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Description
What is Android SDK?
Android provides a rich application framework that allows you to build innovative apps and games for mobile devices in a Java language environment.
What is Cocoa Touch (iOS)?
The Cocoa Touch layer contains key frameworks for building iOS apps. These frameworks define the appearance of your app. They also provide the basic app infrastructure and support for key technologies such as multitasking, touch-based input, push notifications, and many high-level system services.
What is Aura?
The Aura project centers around a collection of high-quality, well-tested, semantically versioned, standards-compliant, independent library packages that can be used in any codebase.
Pros
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Why do developers choose Cocoa Touch (iOS)?
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Why do developers choose Aura?
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Companies
What companies use Android SDK?
924 companies on StackShare use Android SDK
What companies use Cocoa Touch (iOS)?
27 companies on StackShare use Cocoa Touch (iOS)
What companies use Aura?
9 companies on StackShare use Aura
Integrations
What tools integrate with Android SDK?
33 tools on StackShare integrate with Android SDK
What tools integrate with Cocoa Touch (iOS)?
19 tools on StackShare integrate with Cocoa Touch (iOS)
What tools integrate with Aura?
1 tools on StackShare integrate with Aura
What are some alternatives to Android SDK, Cocoa Touch (iOS), and Aura?
 - Node.js - Node.js is a platform built on Chrome's JavaScript runtime for easily building fast, scalable network applications
 - Rails - Web development that doesn't hurt
 - Django - The Web framework for perfectionists with deadlines
 - Laravel - A PHP Framework For Web Artisans
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text:
Types for benchmarking.
The core class is Benchmarkable, which admits both pure functions
and IO actions.
For a pure function of type Int -> a, the benchmarking harness
calls this function repeatedly, each time with a different Int
argument, and reduces the result the function returns to weak head
normal form. If you need the result reduced to normal form, that
is your responsibility.
For an action of type IO a, the benchmarking harness calls the
action repeatedly, but does not reduce the result.
|class Benchmarkable b where||Source|
|A benchmarkable function or action.
|A benchmark may consist of either a single Benchmarkable item
with a name, created with bench, or a (possibly nested) group of
Benchmarks, created with bgroup.
|:: String||A name to identify the group of benchmarks.
|-> [Benchmark]||Benchmarks to group under this name.
|Group several benchmarks together under a common name.
|Retrieve the names of all benchmarks. Grouped benchmarks are
prefixed with the name of the group they're in.
|Produced by Haddock version 2.6.0|

source: openbmb/Ultra-FineWeb


text:
Invincible Love, Invisible War Archives - Big Dream Ministries
Big Dream Ministries exists to help people understand the Bible as God's amazing Word and help them apply Biblical truth to their daily lives. We do this by offering studies that drive people to the Scriptures for answers and equipping leaders with excellent resources to reinforce learning.
The Amazing Collection, Bible study, Know the Word, Biblical Truth
The Bible is a big book… but this excellent six-week study breaks it down into manageable bites. Beginning with the book of Genesis and the seventeen Old Testament Historical books, the study moves seamlessly through the Old Testament Writings, Old Testament Prophetical books into the New Testament Historical books, New Testament Writings, ending with the New Testament Prophetical book of Revelation. Six dynamic teachers present the character of God, His power and love and the battle that we face. Heart stirring testimonies enhance each session bringing to focus the Word of God and its incredible power to change lives no matter the circumstance. This is a great study for small groups, summer studies, discipleship groups and those who want the big picture of God and His Word.
Perfectly priced for any budget at $39.99, the set includes six DVDs and one workbook.

source: m-a-p/FineFineWeb


World Library
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Roundhead (Wyandot)
Roundhead (Wyandot)
Born c. 1760
Near the Sandusky River in New France (present-day Ohio)
Died October 5, 1813 (age 52–53)
Near Moravian in present day Chatham-Kent, Ontario
Nationality Wyandot
Other names Bark Carrier, Stayeghtha, Stiahta
Known for War of 1812
Relatives Jean-Baptiste, Leatherlips, Tharoutorea, Warrow
Roundhead (c. 1760 – October 5, 1813), also known as Bark Carrier, Round Head, Stayeghtha, and Stiahta, was a Native American chief of the Wyandot tribe. He was a strong member of Tecumseh's Confederacy against the United States during the War of 1812 and died alongside Tecumseh at the Battle of the Thames.
Early life
Roundhead was born around 1760 near the Sandusky River in New France (the present-day state of Ohio). However, some sources indicate that he was born later in 1763.[1] He rose to become chief of the Wyandots in the Sandusky area but later moved to Brownstown and joined Tecumseh's anti-American cause. Very little is known about his life before 1810, but this was during a time when various Wyandot clans feuded over their relations with the United States. Prior to 1810, Roundhead was briefly a war chief under Tarhe, who was an ally of the Americans. Roundhead resigned that position and joined with Tecumseh against the Americans during the height of Tecumseh's War.[2] In 1810, Roundhead was chiefly responsible for the execution of his brother and fellow Wyandot chief Leatherlips.[2][3] He was condemned to death by other natives for his desire to cooperate with white settlers.[3][4][5] Not only was Leathlerlips opposed to Tecumseh's Confederacy against the United States, but he had also sold native land to William Henry Harrison.[6] However, it is widely believed that Leatherlips was executed for exaggerated charges of witchcraft to draw attention away from the true political motives.[2] While it is unknown if Roundhead took direct part in the execution of Leatherlips, he did head the council that called for his death, and Roundhead dispatched fellow natives to capture him and carry out the execution.[5]
War of 1812
During the War of 1812, Roundhead was second-in-command only to Tecumseh among Colonel Henry Procter's British forces. He participated in the Battle of Brownstown on August 5, 1812 and the Battle of Maguaga on August 9. After this battle, Tecumseh presented Roundhead with a sash given to him by General Isaac Brock, as Tecumseh claimed it should belong to an older and more skilled warrior.[1][7] Roundhead did not wear the honorable sash, as he did not want to cause jealously among the other war chiefs. A few days later, he helped in the capture of Fort Detroit during the Siege of Detroit on August 15.[8] He then joined up with Major Adam Muir for the British occupation of Fort Miami along the Maumee River in September 1812.[9] He later fought in the Siege of Fort Meigs from April 28–May 9, 1813. Roundhead's brother, Jean-Baptiste, died during this failed siege.[7]
Roundhead's most notable accomplishment during the War of 1812 took place when he fought in the Second Battle of the River Raisin on January 22, 1813. Tecumseh, who did not participate in the battle, gave command of the native forces to Roundhead and fellow Wyandot chief Walk-in-the-Water. They commanded approximately 800 Native Americans along with Henry Procter's 597 British troops against a force of 1,000 Americans. The battle was a tremendous defeat for the Americans, as they were caught off guard in the early hours of the morning. Shortly into the battle, Roundhead was responsible for the capture of ill-prepared American general James Winchester. Having been captured, he was unable to command his troops, and they suffered heavy losses. In addition to that, Roundhead presented Winchester to Procter, and Procter forced Winchester to surrender his army after only a few hours of fighting.[10][11] Following the battle, Roundhead aided in the quick retreat of Procter's troops back into Upper Canada, where Roundhead and Tecumseh met American opposition at the Battle of the Thames.[12]
Both Tecumseh and Roundhead were killed during the Battle of the Thames on October 5, 1813.[3] On Roundhead's death, General Procter wrote in a letter dated October 23, 1813, "The Indian cause and ours experienced a serious loss in the death of Round Head."[9] For years, Roundhead, who was a staunch supporter of Tecumseh, feuded with other Wyandot clans who supported Tarhe's pro-American stance. Once Roundhead and Tecumseh's forces were defeated at the Battle of the Thames, the division between the Wyandot ended, and they began peaceful negotiations with the Americans.[13] To honor Roundhead, the site of his original Wyandot village is now known as the unincorporated community of Roundhead, which was designated in 1832. It is located within Roundhead Township in Hardin County, Ohio.[14]


TY - JOUR AU - Nurhayata, I Gede AU - Santiyadnya, Nyoman PY - 2017/11/18 TI - Pengembangan Sistem Kontrol Otomatis Kran Solenoid Berbasis Radio Frequency Identification Pada Sistem Pelayanan Air Minum Desa JF - Seminar Nasional Riset Inovatif; Vol 5 (2017): SENARI 2017 KW - N2 - The use of manual water tap on the drinking water service system of the village affects the incompatibility of voluntary fund revenues with the volume of water released. The purpose of this study is to develop a system of drinking water service village with automatic solenoid faucet based Radio Frequency Identication (RFID). This research develops open and close control on solenoid faucets automatically with RFID card as customer identity. To limit the taking of drinking water volume by customers then developed a prepaid service system with water pulse system. The results showed that the system was able to identify the customer number correctly at a maximum distance of 10 cm. The solenoid valve opens automatically if the customer number has been registered and the water pulse value is not empty. The system also successfully limits the volume of water out as per customer requirements. When the water pulse value has been exhausted, the system manages to close the faucet automatically. UR - _URL_


