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Presentation on theme: "Constraint Satisfaction Problems Russell and Norvig: Chapter 5.1-3."— Presentation transcript:
1 Constraint Satisfaction Problems Russell and Norvig: Chapter 5.1-3
2 Intro Example: 8-Queens Generate-and-test, 8 8 combinations
3 Intro Example: 8-Queens
4 What is Needed? Not just a successor function and goal test But also a means to propagate the constraints imposed by one queen on the others and an early failure test  Explicit representation of constraints and constraint manipulation algorithms
5 Constraint Satisfaction Problem Set of variables {X 1, X 2, …, X n } Each variable X i has a domain D i of possible values Usually D i is discrete and finite Set of constraints {C 1, C 2, …, C p } Each constraint C k involves a subset of variables and specifies the allowable combinations of values of these variables Assign a value to every variable such that all constraints are satisfied
6 Example: 8-Queens Problem 8 variables X i, i = 1 to 8 Domain for each variable {1,2,…,8} Constraints are of the forms: X i = k  X j  k for all j = 1 to 8, j  i X i = k i, X j = k j  |i-j|  | k i - k j |  for all j = 1 to 8, j  i
7 Example: Map Coloring 7 variables {WA,NT,SA,Q,NSW,V,T} Each variable has the same domain {red, green, blue} No two adjacent variables have the same value: WA  NT, WA  SA, NT  SA, NT  Q, SA  Q, SA  NSW, SA  V,Q  NSW, NSW  V WA NT SA Q NSW V T WA NT SA Q NSW V T
8 Example: Task Scheduling T1 must be done during T3 T2 must be achieved before T1 starts T2 must overlap with T3 T4 must start after T1 is complete T1 T2 T3 T4
9 Constraint Graph Binary constraints T WA NT SA Q NSW V Two variables are adjacent or neighbors if they are connected by an edge or an arc T1 T2 T3 T4
10 CSP as a Search Problem Initial state: empty assignment Successor function: a value is assigned to any unassigned variable, which does not conflict with the currently assigned variables Goal test: the assignment is complete Path cost: irrelevant
11 Remark Finite CSP include 3SAT as a special case 3SAT is known to be NP-complete So, in the worst-case, we cannot expect to solve a finite CSP in less than exponential time
12 Backtracking example
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14
15
16 Backtracking Algorithm CSP-BACKTRACKING(PartialAssignment a) If a is complete then return a X  select an unassigned variable D  select an ordering for the domain of X For each value v in D do  If v is consistent with a then Add (X= v) to a result  CSP-BACKTRACKING(a) If result  failure then return result Remove (X= v) from a Return failure Start with CSP-BACKTRACKING({})
17 Improving backtracking efficiency Which variable should be assigned next? In what order should its values be tried? Can we detect inevitable failure early?
18 Most constrained variable Most constrained variable: choose the variable with the fewest legal values a.k.a. minimum remaining values (MRV) heuristic
19 Most constraining variable Tie-breaker among most constrained variables Most constraining variable: choose the variable involved in largest # of constraints on remaining variables
20 Least constraining value Given a variable, choose the least constraining value: the one that rules out the fewest values in the remaining variables Combining these heuristics makes 1000 queens feasible
