korean Peninsula, which includes dealing with the North Korean nuclear issue and fostering coprosperity in Eurasia.
Establishment of a Northeast Asia+ Community of Responsibility
Within the current state of tension and contention in the region, the Government of the Republic of Korea will build a peaceful and cooperative environment conducive to the long-term prosperity and survival of the Republic of Korea. It will establish the Northeast Asia Peace and Cooperation Platform based on a pillar of peace, and pursue its New Northern Policy and New Southern Policy beyond the region based on a pillar of prosperity.
Strengthening economic diplomacy and development cooperation to promote national interest
The Government of the Republic of Korea will create an open, international economic environment; expand cooperation with emerging market countries; and actively respond to climate change. It will strengthen the Republic of Korea's contributions to the international community through efficient development cooperation and enhance national interest.
Strengthening the protection of Korean nationals traveling abroad and expanding support of overseas Koreans
For Korean nationals residing abroad, the Government of the Republic of Korea will establish a methodical system to protect them and strive to increase their benefits. Furthermore, it will vitalize the Korean global network and strengthen the capacity of Koreans abroad.


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Greek Mummy Found in Lead Coffin
Brown eyelashes and other soft tissue remnants can be seen in a skull from a partial mummy of a female found in Northern Greece and dating to A.D. 300.
CREDIT: C. Papageorgopoulou
A mummy of a middle-aged woman dating to Ancient Greek times has been discovered in a lead coffin inside a marble sarcophagus, the first clear indication of embalming in Greece from the era when the Romans ruled there.
A research team co-led by Frank Rühli of the University of Zurich was able to show that various resins, oils and spices were used to embalm the body, dating to A.D. 300. Along with the skeleton, the methods partially preserved some soft tissues from the body, most of which are now brittle, thin and extremely desiccated, including eyebrows, a muscle in the hand, hair and blood cells.
Rühli told LiveScience that this a "unique finding for this temporal and spatial setting."
The body was covered with a gold-embroidered purple silk cloth, indicating that the woman was probably of high social status, Rühli said. Her bones reveal that she was somewhere between 50 and 60 years old. The finding will be detailed in an upcoming issue of the Journal of Archaeological Science.
The mummy currently is held at the Archaeological Museum of Thessaloniki, Greece.
Myrrh, fats and resins
The sarcophagus was uncovered initially in 1962 during an archaeological dig in Northern Greece, on the eastern cemetery of Thessaloniki, which was used from the Hellenistic to the Byzantine Periods for burial and other ritual practices.
In addition to macroscopic and anthropological analyses, electron microscopy and gas chromatography-mass spectrometry examinations were also performed on the remains. These showed the presence of various embalming substances including myrrh, fats and resins. The lead coffin encasing the remains might also have assisted in their preservation, though the researchers were uncertain if that was intentional or effective.
The coffin was made specifically for this corpse. The body, with a stature of about 63 inches, or 5 foot, 3 inches, lay on a wooden pallet inside the coffin and was wrapped with cotton and linen bandages.
Writing about corpses
Writings by Homer, Herodotus and Pliny the Elder suggest that the Ancient Greeks wrapped their dead in a funeral garment consisting of a long ankle-length robe. The corpse also might be washed with water and wine and treated with olive oil, but direct evidence for embalming practices and aromatics that might have been mixed into the oil has been less clear, the researchers wrote.
"Never before [have] such embalming substances been shown for this time period in Greece," said Rühli's colleague Christina Papageorgopoulou of the University of Zurich, who did much of the analysis and initiated the study of the mummy after coming upon the sarcophagus two years ago. "Up to now, only written historic sources suggested that selected people were embalmed in Roman Greece."
For instance, Alexander the Great is reported to have been preserved in beeswax, Papageorgopoulou and her colleagues wrote.
The research was done as part of the Swiss Mummy Project, aimed at gaining information about life and death, as well as after-death alterations (e.g. embalming procedures) of historic mummies, by using mainly methods that do not destroy the tissues. The work of the Swiss Mummy Project is funded by the Swiss National Science Foundation and the Research Fund, University of Zurich.
MORE FROM LiveScience.com


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Identifying the type of medical transport is an important step that always needs to be the safest for the patient, based on the patient's current medical needs, mobility status, and environment.
MEDICAL NEEDS are based on the patient's condition, vital signs, level of consciousness, illness acuity, and factors that need to be accounted to prevent worsening.
THE PATIENT'S CONDITION: It is based on the Circulation, Airway, Breathing, and state of consciousness status of the patient.
The Patient condition types are defined are as follows:
- Undetermined: The patient is awaiting physician and/or assessment.
- Good: The Vital signs are stable and within normal limits. The patient is conscious and comfortable. Indicators are excellent.
- Fair: The Vital signs are stable and within normal limits. The patient may be uncomfortable but is conscious. Indicators are favorable.
- Serious: The Vital signs may be unstable and not within normal limits. The patient is acutely ill. Indicators are questionable.
- Critical: The Vital signs are unstable and not within normal limits. The patient may be unconscious. Indicators are unfavorable.
- Treated and released: The patient received treatment but was not admitted to a facility.
- Treated and discharged: The patient was treated, admitted, and discharged home or to a facility.
- Treated and transferred: The patient received treatment at one facility and was then transferred to another facility.