Student Journal
Purpose of the Journal Entries
Every excellent lawyer is a self-reflective practitioner. A self-reflective practitioner is one who develops techniques for consciously learning from his or her experiences. A self-reflective practitioner plans each task to be performed prior to acting, and then reflects upon the execution of the task after the task is performed to consider what worked best, what did not work as well as expected, and what he or she would do differently the next time. As one tool to aid you in developing into a self-reflective practitioner, you will be keeping a journal of your experiences in the Criminal Justice Clinic. Writing about your work will encourage deeper and more detailed reflections.
The journal you keep in this course will serve a number of different functions:
 1. It will be a tool for you to record your assignments and to reflect upon what you have learned from the work in a concrete form;
 2. It will provide you with a systematic way to reflect on and analyze your experiences by pushing you to examine critically and in depth your performance, thoughts, and feelings;
 3. It will provide you and me with data for discussion of topics central to the course;
 4. It will relieve stress; and
 5. It will enhance your development into a reflective practitioner.
Your journal should not be primarily an account of your activitiesthe time sheets you will be preparing will adequately capture this type of information. Rather, you should record what you are thinking and feeling about your experiences with clients, the criminal justice system, the lawyers you work with in the Public Defender Office, opposing counsel, reading assignments for the seminars, concepts, and skills under study in the course. There are a few requirements for the content of your journal entries designed to help the entries assist your learning over the course of the semester.
The journals will be confidential between you and the supervising faculty member. Occasionally, the supervising faculty member may ask a student's permission to refer to a journal entry in one of the seminar classes or permission from several students to compile some entries for a class discussion on a shared topic. If reference is made to a journal entry, it will only be done after permission is sought and granted in advance and privately, and each student will always have the absolute authority to decline.
Number of Journal Entries Required and Due Dates
Over the course of the semester, you are required to submit at least thirteen (13) journal entries. You should complete at least one (1) journal entry per week for the first twelve (12) weeks of the class, and you will do a final wrap-up journal entry reflecting on the prior entries for the last week of classes. Each journal entry should be the equivalent of at least two double-spaced, typed written pages in length. Journal entries for each week are due on or before Sunday noon, and each entry will be returned to you with comments within one week of my receipt of the journal entry. You may send the journal entry to your faculty member via e-mail, or leave a copy of it under the faculty member's office door at the law school.
The point of the journal entries is to think on paper. Therefore, do not worry too much about spelling, punctuation, or grammar. You should use language that feels natural and expresses your personal voice and style. Do not try to write as you think a lawyer might. Please Turn in Your Journals On or Before the Weekly Deadline, and Do Not Fall Behind In Turning In Your Journals.
Content of the Journal Entries and Format
Throughout the semester you will submit journal entries concerning your reflections on your work, interactions with others, experiences, and what you are learning. While most of your entries will be about whatever you choose to write about concerning your experiences, by the end of the thirteenth week of the semester you must have completed a separate entry on each of the following subjects. A suggested completion date for each topic is included:
 1. Critique a performance by a lawyer, either a defense lawyer, prosecutor, or judge, stating what you observed that was good, what needs improvement, and why. (End of third week.)
 2. Discuss what you are learning about how to learn from experience. How do you learn best? What facilitates your learning? What inhibits your learning? (End of fourth week.)
 3. What are your perceptions or feelings about the criminal justice system? (End of sixth week.)
 4. How does your work in the Criminal Justice Clinic fit into your future plans? What have you learned that will help you to make decisions about future employment? How do you see applying what you are learning to your future endeavors? Is your learning transferable to other settings? How might this best be accomplished? (End of the eighth week.)
 5. Identify an ethical quandary or decision that occurred during the semester, explain the issue, how it was resolved, and whether you think the resolution was proper and why. (End of the tenth week.)
 6. Critique a performance of yourself. Discuss your planning and execution of the task. What do you think was good, what do you think needs improvement, and what would you do differently? (End of twelfth week.)
The format of each entry has to include at least four (4) paragraphs of at least five (5) sentences each.
Paragraph 1: Identify the topic. This should include the "who, what, when, where, why, and how' part of the entry. If you are selecting one of the above topics for the entry, such as a critique of another's performance, identify who you are critiquing, what you are critiquing, when you observed the activity, where the activating took place, how the activity proceeded, and why a certain course of action was taken.
Paragraph 2: Discuss what you were thinking about the activity or topic at the time, and any thoughts you have about the activity upon further reflection.
Paragraph 3: Discuss what you were feeling about the activity and why. For example, if you are discussing an activity you engaged in, discuss how you felt. Remember not to confuse your thoughts with your feelings. For example, the sentence "I felt it was useful" describes your thoughts and not your feelings. Feelings include: fear, anxiety, nervousness, confidence, being relaxed, unhappy, happy, dissatisfied, etc.
Paragraph 4: This paragraph is the analytical discussion, and will often include how you plan to apply what you learned from the experience. If the subject of the entry is a critique, this paragraph would describe the strengths and weaknesses, why you think the aspects were strong or weak, and what you would do if confronted with a similar situation in the future. Be sure not to generalize, such as "Next time I would be better prepared." Instead, describe how you would prepare yourself better, such as what research you would do, practice you would engage in, etc.
Your final journal entry for the course should be a self-evaluation of your accumulated journal entries. To complete the self-evaluation, read through all your entries, then write an evaluation using the following topics as a guide: the quantity of entries (the minimum number is fourteen prior to this final entry), variety (you must have included at least six entries on the previously mentioned subjects), depth of discussion, interest (reflected in the tone and substance of the entries), and value to you the student.
If you have any questions about this requirement, please discuss them with the faculty member in class or privately.
Good luck!


text:
July 19, 2017 – The academic year is fast-approaching and Wings Aerospace Academy (WAA) will be showcasing changes to its program, as well as enrollment information, at scheduled Parent Information Nights.
WAA offers a unique charter program with a focus on building future engineers, astronauts, pilots, rocket scientists, mechanics and more through a hands-on aerospace focused STEM curricula. Students are supported and encouraged by active mentors who can guide them in personal, educational and career development.
The new director of education, April Lanotte, has some innovative ideas on how to engage students and inspire them to reach new heights.
The program offers a "blended learning" format, with on-line learning via core courses provided by a certified, multi-district charter school, the Elevate Academy; and aerospace-based STEM curricula provided by Wings in an aerospace setting. Lanotte will be implementing an on-site lab to offer all students a place to complete online coursework, 5 days a week.
The Academy's hands-on training includes learning to build rockets, flying drones, and even building an airplane. This year, Wings Aerospace Academy has ordered the tail-end of an RV-12 airplane. The airplane will be built by students, in full, over the next several years. All students in WAA who are in good standing also have access to the Student Flight program, which helps them obtain a pilot's license.
The parent information meetings will be held at Wings Over the Rockies Air & Space Museum in the Harrison Ford Theater from 6:00 to 8:00 PM. During the parent sessions, visitors will tour the Wings Over the Rockies Air and Space Museum; hear what a typical week at Wings Aerospace Academy is like; see video, photos and demonstrations; and participate in question & answer sessions.
Upcoming Parent Information Nights:
For more information, visit: _URL_


text:
(Or "Multiple Master Font") A font that is a mixture of two or more other fonts.
A Multiple Master font is a single font containing from two to sixteen master designs (the current implementation limit). A weight factor specifies the contribution of each master design for the creation of a multiple master font instance.
A Multiple Master instance is a single interpolation of a multiple master font as created by a user or application.
Try this search on Wikipedia, OneLook, Google
Nearby terms: multiple inheritance « Multiple Instruction Multiple Data « Multiple Instruction/Multiple Data « Multiple Master » multiple perspective software development » multiple value » Multiple Virtual Storage

source: HuggingFaceFW/fineweb-edu


text:
Draft Genome Sequences of Six Bacillus Strains and One Brevibacillus Strain Isolated from the Rhizosphere of Perennial Ryegrass (Lolium perenne)
Published: 24 January 2019 by American Society for Microbiology in Microbiology Resource Announcements
American Society for Microbiology, Volume 8; 10.1128/mra.01586-18
Abstract: Seven strains of endospore-forming bacteria with antagonistic activity against a series of plant pathogens were sequenced in order to investigate their antimicrobial gene clusters and antimicrobial modes of action. The selected strains include six Bacillus strains and one Brevibacillus strain.
Keywords: antimicrobial, perennial, Lolium, ryegrass, draft, modes of action, six Bacillus strains