21 Forward Checking After a variable X is assigned a value v, look at each unassigned variable Y that is connected to X by a constraint and deletes from Y's domain any value that is inconsistent with v
22 Forward checking
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24
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26 Constraint propagation Forward checking propagates information from assigned to unassigned variables, but doesn't provide early detection for all failures: NT and SA cannot both be blue!
27 Definition (Arc consistency) A constraint C_xy is said to be arc consistent w.r.t. x if for each value v of x there is an allowed value of y. Similarly, we define that C_xy is arc consistent w.r.t. y. A binary CSP is arc consistent iff every constraint C_xy is arc consistent wrt x as well as wrt y.
28 When a CSP is not arc consistent, we can make it arc consistent, e.g. by using AC3. This is also called "enforcing arc consistency".
29 Example Let domains be D_x = {1,2,3}, D_y = {3,4,5,6} A constaint C_xy = {(1,3),(1,5),(3,3),(3,6)} C_xy is not arc consistent w.r.t. x, neither w.r.t. y. By enforcing arc consistency, we get reduced domains D'_x = {1,3}, D'_y={3,5,6}
30 Arc consistency Simplest form of propagation makes each arc consistent X  Y is consistent iff for every value x of X there is some allowed y
31 Arc consistency Simplest form of propagation makes each arc consistent X  Y is consistent iff for every value x of X there is some allowed y
32 Arc consistency If X loses a value, neighbors of X need to be rechecked
33 Arc consistency Arc consistency detects failure earlier than forward checking Can be run as a preprocessor or after each assignment
34 Example: domain reduction Consider constraints: X > Y, Y > Z Domains: Dx = Dy = Dz = {1,2,3} - 1 in Dx is removed by maintaining arc consistency, w.r.t. the constraint X < Y. - You work out the rest. The resulting domains are D'x = {1}, D'y = {2}, D'z = {3} No search is needed
35 General CP for Binary Constraints Algorithm AC3 contradiction  false Q  stack of all variables while Q is not empty and not contradiction do X  UNSTACK(Q) For every variable Y adjacent to X do  If REMOVE-ARC-INCONSISTENCIES(X,Y) then If Y's domain is non-empty then STACK(Y,Q) Else return false
36 Complexity Analysis of AC3 e = number of constraints (edges) (or n 2 where n is the # of variables) d = number of values per variable Each variable is inserted in Q up to d times REMOVE-ARC-INCONSISTENCY takes O(d 2 ) time AC3 takes O(ed 3 ) time to run
37 Solving a CSP Search: can find solutions, but must examine non- solutions along the way Constraint Propagation: can rule out non-solutions, but this is not the same as finding solutions: Interweave constraint propagation and search Perform constraint propagation at each search step.
38 4-Queens Problem 1 3 2 4 3241 X1 {1,2,3,4} X3 {1,2,3,4} X4 {1,2,3,4} X2 {1,2,3,4}
39 4-Queens Problem 1 3 2 4 3241 X1 {1,2,3,4} X3 {1,2,3,4} X4 {1,2,3,4} X2 {1,2,3,4}
40 4-Queens Problem 1 3 2 4 3241 X1 {1,2,3,4} X3 {1,2,3,4} X4 {1,2,3,4} X2 {1,2,3,4}
41 4-Queens Problem 1 3 2 4 3241 X1 {1,2,3,4} X3 {1,2,3,4} X4 {1,2,3,4} X2 {1,2,3,4}
42 4-Queens Problem 1 3 2 4 3241 X1 {1,2,3,4} X3 {1,2,3,4} X4 {1,2,3,4} X2 {1,2,3,4}
43 4-Queens Problem 1 3 2 4 3241 X1 {1,2,3,4} X3 {1,2,3,4} X4 {1,2,3,4} X2 {1,2,3,4}
44 4-Queens Problem 1 3 2 4 3241 X1 {1,2,3,4} X3 {1,2,3,4} X4 {1,2,3,4} X2 {1,2,3,4}
45 4-Queens Problem 1 3 2 4 3241 X1 {1,2,3,4} X3 {1,2,3,4} X4 {1,2,3,4} X2 {1,2,3,4}
46 4-Queens Problem 1 3 2 4 3241 X1 {1,2,3,4} X3 {1,2