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-For Immediate ReleaseNEW YORK, APRIL 8, 2008 - Columbia University Libraries and the YIVO Institute for Jewish Research announced today a joint initiative to preserve unique and historically significant South American Yiddish newspapers and make them accessible to scholars, researchers, and students.
In 2001, the YIVO Institute for Jewish Research—a preeminent research and academic resource center for East European Jewish Studies—acquired a collection of over 100 South American Yiddish newspapers and journals covering the years _PHONE_. Many of the publications in the
collection are long out of print, and a large number of the last remaining copies were destroyed in the bombing of the Asociación Mutual Israelita Argentina (AMIA) building in Buenos Aires in 1994. Since these unique and irreplaceable documents are not currently accessible to the academic community and the general public, YIVO wanted to preserve its copies on microfilm, and make additional copies of the films available to research libraries, and digitize them for broader Web access.
"This project seeks to protect and present a foremost source for the observation and study of social, economic, political, cultural, religious, and literary trends in past South American Jewish communities," said Carl Rheins, Executive Director of YIVO. "We look forward to what we hope will be a series of new collaborative ventures with Columbia University Libraries."
The newspapers were published in Argentina, Brazil, Cuba, Mexico and Uruguay and provide an important source of primary documentation for research in several key areas, including the growth of Nazi activities in South America before, during and after the Holocaust; the efforts by Central and Eastern European Jews to find sanctuary in Latin America from Nazi oppression; the attitudes of the older (post 1881) indigenous Jewish communities and their reactions to the increase in anti-Semitism both at home and in Europe; and the study of the growth of Yiddish cultural institutions in South America in the immediate post World War II period.
To begin the project of making these resources available to scholars for the first time, YIVO has secured a substantial preservation and access grant from the Conference on Jewish Material Claims Against Germany, Inc. Columbia University Libraries is working to identify sources for further joint grant funding to enable its completion. Microfilm copies of the newspapers will be deposited at both Columbia and at YIVO for local use by scholars, students, and researchers.
"Columbia University has long-term research and teaching interests in interdisciplinary Jewish Studies as well as Latin American Studies, said James Neal, Vice President for Information Services and University Librarian. "The collection will provide an extraordinary resource for teaching and learning and research across numerous disciplines."
Columbia University Libraries/Information Services is one of the top five academic research library systems in North America. The collections include over 10 million volumes, over 100,000 journals and serials, as well as extensive electronic resources, manuscripts, rare books, microforms, maps, graphic and audio-visual materials. The services and collections are organized into 25 libraries and various academic technology centers. The Libraries employs more than 550 professional and support staff. The website of the Libraries at _URL_ is the gateway to its services and resources.
The YIVO Institute for Jewish Research was founded in 1925 in Vilna (Wilno, Poland; now Vilnius, Lithuania), by key European intellectuals, including Albert Einstein and Sigmund Freud, to record and study the history, language, literature, and culture of the Jews of Eastern Europe. In 1940, YIVO moved its permanent headquarters to New York City, becoming the only pre-Holocaust institution to transfer its mission to the United States from Europe. During World War II, several of YIVO's leading scholars managed to escape from Nazi-occupied Europe and continue their work in the United States. The YIVO Library collection is ranked as the third largest Judaica collection in the Western Hemisphere with 385,000 volumes in 26 languages. The YIVO Archives holds over 24 million documents, photographs, recordings, posters, films, videotapes, and items of ephemera. These include the world's largest collection of East European Jewish sound recordings; over 200,000 photographs; 400+ videos and films; and 50,000 posters documenting Jewish life from the 1900s to the present. YIVO is headquartered at the Center for Jewish History, 15 West 16th Street, New York, NY 10011-6301.Website at _URL_.
Columbia University Libraries Contact: YIVO Institute for Jewish Research Contact:
Laura M. Kenna, _PHONE_ Cathy Callegari, _PHONE_