RFC976
RFC index | STD index | BCP index | FYI index
Plain text | gzipped plain text | A4 postscript | A4 postscript, 2 up | A4 postscript, 4 up
Network Working Group Mark. R. Horton Request for Comments: 976 Bell Laboratories February 1986 UUCP Mail Interchange Format Standard Status of This Memo In response to the need for maintenance of current information about the status and progress of various projects in the ARPA-Internet community, this RFC is issued for the benefit of community members. The information contained in this document is accurate as of the date of publication, but is subject to change. Subsequent RFCs will reflect such changes. This document defines the standard format for the transmission of mail messages between machines in the UUCP Project. It does not address the format for storage of messages on one machine, nor the lower level transport mechanisms used to get the data from one machine to the next. It represents a standard for conformance by hosts in the UUCP zone. Distribution of this memo is unlimited.
1. Introduction
This document is intended to define the standard format for the transmission of mail messages between machines in the UUCP Project. It does not address the format for storage of messages on one machine, nor the lower level transport mechanisms used to get the data from one machine to the next. We assume remote execution of the rmail command (or equivalent) as the UUCP network primitive operation. The general philosophy is that, if we were to invent a new standard, we would make ourselves incompatible with existing systems. There are already too many (incompatible) standards in the world, resulting in ambiguities such as a!b@c.d which is parsed a!(b@c.d) in the old UUCP world, and (a!b)@c.d in the Internet world. (Neither standard allows parentheses, and in adding them we would be compatible with neither. There would also be serious problems with the shell and with the UUCP transport mechanism.) Having an established, well documented, and extensible family of standards already defined by the ARPA community, we choose to adopt these standards for the UUCP zone as well. (The UUCP zone is that subset of the community connected by UUCP which chooses to register with the UUCP project. It represents an administrative entity.) While the actual transport mechanism is up to the two hosts to arrange, and might include UUCP, SMTP, MMDF, or some other facility, we adopt RFC-920 (domains) and RFC-822 (mail format) as UUCP zone standards. All mail transmitted between systems should conform to Horton [Page 1]
RFC 976 February 1986 UUCP Mail Interchange Format Standard those two standards. In addition, should the ARPA community change these standards at a later time, we intend to change our standards to remain compatible with theirs, given a reasonable time to upgrade software. This document specifies an interpretation of RFC-822 and RFC-920 in the UUCP world. It shows how the envelope should be encoded, and how UUCP routing is accomplished in an environment of mixed implementations.
2. Basics
Messages can be divided into two parts: the envelope and the message. The envelope contains information needed by the mail transport services, and the message contains information useful to the sender and receiver. The message is divided into the header and the body. Sometimes an intermediate host will add to the message (e.g. a Received line) but, except in the case of a gateway which must translate formats, it is not expected that intermediate hosts will change the message itself. In the UUCP world, the envelope consists of the "destination addresses" (normally represented as the argument or arguments to the rmail command) and the "source path" (normally represented in one or more lines at the beginning of the message beginning either "From " or ">From ", sometimes called "From_ lines".) The RFC-822 header lines (including "From:" and "To:") are part of the message, as is the text of the message body itself. UUCP uses short host names, such as "ucbvax", at and below the transport layer. We refer to these names as "6 letter names", because all implementations of UUCP consider at least the first 6 letters significant. (Some consider the first 7 or the first 14 significant, but we must use the lowest common denominator.) UUCP names may be longer than 6 characters, but all such names much be unique in their first 6 letters. RFC-920 domain names, such as "ucbvax.Berkeley.EDU", are called "domain names." The two names are different. Upper and lower case are usually considered different in 6 letter names, but are considered equivalent in domain names. Names such as "ucbvax.UUCP", consisting of a 6 letter name followed by ".UUCP", previously were domain style references to a host with a given 6 letter name. Such names are being phased out in favor of organizational domain names such as "ucbvax.Berkeley.EDU" Horton [Page 2]
RFC 976 February 1986 UUCP Mail Interchange Format Standard
2.1 Hybrid Addresses
There are (among others) two major kinds of mailing address syntax used in the UUCP world. The a!b!c!user ("bang paths") is used by older UUCP software to explicitly route mail to the destination. The user@domain ("domain") syntax is used in conformance to RFC-822. Under most circumstances, it is possible to look at a given address and determine which sort of address it is. However, a hybrid address with a ! to the left of an @, such as a!b@c, is ambiguous: it could be interpreted as (a!b)@c.d or a!(b@c.d). Both interpretations can be useful. The first interpretation is required by RFC-822, the second is a de-facto standard in the UUCP software. Because of the confusion surrounding hybrid addresses, we recommend that all transport layer software avoid the use of hybrid addresses at all times. A pure bang syntax can be used to disambiguate, being written c.d!a!b in the first case above, and a!c.d!b in the second. We recommend that all implementations use this "bang domain" syntax unless they are sure of what is running on the next machine. In conformance with RFC-822 and the AT&T Message Transfer Architecture, we recommand that any host that accepts hybrid addresses apply the (a!b)@c.d interpretation.
2.2 Transport
Since SMTP is not available to much of the UUCP domain, we define the method to be used for "remote execution" based transport mechanisms. The command to be "remotely executed" should read rmail user@domain ... with the message on the standard input of the command. The "user@domain" argument must conform to RFC-920 and RFC-822. More than one address argument is allowed, in order to save transmission costs for multiple recipients of the same message. An alternative form that may be used is rmail domain!user where "domain" contains at least one period and no !'s. This is to be interpreted exactly the same as user@domain, and can be used to transport a message across old UUCP hosts without fear that they might change the address. The "user" string can contain any characters except "@". This character is forbidden because it is unknown what an intermediate host might do to it. (It is also Horton [Page 3]
RFC 976 February 1986 UUCP Mail Interchange Format Standard recommended that the "%" character be avoided, since some hosts treat "%" as a synonym for "@".) However, to route across hosts that don't understand domains, the following is possible rmail a!b!c!domain!user A "domain" can be distinguished from a 6 letter UUCP site name because a domain will contain at least one period. (In the case of single level domains with no periods, a period should be added to the end, e.g. Mark.Horton@att becomes "att.!Mark.Horton". A translator from ! to @ format should remove a trailing dot at the end of the domain, if one is present.) We don't expect this to happen, except for local networks using addresses like "user@host". A simple implementation can always generate domain!user syntax (rather than user@domain) since it is safe to assume that gateways are class 3 (Classes are explained in section 3.5).
2.3 Batch SMTP
Standard conforming implementations may optionally support a protocol called "Batch SMTP". SMTP (Simple Mail Transfer Protocol) is the ARPA community standard mail transfer protocol (RFC-821). It is also used on BITNET and Mailnet. While SMTP was designed to be interactive, it is possible to batch up a series of commands and send them off to a remote machine for batch execution. This is used on BITNET, and is appropriate for UUCP. One advantage to BSMTP is that the UNIX shell does not get involved in the interpretation of messages, so it becomes possible to include special characters such as space and parentheses in electronic messages. (Such characters are


3 definitions by GrammarNut
Top Definition
An oxymoron. Before one receives a degree, one is an undergraduate (has not graduated). Upon receiving a degree that person becomes a graduate, therefore one can't hold a degree and be an undergraduate. Degrees earned after ones bacelor degree are called graduate degrees, which seems to have led to the mistaken notion that a bachelor degree should be called an "undergraduate degree".
He graduated last year with an undergraduate degree.
by grammarnut December 13, 2010
The belief system that embraces the following tenets:
1. All Republicans are always right about everything.
2. All Democrats are always wrong about everything.
The opposite of thoughtful discourse. See Beckism.
Similar to McCarthyism. Simply substitute "Liberal" for "Communist".
The oversimplification of any opinion is typical of Limbaughism.
by GrammarNut October 18, 2010
The plural of medium. It should never be used as a singular. The sentence "The media is biased" is grammatically similar to "The dogs is barking" or "The children is playing". Radio is a communications medium, a newspaper is a medium, etc. Collectively they are called "The Media".
The media are biased.
DVD and Blu-Ray are my favorite video media.
by GrammarNut October 18, 2010
Free Daily Email


text:
Blue pinwheels are planted outside the Douglass Community Center. Their message can impact families not only in Hannibal but nationwide.
As students prepare to head back to school in-person full time soon, experts are anticipating a surge in reports of child abuse. To prepare for this possibility, agencies are looking for more people willing to be foster parents.
A Norton woman was convicted Wednesday of child abuse and neglect in connection with the death of her 5-week-old baby.
A 21-year-old Navy man pleaded guilty Wednesday to distributing video and images over the internet depicting the sexual abuse of children.
One Place's Child Advocacy Center is one of the primary hubs of efforts to help young victims of abuse and neglect in Onslow County.
Madison Hood, Harrison County District Attorney's Office first assistant DA and also a specialist on child abuse, spoke at the April 13 Lions Club Meeting.
The Spanish Parliament passed a bill on Thursday which seeks to protect child victims of sexual abuse.
Every April, the Napa County Child Abuse Prevention Council (CAPC) commemorates Child Abuse Prevention Month by bringing awareness to this important issue and raising funds to support families and keep children safe.


text:
and addressing them at an early age, students are able to spend the majority of their schooling being as successful as possible. Besides, by identifying the relationship of self-esteem with academic performance and gender, educators and counselors can understand adolescents and hence learn to help them better. The research study may also contribute to the limited body of research concerning self-esteem in students
1.7 SCOPE OF THE STUDY
This study the relationship between self-esteem and academic performance of secondary school students in Nigeria students initially was aimed to cover at least five local government area in Lagos state but due to time and some other unforeseen constraint, samples was taken only from Ikeja local government area, Lagos state.
1.8 DELIMITATION OF THE STUDY
The major constraint that affected this research is limited time and insufficient fund to finance the project, due to this the research is limited to one local government area.
1.9 DEFINITION OF TERMS
Relationship: the way in which two or more people or things are connected, or the state of being connected.
Self-esteem: confidence in one's own worth or abilities; self-respect
Academic Performance: the extent to which a student, teacher or institution has achieved their short or long-term educational goals.
Secondary school: school intermediate between basic school and college
Students someone who is studying in order to enter a particular profession.
Have you made payment for this project? If YES, Get a Download Code by contacting our Customer Care.
If NO, Place an Order Now.


. The local (non-unit) basis vector is b1 (notated h1 above, with b reserved for unit vectors) and it is built on the q1 axis which is a tangent to that coordinate line at the point P. The axis q1 and thus the vector b1 form an angle with the Cartesian x axis and the Cartesian basis vector e1.
It can be seen from triangle PAB that

where |e1|, |b1| are the magnitudes of the two basis vectors, i.e., the scalar intercepts PB and PA. Note that PA is also the projection of b1 on the x axis.
However, this method for basis vector transformations using directional cosines is inapplicable to curvilinear coordinates for the following reasons:
 1. By increasing the distance from P, the angle between the curved line q1 and Cartesian axis x increasingly deviates from .
 2. At the distance PB the true angle is that which the tangent at point C forms with the x axis and the latter angle is clearly different from .
The angles that the q1 line and that axis form with the x axis become closer in value the closer one moves towards point P and become exactly equal at P.
Let point E be located very close to P, so close that the distance PE is infinitesimally small. Then PE measured on the q1 axis almost coincides with PE measured on the q1 line. At the same time, the ratio PD/PE (PD being the projection of PE on the x axis) becomes almost exactly equal to .
Let the infinitesimally small intercepts PD and PE be labelled, respectively, as dx and dq1. Then
 .
Thus, the directional cosines can be substituted in transformations with the more exact ratios between infinitesimally small coordinate intercepts. It follows that the component (projection) of b1 on the x axis is
 .
If qi = qi(x1, x2, x3) and xi = xi(q1, q2, q3) are smooth (continuously differentiable) functions the transformation ratios can be written as and . That is, those ratios are partial derivatives of coordinates belonging to one system with respect to coordinates belonging to the other system.
Constructing a covariant basis in three dimensionsEdit
Doing the same for the coordinates in the other 2 dimensions, b1 can be expressed as:

Similar equations hold for b2 and b3 so that the standard basis {e1, e2, e3} is transformed to a local (ordered and normalised) basis {b1, b2, b3} by the following system of equations:

By analogous reasoning, one can obtain the inverse transformation from local basis to standard basis:

Jacobian of the transformationEdit
The above systems of linear equations can be written in matrix form using the Einstein summation convention as
 .
This coefficient matrix of the linear system is the Jacobian matrix (and its inverse) of the transformation. These are the equations that can be used to transform a Cartesian basis into a curvilinear basis, and vice versa.
In three dimensions, the expanded forms of these matrices are