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These porpoises have dark or grey-black skin and a white patch on their side and a white triangle on their dorsal fin; the dorsal fin is triangular and has a hook at the end. They have a stubby body and a small pointed head. They grow to just over two metres long and can weigh over 200 kilograms.
Range & Habitat
Dall's porpoises are found throughout the north Pacific Ocean, both in the open ocean and close to land where there is deep water. Scientists think there are over one million Dall's porpoises in the north Pacific Ocean.
Diet & Behaviour
They eat squid, small crustaceans and many small fish, like herring and anchovies. They are deep-water feeders, and can dive for up to four or five minutes. They are the fastest swimmer of all whales and porpoises, and they have been recorded swimming over 50 kilometres per hour. They don't usually bring their whole body out of the water, but when they surface they make a big splash called a "rooster tail".
Lifecycle & Threats
They sometimes breed with another grey-skinned species of porpoise, the harbour porpoise, giving birth to babies that have grey skin but act like a Dall's porpoise. Baby Dall's porpoises are about 1 metre long, and female porpoises can usually start giving birth when they are around four years old. Fisheries threaten Dall's porpoises, both because they are fished on purpose and because they are often accidentally caught in nets used by salmon and squid fishermen. They are also prey for Orcas and other whales.
COSEWIC: Not at Risk