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Table of Contents
- 1 Who is the saintly companion of Francis?
- 2 Who was St. Francis of Assisi friends with?
- 3 Who was the female companion of St. Francis of Assisi to help to form a new religious order?
- 4 Are St Francis and St Clare related?
- 5 Was St Francis and St Dominic friends?
- 6 Who is the best friend of St Dominic?
- 7 Why did St Francis go to the Sultan?
- 8 What is St Francis of Assisi best known for?
- 9 Why is St Francis of Assisi the patron saint of animals?
Who is the saintly companion of Francis?
More than collaborators, Saints Francis and Dominic were companions. Considering the complementary traits of their Orders, we can compare them to the theological virtues of faith and hope. By these two virtues, as by the testimony of these two saints, God draws His people close to Him in mind and heart.
Who was St. Francis of Assisi friends with?
Popular historian and award-winning author Jon M. Sweeney relates the untold story of St. Francis's friendship with Elias of Cortona, the man who helped him build the Franciscan movement.
Who was the female companion of St. Francis of Assisi to help to form a new religious order?
Clare was a noblewoman who took a vow of poverty and became a follower of St. Francis of Assisi. She and her following of nuns devoted themselves to a cloistered life of prayer and penance, but, when the society spread elsewhere in Europe, some communities accepted property and revenues.
Did St. Francis of Assisi have a sister?
Clare of Assisi (born Chiara Offreduccio and sometimes spelled Clara, Clair, Claire, Sinclair; 16 July 1194 – 11 August 1253) was an Italian saint and one of the first followers of Francis of Assisi.
Which Sultan did St Francis meet?
Saint Francis of Assisi with the Sultan al-Kamil.
Clare and Francis remained staunch and loving friends until his death in 1226. Their relationship was deep and profound. They did not have a physical or sexual relationship, rather, the love they had for one another was a manifestation of the deep and abiding shared love they had for God.
Was St Francis and St Dominic friends?
It was, perhaps, at this time that Dominic met St. Francis of Assisi (though the meeting may not have taken place until 1221), and the friendship of the two saints is a strong tradition in both the Franciscan and Dominican orders.
Who is the best friend of St Dominic?
In the winter of 1216–1217, at the house of Ugolino de' Conti, Dominic first met William of Montferrat, who joined Dominic as a friar in the Order of Preachers and remained a close friend.
Were St Francis and St Clare friends?
Did St Francis go to Egypt?
Abstract. In September, 1219, Francis of Assisi went to Egypt to preach to Sultan al-Malik al-Kâmil.
Why did St Francis go to the Sultan?
In their efforts to take over the 'holy land' the West Europeans first wanted to conquer the Ayubbid state in Egypt. The meeting between St. Francis and the Sultan of Egypt happened at a time when the crusaders on the banks of the Nile were on the brink of defeat.
What is St Francis of Assisi best known for?
Francis of Assisi (born Giovanni di Pietro di Bernardone; Italian: Francesco d'Assisi; Latin: Franciscus Assisiensis; 1181 or 1182 – 3 October 1226), venerated as Saint Francis of Assisi, also known in his ministry as Francesco, was an Italian Catholic friar, deacon, mystic, and preacher. He founded the men's Order of Friars Minor,
Why is St Francis of Assisi the patron saint of animals?
Saint Francis of Assisi Biography. Saint Francis of Assisi abandoned a life of luxury for a life devoted to Christianity after reportedly hearing the voice of God, who commanded him to rebuild the Christian church and live in poverty. He is the patron saint of animals and the environment.
What happened to St Francis of Assisi after 1205?
Upon his return to Assisi in 1203, Francis returned to his carefree life. In 1205, Francis left for Apulia to enlist in the army of Walter III, Count of Brienne. A strange vision made him return to Assisi, having lost his taste for the worldly life.
Why was St Francis of Assisi imprisoned for ransom?
After fighting in a battle between Assisi and Perugia, Francis was captured and imprisoned for ransom. He spent nearly a year in prison — awaiting his father's payment — and, according to legend, began receiving visions from God.


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How to Create Interactive Scenarios in Articulate Storyline
Date: Wednesday, July 11, 2012
Time: 10:00AM Pacific / 1:00PM Eastern (60 Minute Session)
The more relevant you can make the training to the learner's needs, the better it will be. One way to do so is by crafting decision-making scenarios. They are engaging and interactive. The challenge is that often we're pressed for time or we don't have the technical skills to create interactive content.
Join Tom as he shares his simple 3C model where you challenge the learner to make a decision, offer some choices, and produce consequences that provides relevant feedback or additional challenges. Then he'll show you how to quickly create them using Articulate Storyline.
In this session you'll learn:
- To use the 3C model to build decision-making scenarios
- Build interactive models using states, layers, and triggers in Storyline
- Craft interactive branched scenarios
- Discover how to create, share, and re-use what you build
About Tom Kuhlmann
Tom Kuhlmann is as close as we get to a rock star in e-learning. He is the VP of Community at Articulate and author of widely popular "Rapid e-Learning Blog" with over 50,000 readers. While that may not be as many readers as Oprah has viewers, for e-learning, it's HUGE!
He's passionate about learning and technology and has over 15 years experience in the training industry where he's developed hundreds of hours of elearning and managed elearning projects at Capital One, Washington Mutual, and Weyerhaeuser. Tom has a Master's in Education Technology from Pepperdine, where he researched how to cultivate communities of practice through the development of personal expertise.
Tom's core focus is on helping people succeed and grow. He is known throughout the industry for his practical, no-nonsense approaches to e-learning, and tips for making PowerPoint do things its creators didn't envision.
Click here for an interview with Tom Kuhlmann:_URL_


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