In the inverse transformation (second equation system), the unknowns are the curvilinear basis vectors. For any specific location there can only exist one and only one set of basis vectors (else the basis is not well defined at that point). This condition is satisfied if and only if the equation system has a single solution, from linear algebra, a linear equation system has a single solution (non-trivial) only if the determinant of its system matrix is non-zero:

which shows the rationale behind the above requirement concerning the inverse Jacobian determinant.
Generalization to n dimensionsEdit
The formalism extends to any finite dimension as follows.
Consider the real Euclidean n-dimensional space, that is Rn = R × R × ... × R (n times) where R is the set of real numbers and × denotes the Cartesian product, which is a vector space.
The coordinates of this space can be denoted by: x = (x1, x2,...,xn). Since this is a vector (an element of the vector space), it can be written as:

where e1 = (1,0,0...,0), e2 = (0,1,0...,0), e3 = (0,0,1...,0),...,en = (0,0,0...,1) is the standard basis set of vectors for the space Rn, and i = 1, 2,...n is an index labelling components. Each vector has exactly one component in each dimension (or "axis") and they are mutually orthogonal (perpendicular) and normalized (has unit magnitude).
More generally, we can define basis vectors bi so that they depend on q = (q1, q2,...,qn), i.e. they change from point to point: bi = bi(q). In which case to define the same point x in terms of this alternative basis: the coordinates with respect to this basis vi also necessarily depend on x also, that is vi = vi(x). Then a vector v in this space, with respect to these alternative coordinates and basis vectors, can be expanded as a linear combination in this basis (which simply means to multiply each basis vector ei by a number viscalar multiplication):

The vector sum that describes v in the new basis is composed of different vectors, although the sum itself remains the same.
Transformation of coordinatesEdit
From a more general and abstract perspective, a curvilinear coordinate system is simply a coordinate patch on the differentiable manifold En (n-dimensional Euclidean space) that is diffeomorphic to the Cartesian coordinate patch on the manifold.[3] Note that two diffeomorphic coordinate patches on a differential manifold need not overlap differentiably. With this simple definition of a curvilinear coordinate system, all the results that follow below are simply applications of standard theorems in differential topology.
The transformation functions are such that there's a one-to-one relationship between points in the "old" and "new" coordinates, that is, those functions are bijections, and fulfil the following requirements within their domains:
 1. They are smooth functions: qi = qi(x)
 2. The inverse Jacobian determinant

 is not zero; meaning the transformation is invertible: xi(q).
 according to the inverse function theorem. The condition that the Jacobian determinant is not zero reflects the fact that three surfaces from different families intersect in one and only one point and thus determine the position of this point in a unique way.[4]
Vector and tensor algebra in three-dimensional curvilinear coordinatesEdit
Note: the Einstein summation convention of summing on repeated indices is used below.
Elementary vector and tensor algebra in curvilinear coordinates is used in some of the older scientific literature in mechanics and physics and can be indispensable to understanding work from the early and mid-1900s, for example the text by Green and Zerna.[5] Some useful relations in the algebra of vectors and second-order tensors in curvilinear coordinates are given in this section. The notation and contents are primarily from Ogden,[6] Naghdi,[7] Simmonds,[2] Green and Zerna,[5] Basar and Weichert,[8] and Ciarlet.[9]
Tensors in curvilinear coordinatesEdit
A second-order tensor can be expressed as

where denotes the tensor product. The components Sij are called the contravariant components, Si j the mixed right-covariant components, Si j the mixed left-covariant components, and Sij the covariant components of the second-order tensor. The components of the second-order tensor are related by

The metric tensor in orthogonal curvilinear coordinatesEdit
At each point, one can construct a small line element dx, so the square of the length of the line element is the scalar product dx • dx and is called the metric of the space, given by:
 .
The following portion of the above equation

is a symmetric tensor called the fundamental (or metric) tensor of the Euclidean space in curvilinear coordinates.
Indices can be raised and lowered by the metric:

Relation to Lamé coefficientsEdit
Defining the scale factors hi by

gives a relation between the metric tensor and the Lamé coefficients. Note also that

where hij are the Lamé coefficients. For an orthogonal basis we also have:

Example: Polar coordinatesEdit
If we consider polar coordinates for R2, note that

(r, θ) are the curvilinear coordinates, and the Jacobian determinant of the transformation (r,θ) → (r cos θ, r sin θ) is r.
The orthogonal basis vectors are br = (cos θ, sin θ), bθ = (−sin θ, cos θ). The scale factors are hr = 1 and hθ= r. The fundamental tensor is g11 =1, g22 =r2, g12 = g21 =0.
The alternating tensorEdit
In an orthonormal right-handed basis, the third-order alternating tensor is defined as

In a general curvilinear basis the same tensor may be expressed as

It can also be shown that

Christoffel symbolsEdit
Christoff


text: Publication analyzes the situation of Roma children in foster care with the emphasis on ethnicity, discrimination and violations of children's rights. It is focused on the process of removing children from their families, their placement in different types of institutional care and treatment of Roma children as a specific group of children in foster care. Findings are based on qualitative research in 10 localities with children homes in Slovakia. Interviews and focus groups with different actors were conducted in 2015. Analysis focuses on reasons for removing children from their families, attitudes towards Roma children in foster care, identity of Roma children, care they receive in foster care and possibilities of their return to their homes.


text:
The Ministry of Culture, Sports and Tourism has proposed localities and organizations to collect ideas from experts and relevant agencies to make a list of 12 intangible cultural heritages to submit to UNESCO in the 2012-2016 period
This activity aims to preserve, promote and glorify values of cultural heritage at the international level, contributing to popularizing the national image and attracting tourists.
The Prime Minister permitted the making of 12 proposals to submit to UNESCO. They are the oral art of the Central Highland epics, water puppetry in the northern river delta, singing art in the central provinces of Nghe An and Ha Tinh, the art of pottery making by Cham ethnic people, the art of dance of Thai ethnic people in Vietnam, the art of making Dong Ho folklore painting, and several arts of ethnic groups in Vietnam.(Source: CPV)


NextPrevUpTopContentsIndex
concatenate-system
Function
Summary
Produces a single, concatenated fasl from a defsystem system or systems.
Package
scm
Signature
concatenate-system output system &key force simulate sim source-only args target-directory t-dir script-p => result
system ::= system-name *
Arguments
output
The name of the required concatenated fasl.
system-name
The name of a system defined using defsystem.
simulate
Verbosity conditions, see Description for more detail.
sim
Same as simulate .
force
If t , then all files in the system will be concatenated.
source-only
If t , the source files of the system are concatenated.
target-directory
The directory to search for the object files.
t-dir
Same as target-directory .
Values
result
A list containing the name or names of the concatenated systems.
Description
This function produces a single, concatenated fasl, output-file , from a list of individual systems (named amongst the args ).
Since concatenated fasl files may be produced in this way, you do not need to be wary of MS filename conventions if developing sources on UNIX for a MS Windows application. This clearly allows more freedom for naming source files. However, output-file must, in such cases, be a MS-Window-compatible filename.
If simulate is nil or is not present, concatenate-system will work silently. Otherwise, a plan of the actions which concatenate-system intends to carry out is printed. What happens next depends upon the value of simulate :
If source-only is t , files will be loaded only if they are sources.
If, when searching target-directory for an object file, the file cannot be found, the appropriate source file from the system's default directory will be loaded instead.
See also
compile-system
defsystem
load-system
LispWorks Reference Manual - 6 Apr 2005
NextPrevUpTopContentsIndex


text:
The scientists used a technique called cryoelectron microscopy to uncover critical structural details about the virus-like particles bound to the antibodies.
What does CEM stand for?
CEM stands for Cryoelectron Microscopy
This definition appears somewhat frequently and is found in the following Acronym Finder categories:
- Science, medicine, engineering, etc.
See other definitions of CEM
We have 337 other meanings of CEM in our Acronym Attic
- Contract Energy Management
- Contract Equipment Manufacturer
- Conventional Electron Microscope
- Cooperative Environmental Management
- Cost Engineering Model
- Cost Estimating Manager
- Cost Estimating Methodology
- Country Economic Memorandum
- Crash Energy Management (railroad safety protocol)
- Credential Evaluator Module
- Cube Environment Mapping (computer graphics)
- Culture Environnement Médias (French: Media Culture Environment)
- Cumulative Effects Model (environmental assessment)
- Cumulus Ensemble Model
- Currencies and Emerging Markets (various companies)
- Customer Engagement Manager
- Customer Experience Management (Total Quality Management)
- Cutting Edge Media
- Cyprus Educational Mission (London, UK)
- Workshop on Computational Electromagnetics in Time-Domain (IEEE Conference)
Samples in periodicals archive:
The scientists used advanced imaging technologies, including cryoelectron microscopy and X-ray crystallography, to uncover critical structural details about the viruses.
These values are in striking agreement with dimensions obtained by cryoelectron microscopy, which is a technique allowing visualization of single LDL particles from different angles (4).


What alcohol is best for migraines?
What alcohol is best for a headache?
For those who have the soon-after headaches, drink "headache-safe" beverages, such as white wine and crystal-clear, light liquor.
Does alcohol help with headaches?
Can alcohol help migraines?
Population-based studies performed in various countries (US, Scandinavia, Netherlands, Japan, Italy) show that fewer migraine sufferers consume alcohol than those without headaches. Moreover, the more alcohol consumed the less likely the drinker reported migraine and non-migraine headache.
What is a cocktail for migraine?
A migraine cocktail is a combination of medications that's given to treat severe migraine symptoms. The exact medications used in a migraine cocktail can vary, but it typically includes triptans, NSAIDs, and antiemetics. A migraine cocktail is also available in OTC medication.
INFORMATIVE: Can a hospital give a patient alcohol?
Why do I get a headache after 1 drink?
Why does 1 beer give me a headache?
The single main reason that alcohol is the cause of a headache is that it is what is known as a diuretic. In simple terms, this means that it has an effect on the kidneys which causes the level of fluid that you are taking in to become lower than what your body is putting out.
What gets rid of headaches fast?
Tips to Get Rid of a Headache
 1. Try a Cold Pack.
 2. Use a Heating Pad or Hot Compress.
 3. Ease Pressure on Your Scalp or Head.
 4. Dim the Lights.
 5. Try Not to Chew.
 6. Hydrate.
 7. Get Some Caffeine.
 8. Practice Relaxation.
What alcohol does not trigger migraines?
Is ginger ale good for headaches?
Drink ginger ale
If you're having a headache or migraine attack, try sipping ginger ale. It may reduce your headache pain and help calm a migraine-related upset stomach. Drink one or two cups per day.
Is Beer Bad for migraines?
But if you're prone to migraine headaches, you'll need to be careful about how much you drink. A 5-ounce glass of wine (or 12 ounces of beer or a 1.5-fluid-ounce shot) may be OK every now and then, so long as it doesn't bring on a headache. If it does, you'll need to drink less or stay away from all alcohol.
INFORMATIVE: Best answer: Why alkyl halides possess less boiling points than those of alcohols of comparable molar mass?
How do you permanently cure a migraine?
Talk to your doctor about a treatment plan that works for you.
 3. Try acupressure. …
 4. Look for feverfew. …
 5. Apply peppermint oil. …
 6. Go for ginger. …
 7. Sign up for yoga. …
 8. Try biofeedback.
What wine is good for migraines?
Drink: Pinot Gris
White wines like Pinot Gris or low tannin red wines like Pinot Noir. Tannins, also found in chocolate, are known to cause Migraine headaches but number one reason for wine headaches is dehydration.
Is Coca Cola good for migraines?
Whether it's a run-of-the-mill tension headache or a migraine, caffeine can help. That's why it's an ingredient in a lot of popular pain relievers. It can make them as much as 40% more effective. Sometimes you can stop the pain in its tracks just by having caffeine alone.
What do hospitals give you for migraines?
Do Migraines lead to dementia?
Researchers have found a strong association between experiencing migraine attacks and increased risk of developing dementia, particularly Alzheimer's disease.
 All about addiction