source: m-a-p/FineFineWeb


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The Tasmanian forest industry planned burning program, which includes both burning for forest regeneration, and burning for property protection generally commences in mid-March if conditions are suitable.
The map showing the burns which the Tasmanian forest industry plans to light today is updated daily between 10:00am and 10:05 am. The information shown may be updated at other times durning each day if circumstances change. The date and time of the last update is shown beneath the map.
The map showing the burns which Forestry Tasmania has alight at present is updated at 5 minute intervals between 7:00am and 7:00pm. The data and time of the last update is shown beneath the map.
The Coordinated Smoke Management Strategy developed by the Forest Practices Authority is being used by the Tasmanian forest industry.
As of 2011 all smoke complaints are being received and investigated by the Environment Protection Authority, a Division of the Department of Primary Industries, Parks, Water and Environment.
If you wish to lodge a complaint about smoke, call 1800 005 171 or contact the Environment Protection Authority at Air, Smoke and Odour Complaints. Your input will help to improve smoke management.
Fire is an important part of the life cycle of eucalypts. In nature most eucalypt species require the disturbance provided by fire to regenerate. Eucalypt seeds and seedlings need a mineral soil seedbed, abundant sunlight and reduced competition from other plants to establish and grow. In nature this situation is provided by a major wildfire. Tasmanian forest managers mimic nature by using fire in a planned and controlled way to re-establish healthy fast growing trees after harvesting.
(Facts about Forest Regeneration Burning)

source: HuggingFaceFW/fineweb-edu


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"The Scripps O2Program measures changes in atmospheric oxygen levels from air samples collected at stations around the world. This sampling network provides a global and hemispheric perspective on oxygen variability. " Stations include:
National Center for Atmospheric Research Staff (Eds). Last modified 14 Oct 2013. "The Climate Data Guide: SCRIPPS O2 ,CO2 and ATO." Retrieved from _URL_


Go to sdss.org
DR7 Home
Where to Start
 Database (CAS)
 Files (DAS)
 Older Releases
About DR7
 Sky Coverage
 Data Processing
 Known Issues
 DR Papers
Tutorial: Obtaining Spectra based on Color Constraints
How to Find all Objects with Spectra that Satisfy a Given Set of Color Constraints and then Get the Spectra.
This query, in particular, finds spectra for all objects at the hot end of the WD cooling sequence. For a simple example, this list is defined as objects with g-r <-0.15 and u-g <0.4. Normally, when querying based on filter or color magnitudes, you should also make sure all the appropriate photo QA flags are set properly (to indicate the object's photometry is trustworthy), but in this case, since all these objects have spectra, we will assume they were targeted and allocated a fiber based on good photometric magnitudes, so we don't bother to check the QA flags.
 1. Go to the Spectro Query Server (all data access tools are linked from Data Access in the left navigation bar).
 2. Select "html" as output format if you want to look at your query results in your browser, or "csv" to save them in a "comma-separated values" file which you can use to retrieve spectra from the Data Archive Server later
 3. At the first line, enter 0 to have your query return an unlimited number of output rows/objects.
 4. Select "minimal" under "Spectroscopy Parameters" under "Parameters to Return". This will return the MJD, plate, and fiberID that you will need to actually get the spectra from the DAS. Make sure none of the filters are checked in the "Filter (for DAS use)" section.
 5. Select the Best radio button between the parameter listboxes.
 6. Under Position Constraints, make sure "No Position Constraint" is selected.
 7. Enter 0.4 in the "u-g max" box.
 8. Enter -0.15 in the "g-r max" box.
 9. Unselect "Extended Sources" and make sure "Point Sources" is selected in the "Object Type" section of the form.
 10. Verify that nothing else is selected.
 11. Click on "Submit Request". Depending on database load, this query takes about half a minute to run and returns 3493 objects.
To get the actual spectra for these objects:
 2. Go to the DAS spectroscopic data retrieval form.
 3. Select the data release you for the spectra you want to download. DR7 uses a later version of the pipeline, and includes spectra not included in DR6. Note that if you select "All data" then the rerun you desire must be included in the csv table you upload, and you will need to slightly modify the procedure you use to generate the cvs accordingly.
 6. Follow the link given the "Download selection" section to the form for mass download.
 7. Under "File types," select spSpec. (You might also want spPlotGif if you want to see simple GIFs of each spectrum.) The spSpec selection will get you the FITS file for each spectrum.
 11. See the tutorial on "Displaying SDSS Spectra" to learn how to display your new SDSS spectra.
Last modified: Wed Jun 21 16:54:26 BST 2006


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More About Ellipses
Steven Dutch, Natural and Applied Sciences,
University of Wisconsin - Green Bay
First-time Visitors: Please visit Site Map and Disclaimer. Use
"Back" to return here.
Find the Center of an Ellipse
Sometimes you have an ellipse but don't know the center. Finding the
center is easy.
- Draw two arbitrary parallel lines cutting chords across the ellipse (in
- Bisect the chords and draw a line through the midpoints of the chords
- Bisect the resulting line. The biscting point is the center.
proof is to imagine doing this construction on a circle, the shearing the circle
out of shape into an ellipse.
Find the Axes of an Ellipse
Since you can easily find the center of an ellipse, finding the axes is just
- Given an ellipse with unknown axes and center, find the center as above.
- Construct a circle with center at the center of the ellipse and
intersecting the ellipse at four points.
- Bisect the arcs of the circle (not shown), or
- Construct the rectangle joining the points where the ellipse and
- Construct the perpendicular bisectors of the sides of the rectangle, or connect opposing pairs of arc bisectors.
Find the Foci of an Ellipse
||Given the major and minor axes of an ellipse, you can always find
the foci. You need the foci for some construction methods. Just draw radii of length a from the ends of the minor axis.
Given the foci, however, you can't uniquely determine the axes. You need
additional information such as the length of one axis. However, the
major axis is always along the line through the foci and the minor axis
always perpendicularly bisects the line between the foci.
Access Crustal Movements Notes Index
Return to Professor Dutch's Home Page
Created 28 December 1998, Last Update
30 January 2012
Not an official UW Green Bay site


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Definitions for wade–giles
This page provides all possible meanings and translations of the word wade–giles
Wade–Giles, sometimes abbreviated Wade, is a romanization system for the Mandarin Chinese language. It developed from a system produced by Thomas Wade during the mid-19th century, and was given completed form with Herbert Giles' Chinese–English Dictionary of 1892. Wade–Giles was a common system of transcription in the English-speaking world for most of the 20th century, used in several standard reference books and in all books about China published in western countries before 1979. It replaced the Nanjing-based romanization systems that had been common until late in the 19th century. It has been entirely replaced by the pinyin system in mainland China. Outside mainland China, it has mostly been replaced by the pinyin system, but remains common in history books, particularly those before late 20th century. Additionally, its usage can still be seen in the common English names of certain individuals and locations such as Chiang Ching-kuo or Taipei.
The numerical value of wade–giles in Chaldean Numerology is: 4
The numerical value of wade–giles in Pythagorean Numerology is: 4
Find a translation for the wade–giles definition in other languages:
Select another language:

source: openbmb/Ultra-FineWeb


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Were UK rules on SRM relaxed to bring them into line with EU rules?
A. In order to comply with Decision 2000/418, the UK with effect from 01 October removed thymus and intestine of bovines aged 6 months or under from the definition of SRM in our national SRM controls.
SEAC considered the Commission's proposals for a Decision on SRM at its meeting on 11 May. The Committee welcomed the proposals and agreed they would represent a significant step forward even though they would require some adjustments to the present UK SRM controls. On balance, the Committee felt that the benefit of introducing SRM controls across the EU would outweigh the slight increase in risk that may arise from any consequential change to the UK controls.
Have there been any further changes to the definitions of SRM?
A. Yes. Following further scientific advice from the SSC, the Commission adopted Decision 2001/2 on the 27 December designating the intestines of bovine animals of all ages as SRM from the 01 January 2001 in all Member States.
Q. Has this change been adopted into UK law?
A. Yes. This has now been transposed into domestic legislation in the Specified Risk Material (England) Amendment (No.3) Order and the Specified Risk Material (England) Amendment (No.2) Regulations.
Q. How can we be sure that the current list of SRM tissues removes all BSE risk?
A. The SRM controls have been regularly reviewed and strengthened on the basis of developing scientific evidence by SEAC. In December 2000 the Food Standards Agency published a review of BSE controls which recommended that the current rules on SRM should be retained in their current form.
Q. What happens to the SRM after removal and how do we know it is disposed of safely?
A. Once SRM has been removed from the carcase and stained in accordance with the Specified Risk Material Regulations 1997 it must be sent without unreasonable delay directly to an approved premises. The types of premises which may be approved include collection centres, incinerators and rendering plants.
The Regulations apply strict rules on the handling, storage and treatment of SRM at these premises. SRM must be disposed of by prescribed and controlled methods which include rendering or incineration. The controls extend to the products of rendering - protein and tallow - which may be disposed of by burial at a licensed landfill site, incineration or other approved method.
It is a problem in that initially it was difficult to find adequate incineration plants for the MBM that was produced after rendering. Howerver, at least in the UK, all that is produced is then incinerated.
When and why were controls for Specified Bovine Material (SBM) first introduced?
A. Controls prohibiting the use of certain bovine offals in human food were first introduced in November 1989, following scientific advice on tissues which were known to, or might potentially, harbour detectable BSE infectivity in infected animals. These tissues - now known as Specified Risk Material (SRM) - originally comprised the brain, the spinal cord, the spleen, the thymus, the tonsils and the intestines of bovine animals aged six months or over.
Q. When and why were these controls extended to cover Sheep and Goat Material?
A. SEAC, (the Spongiform Encephalopathy Advisory Committee) first reported to the Government the potential risk to human health from TSEs in sheep in July 1996. The report focused mainly on the possibility that BSE could be transmitted to sheep. SEAC recommended that the Government give early consideration to removing the brains of sheep, from any source, aged over six months from the human food chain.
Legislation to implement this recommendation was introduced in September 1996, and banned the use of heads from sheep and goats of all ages (with the exception of animals born, reared and slaughtered in Australia or New Zealand).


Velocity Reviews
Velocity Reviews (_URL_
- Python (_URL_
- - Sub-classing NumArray - two questions (_URL_
Colin J. Williams 10-01-2003 04:04 PM
Sub-classing NumArray - two questions

numarray is a package which is under development and intended to replace
Numeric, an efficient and operational package.
One of the classes in numarray is NumArray. As currently implemented,
instances of this class are instantiated using factory functions. This
appears to restrict the sub-classing of NumArray
Examples: a sub-class Matrix, an array restricted to two dimensions, or
a sub-class Mix, which combines the NumArray with RecArray (another
class in the numarray package), or even a sub-class of matrix, Symmetric
(to use more efficient storage)
These cannot readily be built using factory functions. This has been
discussed on the NumPy list
(_URL_ and the
question was posed:
Q1
Can someone please explain what the "new-classes standard" is?
(Obviously meeting it is not one of our current goals)
Another related question:
Q2
It seems that certain flaws were perceived in Numeric (NumPy),
developed in 1997 by Jim Hugunin. Development of numarray was
started to produce an array package which could become a standard
Python package. What were the flaws seen in Numeric?
Colin W.
Background from the NumPY list:
Regarding the "new-classes standard", I can't find much in either the
Python docs or Alex Martelli's "Python in a Nutshell". One of the new
features is a __new__ constructor.
The Python array module doesn't formally have a class and thus it can't
be sub-classed. It uses a factory function to create instance objects.
Martelli, in PIAN p74, writes of factory functions being useful when one
wishes to create instances of different classes depending on some
condition or for the reuse of an existing instance.
In the Python Cookbook p173, he proposes the use of a factory function
to get around the limitations of Python 2.1 and earlier. On page 179,
he refers to the use of a factory method, again to work around
limitations before Python 2.2.
My rough and ready definition would include the ability to create an
instance and initialize
the data in one step.
cjw
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Wednesday, 21 March 2018
HSBC report reveals Estonia is one of five countries least vulnerable to climate change
Estonia is one of five countries considered the least vulnerable to climate change, according to a new study by HSBC.
The bank assessed 67 developed, emerging and frontier markets on vulnerability to the physical impacts of climate change, sensitivity to extreme weather events, exposure to energy transition risks and ability to respond to climate change.
According to the report released on Monday, India is the most vulnerable country to climate change, followed by Pakistan, the Philippines and Bangladesh. The five countries considered the least vulnerable to climate change risk are Estonia, Finland, Sweden, Norway, and New Zealand.
The 67 nations represent almost a third of the world's nation states, 80 percent of the global population and 94 percent of global gross domestic product.
Of the four nations assessed by the bank to be most vulnerable, India has said climate change could cut agricultural incomes, particularly unirrigated areas that would be hit hardest by rising temperatures and declines in rainfall.
Pakistan, Bangladesh and the Philippines are susceptible to extreme weather events, such as storms and flooding. Pakistan was ranked by HSBC among nations least well-equipped to respond to climate risks.
Posted by Tania Lestal