Central de informes
Life's Greatest Secret
Matthew Cobb
Life's Greatest Secret is the story of the discovery and cracking of the genetic code. This great scientific breakthrough has had far-reaching consequences for how we understand ourselves and our place in the natural world. The code forms the most striking proof of Darwin's hypothesis that all organisms are related, holds tremendous promise for improving human well-being, and has transformed the way we think about life. Matthew Cobb interweaves science, biography and anecdote in a book that mixes remarkable insights, theoretical dead-ends and ingenious experiments with the pace of a thriller. He describes cooperation and competition among some of the twentieth century's most outstanding and eccentric minds, moves between biology, physics and chemistry, and shows the part played by computing and cybernetics. The story spans the globe, from Cambridge MA to Cambridge UK, New York to Paris, London to Moscow. It is both thrilling science and a fascinating story about how science is done.
Aviso Importante


Dick Wong Dance+Theatre
We Are Now Six
The Collision of Group and Individuals
Dick Wong Dance+Theatre
We Are Now Six
The Collision of Group and Individuals
As a number, six has an extensive associations and implications in different cultures. In Egypt, six is a cosmic number in the material world, representing time and space. In China, six is the directions of up, down, left, right, front and behind; or up, down, east, west, north and south, meaning the whole of heaven and earth. In Greece, six is a perfect number, also known as the "complete number"; but in the Bible, six represents the mortals and their imperfections, including their weaknesses and sins.
We Are Now Six uses the various combinations of six as an entry point: 1 vs 5 is one being outnumbered by five, the politics of 3 groups of 2 vs 1, 3 groups of 1 on 1, or the natural harmonious whole, or even the singular ones that work on its own, etc. It is the innumerable entanglements of collisions, contrasts, interactions, negotiations, adjustments and compromises of individuals and the crowds, minority and majority, the underprivileged and the mainstream.
Creative Team
Direction, Creation & Performance Dick Wong
Performance Jonathan Hung, Jennifer Mok, Ivy Tsui, Chester Wong
Free seating
Full-time students
 - Running time approximately 60 minutes with no intermission
 - In Cantonese, with no surtitle
 - No latecomers will be admitted, until a suitable break in the performance.
 - Zuni Icosahedron reserves the right to add, withdraw or substitute artists and/ or vary advertised programmes and seating arrangements.
Creative Note
1. I'd remember all the faces. Will the body remember what happened yesterday? How would the distance that I ran yesterday finally turn into a result? Every step comes into being from the former step. The steps I take are the caretaker of my body, letting me remember where I came from.
2. We might not have answers for all the questions arise every day. The answers are like an unfathomable black hole. What is conceivable is not the future, and black holes are everywhere. Darkness cannot eliminate black holes, and there is a breeze at the mouth of the black hole. Let's say farewell embracing the breeze.
3. Sometimes, I don't know what to do, and what I should do, and this makes me ponder on existence itself. I think, therefore I am. What we can do is to see, to listen, to feel and analyse, and then project that with the magic lantern. The magic lantern does not know how to analyse the existence of flowers, and the shadows in the projection keep wavering. I'm standing at the furthest back, and endless layers of people's backs are blocking my view. In order to see what's happening in front that was blocked from me, I must first face up to what is in front of me.
4. In these times, have you shed tears? Are you enraged? As a pawn, how do you feel? As a pawn made to weep, I have no choice. It's the pendulum and footsteps of anger and being trampled. Tears are but the residue of emotions. Can emotions affect strangers existing in the same space through the air? A stranger might be the most likely person who could make you carry on.
5. The leg is the beginning of movement, and seeing and not seeing is the centre of balance, an exercise of possibilities and the unknown. Once you get started, there is no return, forever and ever. The reason for not being able to return is the going forward for the unknown future. Sometimes, we need to go backwards in order to move forth. There can be many possibilities for the direction. One space, endless possibilities.
Dick Wong, Jonathan Hung, Jennifer Mok, Ivy Tsui, Chester Wong
If Hong Kong funnyman Stephen Chow were a dancer, he might have been like this compatriot Dick Wong.
The Straits Times
From uncertainties to comical misunderstanding emerges a common gestural culture, the intelligence of the body.
Centre National de la Danse
Studio Theatre, Hong Kong Cultural Centre
Studio Theatre, Hong Kong Cultural Centre
The Team
Director, Creation & Performance: Dick Wong
Performance: Jonathan Hung, Jennifer Mok, Ivy Tsui, Chester Wong
Runner: Stephy Yeung
Executive Producer: Bowie Chow
Production & Stage Manager: Chow Chun-yin
Deputy Stage Manager: Zeta Chan
Lighting Designer: Zoe Cheung
Sound Designer: Can. Ha
Assistant Stage Manager: Chan On-ki
Wardrobe Assistant: Bonnie Chan
Stage Assistant: Kenneth Chan
Company Manager (Administration and Finance): Jacky Chan
Company Manager (Programme): Doris Kan
Senior Programme Manager: Bowie Chow
Programme Manager: Ho Yin-hei
Assistant Programme Managers: Rachel Chak, Ricky Cheng
Programme and Art Administration Trainees: Megan Hung, Stephy Yeung
Interns: Marco Chan, Fion Lee, Christine Tong
Photo: Liu Chen Hsiang
Graphic Design: Wong San-mun
Graphic Design Assistant: Coco Cheung
Promotional Video: Wing Chan, Fion Lee, Wild Lin
English Translation : Mona Chu, Vicky Leong
Acknowledgement: Verdy Leung, Evi Yang


text: The issue of economic cooperation between India and Central Asia and Uzbekistan, in particular, is the focus of this study. Section I analyzes economic development of Uzbekistan and India. Section II profiles briefly the economic performance of Central Asian countries. Indo-Uzbek bilateral economic relations are analyzed in Section III. A special emphasis is placed in Section IV on identifying constraints in cooperation. Finally, in Section V some policy recommendations have been made for intensifying economic cooperation between India and Uzbekistan.


text:
A polo shirt, also known as a golf shirt and tennis shirt, is a form of shirt with a collar, a placket with typically two or three buttons, and an optional pocket.
All three terms may be used interchangeably. Polo shirts are usually made of knitted cloth (rather than woven cloth), usually piqué cotton or, less commonly, interlock cotton, silk, merino wool, or synthetic fibers. A dress-length version of the shirt is called a polo dress.
History of the tennis shirt
In the 19th and early 20th centuries, tennis players ordinarily wore "tennis whites" consisting of long-sleeved white button-up shirts (worn with the sleeves rolled up), flannel trousers, and ties. This attire presented problems for ease of play and comfort.
René Lacoste, the French seven-time Grand Slam tennis champion, felt that the stiff tennis attire was too cumbersome and uncomfortable. He designed a white, short-sleeved, loosely-knit piqué cotton (he called the cotton weave jersey petit piqué) shirt with an unstarched, flat, protruding collar, a buttoned placket, and a shirt-tail longer in back than in front (known today as a "tennis tail"; see below), which he first wore at the 1926 U.S. Open championship. Beginning in 1927, Lacoste placed a crocodile emblem on the left breast of his shirts, as the American press had begun to refer to him as "The Crocodile", a nickname which he embraced.
- the short, cuffed sleeves solved the tendency of long sleeves to roll down
- the soft collar could be loosened easily by unbuttoning the placket
- the piqué collar could be worn upturned to protect the neck from the sun
- the jersey knit piqué cotton breathed and was more durable.
- the "tennis tail" prevented the shirt from pulling out of the wearer's trousers or shorts
In 1933, after retiring from professional tennis, Lacoste teamed up with André Gillier, a friend who was a clothing merchandiser, to market that shirt in Europe and North America. Together, they formed the company Chemise Lacoste, and began selling their shirts, which included the small embroidered crocodile logo on the left breast.
Application to polo and other sports
Before Lacoste's 1933 mass-marketing of his tennis shirt, polo players wore thick long-sleeve shirts made of Oxford-cloth cotton. This shirt was the first to have a buttoned-down collar, which polo players invented in the late 19th century to keep their collars from flapping in the wind (Brooks Brothers's early president, John Brooks, noticed this while at a polo match in England and began producing such a shirt in 1896). Brooks Brothers still produces this style of button-down "polo shirt". Still, like early tennis clothing, those clothes presented a discomfort on the field, and when polo players became aware of Lacoste's invention in the 1930s they readily adopted it for use in polo.
In 1920, Lewis Lacey, a Canadian born of English parents in Montreal, Quebec in 1887, haberdasher and polo player, began producing a shirt that was embroidered with the logo of a polo player, a design originated at the Hurlingham Polo Club near Buenos Aires. The term polo shirt, which previously had referred only to the long-sleeved buttoned-down shirts traditionally used in polo, soon became a universal moniker for the tennis shirt; no later than the 1950s, it was in common usage in the U.S. to describe the shirt most commonly thought of as part of formal tennis attire. Indeed, tennis players often would refer to their shirt as a "polo shirt," notwithstanding the fact that their sport had used it before polo did.
In 1972, Ralph Lauren included his "polo shirt" as a prominent part of his original line called Polo, thereby helping furthering its already widespread popularity. While not specifically geared for use by polo players, Lauren's shirt imitated what by that time had become the normal attire for polo players. As he desired to exude a certain "WASPishness" in his clothes, initially adopting the style of clothiers like Brooks Brothers, J. Press, and "Savile Row"–style English clothing, he prominently included this attire from the "sport of kings" in his line, replete with a logo reminiscent of Lacoste's crocodile emblem, depicting a polo player and pony. This worked well as a marketing tool, for subsequently, due to the immense popularity of Lauren's clothing, a majority of English-speaking westerners began to refer to Lacoste's tennis shirt as a "polo shirt". Still, "tennis shirt" remains a viable term for all uses of Lacoste's basic design.
Over the latter half of the 20th century, as standard clothing in golf became more casual, the tennis shirt was adopted nearly universally as standard golf attire. Many golf courses and country clubs require players to wear golf shirts as a part of their dress code. Moreover, producing Lacoste's "tennis shirt" in various golf cuts has resulted in specific designs of the tennis shirt for golf, resulting in the moniker "golf shirt". Golf shirts are commonly made out of polyester, cotton and polyester blends, or mercerized cotton. The placket typically holds three or four buttons, and consequently extends lower than the typical polo neckline. The collar is typically fabricated using a stitched double-layer of the same fabric used to make the shirt, in contrast to a polo shirt collar, which is usually one-ply ribbed knit cotton. Golf shirts often have a pocket on the left side, to hold a scorepad and pencil, and may not bear a logo there.
- Brooks Brothers
- Polo Ralph Lauren
- Tommy Hilfiger
- Calvin Klein
- U.S. Polo Assn.
- Greg Norman
- PGA Tour
|Wikimedia Commons has media related to Polo shirts.|
- McKean, Erin (2013). The Hundred Dresses: The Most Iconic Styles of Our Time. USA: A & C Black. p. 71. ISBN 978-1-4725-3585-6.
- "Lacoste Sportswear – Fashion Designer Encyclopedia".
- The Story of Lacoste. Retrieved from _URL_
- Style & Design: Lacoste. Time Magazine, Winter 2004. Retrieved from _URL_
- The Brand Channel, Lacoste profile.
- The Crocodile
- The Birth of the Crocodile
- Butterworth, Helen. "The History of the Polo Shirt". Retrieved 22 November 2012.
- "Brooks Brothers – About Us".
- Fashion Encyclopedia, "Brooks Brothers".
- Monday, Sept. 01, 1986 (1986-09-01). "A Popular Shirt Tale". TIME. Retrieved 2012-07-09.
- Official Ralph Lauren history website: "1972".
- Official Ralph Lauren history website: "1967".
- "Dress Code", BURLEIGH HEADS GOLF CLUB
- "Dress Code: Proper Golf Attire", Long Island National Golf Club


text:
Do you have ancestors who migrated to Ontario Canada?
This book is extremely informative
In the year 1792, a proclamation was issued offering 200 acres to each immigrant who could show he was in a position to cultivate and improve the land in York County, Ontario Canada. This brought about a migration of Germans from Somerset County, Pennsylvania, along with other early settlers from Northern Pennsylvania and New York State. Closely followed by families from England, Scotland and Ireland.
The religious history of Vaughan Township, York County, Ontario is related through 74 narratives, one of each congregation or church that has formed since 1796. The accounts blend oral history with well documented research. It is a study in the social fabric and growth of these congregations.
Ebay Item # _PHONE_
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text:
Research structures and the "web of prevention": ethical implications for insufficient environments
Bezuidenhout, Louise Martha
Medicine, Conflict and Survival
The dual-use potential of scientific research refers to the possibility that any beneficial scientific research may be misused for nefarious purposes by a third party. This potential within the life sciences has led to much discussion regarding ways to raise awareness and limit possible harm. The concept of a "web of prevention" as a multifaceted system for dealing this potential provides a comprehensive method of conceptualising a system of controls in the life sciences. The "web of prevention" involves multiple stakeholders, from diverse backgrounds such as science, public health, security studies and governance.


TimePilot Tap+
Moving TimePilot Tap+ Clock-In Data to TimePilot Central
If you're using your Tap+ without the cable—that's how we intended it to be used when we designed it—at some point you'll want to get your clock-ins and clock-outs into the TimePilot database on your PC. Here's how:
The red 'Not Connected' means the clock isn't connected to the PC with the USB cable.
1. Click the TimePilot Tap icon (shown at right) on your desktop. The Tap Manager will appear on your screen. (See screenshot above.) Note that the words "Not Connected" appear in the white box. That will change in the next step!
The green 'Connected' means the clock is connected to the PC with the USB cable.
2. Connect the USB cable that came with your Tap+ to the port on the Tap+ clock and plug the other end into a USB port on your computer. In a few seconds, the Red "Not Connected" will change to a green "Connected" and the date and time will appear. (See screenshot above.) At the same time, the clock-in and clock-out data is automatically transferred from the clock to the database, the time on the clock is updated to match the time on your PC and the battery in the clock is recharged.
3. Start TimePilot Central and view your newly imported transactions.


How to Create Your Own Curriculum
Design a Personalized Teaching Plan that Fits Your Family's Needs
Mother son computer
Blend Images/Ariel Skelley/Getty Images
Here are some general steps to follow to help you design a curriculum for any subject.
1. Review Typical Courses of Study by Grade
First, you may want to research what other children in public and private schools are studying in each grade in order to make sure your children are covering approximately the same material as other students their age. The detailed guidelines linked below can help you set standards and goals for your own curriculum.
2. Do Your Research.
Once you have determined what subjects you will cover, you may need to do some research to make sure you are up-to-date on the particular topic, particularly if it's one you are not already familiar with.
Other resources you can use include:
 - Popular nonfiction young adult books
 - Websites about a subject for students
 - Review books written for high school students
 - Textbooks, particularly ones that are recommended by other homeschoolers
3. Identify Topics to Cover.
4. Ask Your Students.
5. Create a Timetable.
I recommend creating a schedule around units instead of individual topics. Within that time period, you can list all the topics you think your family would like to learn about. But don't worry about individual topics until you get there. That way, if you decide to drop a topic, you'll avoid doing extra work.
6. Select High-quality Resources.
7. Schedule Related Activities.
There's more to learning a topic than accumulating facts. Help your kids put the topics you cover into context by scheduling in field trips, classes, and community events that relate to the subject you are studying.
8. Find Ways to Demonstrate What Your Kids Have Learned.
Written tests are just one way to see how much your students have learned about a subject. You can have them put together a research project that includes an essay, charts, timelines, and written or visual presentations.
Writing your own curriculum doesn't have to be a daunting task. You might be surprised to discover how much you enjoy personalizing your family's curriculum—and how much you learn along the way.
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Your Citation
Ceceri, Kathy. "How to Create Your Own Curriculum." ThoughtCo, Aug. 26, 2020, Ceceri, Kathy. (2020, August 26). How to Create Your Own Curriculum. Retrieved from Ceceri, Kathy. "How to Create Your Own Curriculum." ThoughtCo. (accessed June 18, 2021).


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Large scale monoculture plantations are increasingly being promoted worldwide, especially but not only in the global South. These plantations are established with the objective to generate timber, pulpwood, oil or carbon sinks. Furthermore, the recent boom in agrofuels is creating greater demand for oil palm, soy, sugarcane and jathropha plantations.
Friends of the Earth International calls for a halt to the conversion of forests to large plantations. We support local communities in defending their land and territories.
new stories about tree plantations and women
Three new case studies and a video on the impacts of monoculture tree plantations on women in Nigeria, Papua New Guinea and Brazil were released on Sunday 8 March 2009, in recognition of International Women's Day. Read more.
- uruguay: we are surrounded by plantations
- To raise public awareness about the impacts of expanding export-oriented monocultures, FoE Uruguay gathers and processes data on land distribution and concentration.
- colombia: courts overturns controversial forestry law
- Combined and unfaltering efforts of the Colombian communities and organizations led to a significant legal decision acknowledging the rights of Indigenous Peoples and black communities.
- brazil: building the struggle against monocultures
- The ongoing expansion of exotic tree monocultures in the Brazilian Pampas, and the Pampas plains of Uruguay and Argentina, threatens the region's biodiversity and natural resources.