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AFNR Curriculum On the Rise in Minnesota Schools
$1,190,000,000,000. That's over 1 trillion with a T. It's also the amount agriculture, food, and related industries contributed to the U.S. gross domestic product in 2019: $1.19 trillion. Not too shabby!
That number will only continue to grow, which explains why agribusiness professionals are in demand and ag education is hot, hot, hot.
If you're picturing a lot of empty tractor seats as you read this, you couldn't be more wrong. Farmers will always be the backbone of the industry, but there is also demand for employees in biotech, engineering, software, automation, natural resources, finance, marketing, and communications. The list of related careers goes on and on.
"One of the challenges we face is encouraging students and families to see the demand and potential in the agriculture, food, and natural resource industry. It offers high wage, high status, and high quality of life careers that will provide financial flexibility and a balanced future," Ethan Dado said. Dado is an agriculture, food, and natural resource, or AFNR, instructor and FFA adviser for Mankato Area Public Schools.
To meet the demands of the industry, area schools and colleges are adding courses, hiring faculty, and building labs and greenhouse at a rapid pace. To learn more, I spoke with three area educators who are busy creating new learning opportunities at Mankato public schools and colleges.
Mankato Area Public Schools (MAPS)
Independent School District 77 introduced its AFNR program at Mankato East and Mankato West high schools during the 2019-20 school year.
"The demand for talent in AFNR careers is why our program was established two years ago," Dado said. "The community saw the need and advocated with the district to play their part in preparing for the future of the industry."
The high school program has proven wildly popular, growing exponentially in a truly short time.
"The first year we only had 40 students enrolled in our program. For the 2020-21 academic year, we added two more AFNR courses: introduction to plant science and intro to animal science," Dado said. "As a result, we grew from 40 students to just short of 300 students, an increase of over 700 percent."
ISD 77 will continue to grow its AFNR programs, hiring a second instructor and adding four more courses next year. The new courses explore a wide range of AFNR subjects: natural resources; introduction to agricultural mech and tech; plant production; and veterinary science.
MAPS is also building a large, technology-enriched greenhouse to provide hands-on learning opportunities and to train students in problem-solving techniques. The greenhouse will be located at Mankato East High School.
"This greenhouse will increase authentic learning opportunities and prepare 21st century students for 22nd century careers," Dado said. "We have an incredible opportunity to train the next generation."
South Central College (SCC)
South Central College is a seasoned player in AFNR, celebrating 50 years in agricultural education in 2020. Its current offerings are robust and constantly evolving to meet the growing needs of the industry. Brad Schloesser is the dean of agriculture at SCC. He's also the director of the Southern Agricultural Center of Excellence.
"At SCC, our agribusiness programming provides opportunities to augment the food, fuel, feed, and fiber chain," Schloesser said. "Think supply chain. The protein, meat, milk, and plant products that are produced on farms require processing prior to arrival at the store and eventually on our plate. So, at SCC we prepare people for many roles in the agribusiness spectrum, from farm gate to the dinner plate.
SCC divides its AFNR programming into two distinct categories: agribusiness and farm management. The agribusiness curriculum gives students a broad understanding of current ag concepts, innovations, and trends. It includes five associate degree programs and four certificate programs. SCC's newest program is a sustainable micro farming certificate.
More agribusiness offerings are in the works. A $500,000 Agriculture and Food Research Initiative grant from the U.S. Department of Agriculture will be used to create an advanced ag technology certificate program. This program, which combines agribusiness with mechatronics, launches in August 2021.
Schloesser said 91 students are currently enrolled in agribusiness programs. Typically, these programs attract recent high school graduates and transfer students. But there is also demand by nontraditional students, such as military veterans.
"Veterans have opportunities in agriculture," Schloesser said. "That was the motivation for our AgSPARK program. It is designed to transfer, retool and apply their military skills and talents to the agriculture fields."
Farm business management is designed for agricultural producers who are already actively farming. Its goal is to help them make the most out of their operations through one-on-one educational services that lead to certificates and degrees. This popular program's enrollment has been consistently over 600 students for each of the last three years.
SCC is also investing in its facilities. In 2019, the Hi-Tunnel Greenhouse was built on campus. In 2020, it expanded its Agribusiness Experiential Learning Lab, quadrupling its size, through a partnership with the Crystal Valley farmers cooperative.
The rising demand for AFNR graduates has led to several positive trends. Schloesser is seeing increasing diversity in agriculture, a greater emphasis on hands-on education, and more high schools committing to offering AFNR education.
"There's a rejuvenated interest and a commitment to ag education where agriculture awareness and career exploration has been absent," Schloesser said. "Currently there are 202 secondary AFNR programs in Minnesota high schools, with seven more pending, and additional schools seeking the opportunity. You see the same excitement in Mankato, St. Peter, Janesville-Waldorf-Pemberton, Cleveland, and Faribault high schools."
Minnesota State University, Mankato (MSU)
Minnesota State University, Mankato is seeing growth in several AFNR-related areas, including one that may surprise you: business.
"As business students graduate, many take agribusiness positions in accounting, finance, human resources, sales, and other management-related positions," Shane Bowyer said. "The jobs are across the board when it comes to the size of organizations, as graduates are taking positions with large, multinational companies, smaller regional firms, and even starting their own businesses."
Bowyer is MSU's Agribusiness & Food Innovation director and an assistant professor of management. He noted that the College of Business currently offers a minor in agribusiness and food innovation, which can be coupled with any major on campus. It will launch its first agribusiness major in the fall of 2021.
"We are excited about this program as it has various tracks within agribusiness the students can choose to focus on," Bowyer said. "This is developing rather quickly, especially for higher education."
While the university has always had related courses and graduates that went on to work in AFNR-related industries, it has only recently added majors and minors dedicated to AFNR careers. More are on the way.
"Starting this fall of 2021, MSU will have nine undergraduate majors related to AFNR, as well as an environmental sciences master's program and certificate degrees in environmental geology, renewable energy, geographic information sciences, and global solutions in engineering," Bowyer said.
Those programs can't come soon enough. Bowyer cites a recent USDA report that projects annual job opportunities for AFNR graduates with bachelor's degrees or higher will average almost 60,000 openings for each of the next five years; 42 percent of those jobs will be in management and business. At this pace, employer demand will far exceed available graduates.
This trend is reflected in the increasing number of AFNR companies that come to MSU to recruit qualified candidates.
"In the past few years, there have been more than 160 AFNR-related companies recruiting both on campus and through our career development center," Bowyer said. "Because our institution is located in the heart of an agricultural region, there will be abundant opportunities for our graduates right out our back door."
To meet growing demand, MSU will continue to up its ante in the AFNR game. Plans for developing a new College of Applied Agriculture and Food are in the works.
"This will be the front door, attracting students and developing partnerships within the region to bring big ideas to the growing agriculture and food industry," Bowyer said.
Mankato Area Public Schools
Phone: _PHONE_
South Central College
Mankato Campus: _PHONE_
Faribault Campus: _PHONE_ Web: southcentral.edu
Minnesota State University, Mankato
Phone: _PHONE_
Published in May 2021