Wednesday, December 26, 2012
How to do Exchange server recovery from error:-Error - 1022='JET_errDiskIO' = Disk I/O Error
Exchange database (EDB) files are designed to store all the information and folders. Exchange database is the bonanza of all types of data. Corruption in Exchange database may affect smoothness of working or may be due to this Exchange server may refuse to open. Your each and every effort to access database or user mailbox has to face failure since database is damaged due to some unexpected cause. In layman language these cause are called errors. To ignore these errors or to make Exchange database recoverable you can use previous backup file to mount all essential data again on Exchange server.
Here are some examples of errors that can affect user's communication:-
Event Type: Error
Event Source: ESE
Event Category: General
Event ID: 489
Computer:Computer Name
Process name [process id] file name: An attempt to open the file [path\file name] for read-only access failed with [Error Code and Explanation]. The open file operation will fail with error [-1022]. OR
Error -1022='JET_errDiskIO' = Disk I/O error
Root cause of this error is :-
 1. When a disk I/O error stops Exchange from accessing requested database page or a check file.
 2. This could be because of disk or controller that prevents you from accessing the disk (though this may be temporary).
 3. Check the log for drive or input/output errors around the time of Event 490. The problem occurs when the path for check file is wrong, may be due to drive failure.
Clarification:-
 1. "Chkdsk /f /r" command can be executed to resolve this error. If problem is not solving executing this command then verify the permissions on Exchsrvr folder and ensure that system has full control of Exchsrvr and all the sub-folders (on every partition) that contain Exchange data.
 2. If you cannot mount databases, then you will need to troubleshoot Windows NT file-level anti-virus software that might be running on the Exchange server.
 3. Also check the log for drive or input/output errors around the time of Event 490. Verify and correct the path for the check file. You can also correct the root cause, and use an updated backup to retrieve data of the database.
 4. If all else fails, then performing Isinteg -fix, and ExMerge command to a new Information Store also helps you to sort out the problem.
Even-though you are not getting result as you want then there is only one solution left that is install Stellar Phoenix Exchange Server Recovery tool.
This software is launched by Stellar which is the #1 organization with almost 28 branches in all over India and is well known for its data recovery services and products. This software is highly perfect in EDB recovery and recovers files and information with the ability to save data where the user wants or requires.
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Google Sheets lets you copy and paste text and images between all of your documents, spreadsheets, and presentations — even if you're going from one type to another. For most uses, you can copy and paste with keyboard shortcuts (Ctrl+C and Ctrl+V on a PC, ⌘ + C and ⌘ + V on a Mac).
When you copy data, the border of the cell or range of cells will turn solid orange to help you remember where you copied the data from. When you cut data from a cell or a range of cells, you'll see an orange dotted line around the cell(s).
Copying and pasting in Google Sheets copies all properties of a cell into the cell you're pasting into, including text, formatting, and data validation. The paste special option gives you more control about what properties you're copying and pasting into a range of cells. To use one of the paste special options, click the Edit menu, navigate to Paste Special..., and select from the following options:
- Paste values only: Pastes only the text contained in the original range of cells.
- Paste format only: This option is identical to using the paint format tool -- it only copies cell formatting, and won't disrupt any existing text or formulas.
- Paste all except borders: Pastes all of these options without any cell borders that have been added.
- Paste formula only: Pastes the formulas contained in a copied range of cells, not the resulting calculations of the formulas.
- Paste data validation only: Pastes a data validation rule over a range of cells without disrupting any existing formatting, formulas or text.
- Paste conditional formatting only: This option only applies conditional formatting rules to a range of cells.
Paste special works only within a single spreadsheet. In other words, you can't copy cells from one spreadsheet and use paste special in a spreadsheet you have open in another tab.
Copy and paste using the web clipboard menu
There are a few specific cases in which the best way to copy and paste is using the web clipboard menu. When you copy a selection using this menu, the content you copy is stored and associated with your Google Account. That means you can copy more than one selection and then choose which one to paste later; it also allows you to copy something on one computer and then paste it on another. To copy a selection using the web clipboard menu, follow these steps:
- Select what you'd like to copy.
- Click the Edit menu and select Web clipboard.
- Click Copy selection to web clipboard.
- In the destination document, click the web clipboard menu; you'll see the selection that you previously copied. If you copied multiple things, you'll see a list of the items you've recently copied.
- Place the cursor where you want to paste the content.
- From the Edit menu, select Web clipboard.
- Select what you want to paste. Depending on your selection, you'll see different formats that you can choose from to paste what you've copied (for example, HTML or plain text).
- Select a format.
Copy and paste images and charts
To copy an image or chart in your spreadsheet, select what you'd like to copy, click the Edit menu, and click Copy. Then, to paste what you've copied, click the Edit menu again, select Web clipboard, and choose the item you'd like to paste.


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Java6 added a new utility class for reading input data from character based devices including command line. java.io.Console can be used to read input from command line, but unfortunately it doesn't work on most of IDE like Eclipse and Netbeans. As per Javadoc call to System.Console() will return attached console to JVM, if it has been started interactive command prompt or it will return null if JVM has been started using a background process or scheduler job. Anyway java.io.Console not only provides way to read input from command prompt or Console but also reading passwords from console without echoing it. Console.readPassword() method reads password and returns a character array and password is masked during entering so that any peeping tom can not see your password while you are entering it. here is a code example of How to read password and input from command prompt or console using java.io.Console. By the way apart from Console, you can also use Scanner or BufferedReader to read input from command prompt, as shown in this example.
Saturday, May 18, 2013
Saturday, April 27, 2013
In this article I am giving example of some SQL query which is asked when you go for interview who is having one or two year experience on this field.whenever you go for java developer position or any other programmer position interviewee expect that if you are working from one or two years on any project definitely you come across to handle this database query, so they test your skill by asking this type of simple query.
Question 1: SQL Query to find second highest salary of Employee
Answer : There are many ways to find second highest salary of Employee in SQL, you can either use SQL Join or Subquery to solve this problem. Here is SQL query using Subquery :
select MAX(Salary) from Employee WHERE Salary NOT IN (select MAX(Salary) from Employee );
See How to find second highest salary in SQL for more ways to solve this problem.
Question 2: SQL Query to find Max Salary from each department.
SELECT DeptID, MAX(Salary) FROM Employee GROUP BY DeptID.
Question 3:Write SQL Query to display current date.
Ans:SQL has built in function called GetDate() which returns current timestamp.
Question 4:Write an SQL Query to check whether date passed to Query is date of given format or not.
Ans: SQL has IsDate() function which is used to check passed value is date or not of specified format,it returns 1(true) or 0(false) accordingly.
SELECT ISDATE('1/08/13') AS "MM/DD/YY";
It will return 0 because passed date is not in correct format.
Question 5: Write a SQL Query to print the name of distinct employee whose DOB is between 01/01/1960 to 31/12/1975.
SELECT DISTINCT EmpName FROM Employees WHERE DOB BETWEEN '01/01/1960' AND '31/12/1975';
Question 6:Write an SQL Query find number of employees according to gender whose DOB is between 01/01/1960 to 31/12/1975.
Answer : SELECT COUNT(*), sex from Employees WHERE DOB BETWEEN '01/01/1960'AND '31/12/1975' GROUP BY sex;
Question 7:Write an SQL Query to find employee whose Salary is equal or greater than 10000.
Answer : SELECT EmpName FROM Employees WHERE Salary>=10000;
Question 8:Write an SQL Query to find name of employee whose name Start with 'M'
Ans: SELECT * FROM Employees WHERE EmpName like 'M%';
Question 9: find all Employee records containing the word "Joe", regardless of whether it was stored as JOE, Joe, or joe.
Answer : SELECT * from Employees WHERE upper(EmpName) like upper('joe%');
Question 10: Write a SQL Query to find year from date.
Answer : SELECT YEAR(GETDATE()) as "Year";
Hope this article will help you to take a quick practice whenever you are going to attend any interview and not have much time to go into the deep of each query.
Other Interview Questions posts from Java67 Blog
Wednesday, April 17, 2013
Though modern IDE like Eclipse, IntelliJ or Netbeans allows you to generate equals, hashCode and compareTo methods for your value classes, it's equally important, you know how to do that by hand. By overriding equals and hashcode method by yourself, you know how they work, what kind of errors you can get, and most importantly, it's expected form you, as a Java programmer in any core Java interview. More often, you would see a coding question in Java, which ask you to override equals(), hashcode(), compare() and compareTo() methods for a value class. Since I have already shared some tips on How to override compareTo method in Java, and couple of example of writing your own comparator in Java, here I am sharing another simple example of overriding equals and hashCode methods. If you know rules of overriding equals and hashCode, you might know that, whenever you override equals, you must have to override hashCode, otherwise your object will not behave properly on various collection classes e.g. Map or Set, which uses equals, compareTo, hashCode to implement there invariants e.g. Set implementations should not allow any duplicates.
Sunday, March 31, 2013
String class provides split() method to split String in Java, based upon any delimiter, e.g. comma, colon, space or any arbitrary method. split() method splits string based on delimiter provided, and return a String array, which contains individual Strings. Actually, split() method takes a regular expression, which in simplest case can be a single word. split() is also overloaded method in java.lang.String class and its overloaded version takes a limit parameter which is used to control how many times pattern will be applied during splitting process. if this limit is positive n, then pattern will be applied at most n-1 times, if it's negative or zero than split operation is applied any number of time. For example, if we split String "First,Second,Third" on comma and provide limit as 2 then pattern will run one time, and split() will return String array with 2 Strings, "First" and "Second,Third". Since this method accepts a Java regular expression, it throws PatternSyntaxException, if syntax of regular expression is invalid.
Saturday, March 23, 2013
String class in Java provides several methods to replace characters, CharSequence and substring from String in Java. Since String is immutable in Java, every time you performance an operation on String either replacement or removing white space from String, it generates a new String object. There are four overloaded method to replace String in Java :
replace(char oldChar, char newChar)
replace(CharSequence target, CharSequence replacement)
replaceAll(String regex, String replacement)
replaceFirst(String regex, String replacement)
Out of these, 2nd one which takes a CharSequence is added on Java 1.5. CharSequence is actually a super interface for String, StringBuffer and StringBuilder in Java, which means you can pass any of String, StringBuffer or StringBuilder Object as argument to this replace method. replaceFirst() and replaceAll() are very powerful and accepts regular expression. replaceFirst() only replace first match, while replaceAll replaces all matches with replacement String provided.
Tuesday, March 12, 2013
wait, notify, and notifyAll methods are used for inter thread communication in Java. wait() allows a thread to check for a condition, and wait if condition doesn't met, while notify() and notifyAll() method informs waiting thread for rechecking condition, after changing state of shared variable. One good example of how wait and notify method works is Producer consumer problem, where one thread produces, and wait if bucket is full; and other thread consumes and wait if bucket is empty. Both Producer and Consumer thread, notify each other as well. Producer thread notifies consumer thread after inserting an item in shared queue, while consumer thread notify producer, after consuming item from queue. Though Both notify() and notifyAll() are used to notify waiting threads, waiting on shared queue object, but there are some subtle difference between notify and notifyAll in Java. Well, when we use notify(), only one of the sleeping thread will get notification, while in case of notifyAll(), all sleeping thread on that object will get notified. This concept confuses many Java programmers, both beginners and experienced alike, Infact this is one of three question which is very popular on wait and notify concept, along with why wait and notify is defined in Object class and why wait and notify called from synchronized method. In this article we will focus on difference between wait, notify, and notifyAll method in Java.
Friday, March 8, 2013
There are 3 main ways to convert String to int in Java, using constructor of Integer class, parseInt() method of java.lang.Integer and Integer.valueOf() method. Though all those method returns instance of java.lang.Integer, which is a wrapper class for primitive int value, it's easy to convert Integer to int in Java. From Java 5, you don't need to do anything, autoboxing will automatically convert Integer to int. For Java 1.4 or lower version, you can use intValue() method form java.lang.Integer class, to convert Integer to int. As name suggest, parseInt() is the core method to convert String to int in Java. parseInt() accept a String which must contain decimal digits and first character can be an ASCII minus sign (-) to denote negative integers. parseInt() throws NumberFormatException, if provided String is not convertible to int value. By the way parseInt is an overloaded method and it's overloaded version takes radix or base e.g


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Emission factors for agriculture
- The text on this page is taken from an equivalent page of the IEHIAS-project.
As part of the EU-funded INTARESE project, which contributed to the development of this Toolbox, a case study was carried out to assess health impacts of agricultural land use change in Greece and England.
Emissions from crop production and animal husbandry include those from pesticides as well as biological, microbial and inorganic particulates. This page summarises the data sources and emissions factors for Greece and Great Britain, for the baseline year 2000. Information is available for endotoxins, particulates, pesticides and pollen.
Endotoxin emissions can be estimated by multiplying the endotoxin emission 393factors by the number of animals. For these estimates, housing periods and lengths of production cycles as well as periods when the animal house is empty for cleaning can be taken into account according to local conditions.
Available emission factors for inhalable and respirable endotoxins are summarised in the attached PDF Endotoxin emission factors. The emission factors are expressed per LU or per animal.
Agriculture PM emissions originate from animal husbandry with poultry and pig production being the major polluters. Main sources are animal feed and bedding materials like straw, but also animal plumage and skin. PM emission from arable agriculture mainly stem from harvest operations. Additionally, depending on soil moisture content, soil cultivation can also contribute to PM emissions.
Emission factors for atmospheric particulates have been compiled from a range of sources, including IIASA's GAINS online database. PM emission factors for Greece and Great Britain are available in the attached PDF PM emission factors. Data for additional countries can be downloaded from the links below.
Emission factors for pesticides were derived from information available for the Netherlands (Linden van der et al., 2008). In this report, the emission factor for each pesticide was calculated as the ratio between the total emission of the active substance to the atmosphere and the amount used in the Netherlands (private communication J. Duyzer TNO).
Not all active substances in the case study areas were represented within the Dutch report. Data gaps for emission factors were filled by interpolating on the basis of vapour pressure of other similar active ingredients.
Pollen is a fine to coarse powder consisting of distinct grains. Pollen grains are produced by the male parts of the flowers and are the reproductive bodies of plants and, for the purpose of fertilisation, they are transported by wind to female flowers. Most pollen species are associated with some level of allergenicity, but some are particularly notorious for symptoms of hay fever.
A large amount of pollen, originating from various plants and orchards, is produced each year, usually during spring and summer. Information on release rates is sparse, and actual rates of pollen formation and release vary greatly depending on local conditions (vegetation structure and composition, soil, meteorology).
The methodology used here provides emission factors for agricultural crops. Pollen emission factor (EF) for a specific crop can be estimated using the following simple equation:
EF: emission factor (pollen grains/km2)
a: percentage (%) of pollen production that is shed
Y: pollen yield (pollen grains/plant)
N: number of plants per km2
Example for maize pollen
Maize (Zea mays) is a cereal grain and belongs to the Poaceae family. The number of plants per square kilometre ranges from 65 *105 to 70*105 (oral comm. Jan 2008). Maize pollen grains are spheroidal to ovoidal and quite large in size, 93-107 μm in diameter. According to literature, an average-sized plant can produce 25 million pollen grains per year [average estimated from data in Paterniani et al. 1974 and Emberlin et al. 1999). Using those data as input to the above equation and making the assumption that 50% of maize pollen production is shed, an EF of 8.1*1013</<up> pollen grains per km2 is calculated. For maize, the period of pollen shedding is considered to be one month - in July, for Southern Europe (oral comm. Jan 2010).
A map of emissions modelled for Thessaly and C. Macedonia is shown here.
- Braun-Fahrlander, C., Riedler, J., Herz, U., Eder, W., Waser, M., Grize, L., Maisch, S., Carr, D., Florian, G., Bufe, A., Lauener, R.P., Schierl, R., Renz, H., Nowak, D. and von Mutius, E. 2002 Environmental exposure to endotoxin and its relation to asthma in school-age children, The New England Journal of Medicine 347(12), 869-877.
- Downs, S.H., Marks, G.B., Mitakakis, T.Z., Leuppi, J.D., Car, N.G. and Peat ,J.K. 2001 Having lived on a farm and protection against allergic diseases in Australia, Clinical and Experimental Allergy 31, 570-575.
- Rennie, D.C., Lawson, J.A., Kirychuk, S.P., Paterson, C., Willson, P.J., Senthilselvan, A. and Cockcroft, D.W. 2008 Assessment of endotoxin levels in the home and current asthma and wheeze in school-age children. Indoor Air 18(6), 447-453.
- Seedorf, J. 2004 An emission inventory of livestock-related bioaerosols for Lower Saxony, Germany. Atmospheric Environment 38, 6565–6581.
- IIASA: GAINS model
- Hinz, T. and van der Hoek, K. 2007 Particle emissions from plant roduction. Presentation at the TFEIP meeting. Dublin, October 2007.
- FAO Fertilizer Use Statistics.
- Linden van der, A.M.A, Luttik, R., Groenwold, J.G., Kruijne, R. and Merkelbach, RC.M. 2008 Dutch environmental indicator for plant protection products, Version 2. Input, calculation and aggregation procedures, RIVM report 607600002/2008.
- Emberlin J., Adams-Groom, B., and Tidmarsh, J. 1999 A report on the dispersal of maize pollen. National Pollen Research Institute
- EUROPE: Polleninfo.org
- Oral Communication of S. Nikolaki with pollen expert, January 2008
- Oral Communication of S. Nikolaki with pollen expert, January 2010
- Paterniani, E. and Short, A.C. (1974) Effective maize pollen dispersal in the field. Euphytica. 23, 129-134.


text: A common problem when applying Raman scattering in applied research is spectral interference from laser-induced fluorescence. Extensive work has been invested in developing spectral and polarization filters as well as modulation schemes to refine spontaneous Raman signals. This current work, however, focuses on utilizing the temporal domain using a picosecond laser system and ICCD cameras with relatively short decay of the camera gate to prevent the fluorescence tail from being captured in Raman experiments. Further, the approach of using an ICCD camera to perform temporal filtering is compared to earlier proposed detection schemes using streak cameras or Kerr gates. The temporal-filtering scheme is evaluated in a spectroscopic investigation where a background subtraction algorithm is presented. The temporal-filtering scheme was also evaluated for Raman imaging of a levitated water droplet surrounded by fluorescing toluene vapor. Furthermore, the temporal-filter detection scheme was simulated in order to provide straight forward evaluation tools to estimate the potential of performing temporal filtering with a laser/camera system considering: laser-pulse duration, time jitter, camera-gate characteristics, gate delay times, fluorescence lifetimes, and relative signal strength between the Raman and fluorescence signal. The fluorescence signal was modeled with a closed two-level system, and the simulated results were compared to results from an investigation of the rising slope of toluene fluorescence. These evaluation tools and experimental investigations may serve as guidelines for planning and performing Raman measurements in situations where traditional filter-rejection schemes are insufficient. Copyright © 2013 John Wiley & Sons, Ltd.


text: Quinn Chapel AME Church, also known as Quinn Chapel of the A.M.E. Church, houses Chicago's oldest African-American congregation, formed by seven individuals as a nondenominational prayer group that met in the house of a member in 1844. In 1847, the group organized as a congregation of the African Methodist Episcopal Church, and named the church for Bishop William Paul Quinn. In the years leading up to the Civil War, the church played an important role in the city's abolitionist movement. The 1871 Great Chicago Fire destroyed the original church, and the congregation met for many years in temporary locations before purchasing the present site in 1890. The current structure, designed by architect Henry F. Starbuck and built in 1892 at 2401 South Wabash Avenue, is a reminder of the late 19th century character of the area. The church was designated a Chicago Landmark on August 3 1977, and was listed on the National Register of Historic Places on September 4 1979. The church is considered architecturally significant, and is found in such books as "Chicago Churches: A Photographic Essay" by Elizabeth Johnson (Uppercase Books Inc, 1999) as well as "Chicago Churches and Synagogues: An Architectural Pilgrimage" by George A. Lane (Loyola Press 1982).


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Liquid-crystal display as a spectral selector for visible spectrometers
- First Online:
- Cite this article as:
- Hegde, G. Tech. Phys. (2010) 55: 1472. doi:10.1134/S1063784210100129
- 41 Downloads
The polarization properties of a twisted nematic liquid crystal display (TNLCD) are studied experimentally with the aim of using it as a wavelength selector. The output of a white LED is split into its constituent wavelengths with a resolution of 2–5 nm in proportion to a voltage applied to the TNLCD. The feasibility of employing the display as a wavelength selector in visible spectrometers is demonstrated. A simple inexpensive design of a spectrometer built around an LED and a TNLCD is suggested.


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ment opportunities to target high priority habitats for whooping crane, least tern and piping plover.
- Acquire an additional 17,225 acres of wetlands and adjacent uplands through fee title acquisition, most of which would be "roundouts" to existing public lands, that will facilitate restoration and management of the existing public wetlands (managed by the Service or Nebraska Game and Parks Commission) in the Rainwater Basin.
- Protect and restore 13,585 additional acres of wetlands and uplands through perpetual conservation easements.
- Conduct outreach with landowners to incentivize, restore and maintain 7,350 acres of wetlands enrolled in short term conservation programs (> 30 years).
Focus private lands conservation actions on habitat restoration and other programs to ensure the approximately 62,500 acres of functional wetland habitat needed, along with postharvest waste grain, to meet the food requirements of the whooping crane, the least tern, the piping plover and waterfowl.
- Work with partners to ensure sufficient and appropriately placed wet-meadow habitat to provide high-quality foraging habitat for sandhill and whooping cranes in the Central Platte River and the North Platte River Valley.
- Monitor harvested cornfields along the Rainwater Basin's Central and North Platte River valley with a goal to maintain sufficient acreage (~80,000 acres at 35.6 kg/ac) waste grain.
- Develop resources for geospatial analysis to that permit development of decision support tools that quantify and map current nesting habitat for least terns and piping plovers to facilitate targeting of conservation efforts.
- Work with partners to assist federal, state and NGO land managers in prioritizing restoration and management projects to provide the greatest biological return for priority nesting species.