text:
In summer construction of pump truck, car construction in summer are high ambient temperature and low relative humidity, which also have many adverse effects on the fresh and hardened concrete in addition to the favorable side. Therefore, according to the characteristics of concrete construction in summer and many unfavorable factors, necessary protective measures should be taken to ensure the quality of concrete pouring.
1. concrete pouring is selected at a lower temperature in one day.
2. the mortar used in the run pipe can not be poured to any working surface when the cement concrete conveying pump car is used for pouring, it must be poured only after the discharge of the run pipe mortar and the concrete with one or two pumping trips.
Post time: Jun-22-2020


Main Content
Get Started with the Image Labeler
The Image Labeler app provides an easy way to interactively create a variety of shapes to mark as region of interest (ROI) labels. You can create rectangular, polyline, pixel, and polygon ROI labels and scene labels in an image or image sequence.
You can use labeled data to validate or train algorithms such as image classifiers, object detectors, and semantic and instance segmentation networks. Consider your application when choosing a labeling drawing tool to create ROI labels. For more details on how to select the right label type and drawing tool for your application, see ROI Labels, Sublabels, and Attributes.
 - Load unlabeled data
 - Manually label an image frame from an image collection.
 - Automatically label across image frames using an automation algorithm.
 - Export the labeled ground truth data.
ROI and Scene Label Definitions
 - An ROI label corresponds to either a rectangular, polyline, pixel, or polygon region of interest. These labels contain two components: the label name, such as "cars," and the region you create.
Load Unlabeled Data
Load Data Programmatically
To programmatically load images from a datastore:
 1. Create a datastore from a folder of images:
 imageFolder = fullfile(toolboxdir('vision'),'visiondata','boats.png')
 imds = imageDatastore(imageFolder)
 2. Load the datastore:
To programmatically load a folder of images:
Load Data Directly from the App
Open the app from the Apps tab, under Image Processing and Computer Vision. Click Import to load images or click Open Session to open a saved session.
Create Label Definitions
Create ROI Label
An ROI label is a label that corresponds to a region of interest (ROI) in an image. You can define these ROI label types.
 - Rectangle — Draw 2-D rectangular bounding box labels around objects in an image, such as vehicles, boats, buildings.
 - Projected cuboid — Draw 3-D bounding box labels around objects in an image, such as vehicles, boats, buildings.
 - Line — Draw linear ROIs to label lines, such as lane boundaries.
 - Pixel label — Draw pixels to label various classes, such as road or sky, for semantic segmentation. For more information about pixel labeling, see Label Pixels for Semantic Segmentation.
 - Polygon — Draw polygon labels around objects. You can label distinct instances of the same class. For more information on drawing polygon ROI labels for instance and semantic segmentation networks, see Label Objects Using Polygons
For more details about these ROI label definitions, see ROI Labels, Sublabels, and Attributes.
In this example, you define a Boat group for labeling types of boats, and then create a Rectangle ROI label for a Sailboat and a Tanker. To control showing the ROI label names during labeling, select On Hover, Always, or Never from the Show ROI Labels drop-down menu.
 2. Create a Rectangle label type named Sailboat.
 4. From the Group drop-down menu, select New Group... and name the group Boats
 5. Click OK.
 The Boats group name appears in the ROI Labels pane with the label Sailboat created. You can move a label in the list to a different position or group in the list by left-clicking and dragging the label up or down.
 6. To add a second type of Boats label, select the group Boats, then click Label. Name the label Tanker. Click OK.
 7. Select the Sailboat sublabel, then use the mouse to draw a rectangular ROI around the a sailboat. Select the Tanker sublabel to draw an ROI around the tanker ship.
 Sailboat in the foreground and tanker ship in the background
Create Sublabels
A sublabel is a type of ROI label that corresponds to a parent ROI label. Each sublabel must belong to, or be a child of, a specific label defined in the ROI Labels pane. For example, in the ocean scene, a sailboat label might have sublabels for sails. For more details about sublabels, see ROI Labels, Sublabels, and Attributes.
Define a sublabel for sails.
 1. In the ROI Labels pane on the left, click the Sailboat label.
 2. Click Sublabel.
 3. Create a Rectangle sublabel named sail and optionally write a description. Click OK.
 The sail sublabel appears in the ROI Labels pane. The sublabel is nested under the selected ROI label, Sailboat, and by default has the same color as its parent label.
 You can add multiple sublabels under a label. You can also drag-and-drop the sublabels to reorder them in the list and right-click any label for additional edits.
 4. In the ROI Labels pane, select the sail sublabel.
 5. In the image frame, select the Sailboat label. The label turns yellow when selected. You must select the Sailboat label (parent ROI) before you can draw a sublabel for it.
 Draw sail sublabels for each of the sails.
Sublabels cannot have their own sublabels and they can only be used with rectangular or polyline ROI labels.
Create ROI Attribute
An ROI attribute specifies additional information about an ROI label or sublabel. For example, in a driving scene, attributes might include the type or color of a vehicle. In the ocean scene, attributes might include the type of sailboat or number of sails. You can define ROI attributes of these types.
 - Numeric Value — Specify a numeric scalar attribute, such as the number of doors on a labeled vehicle or the number of sails on a sailboat.
 - String — Specify a string scalar attribute, such as the color of a vehicle or boat.
 - Logical — Specify a logical true or false attribute, such as whether a vehicle is in motion or a boat is making way.
 - List — Specify a drop-down list attribute of predefined strings, such as make or model of a vehicle or boat.
For more details about these attribute types, see ROI Labels, Sublabels, and Attributes.
Add an attribute to a Label.
 1. In the ROI Labels pane on the left, select the Sailboat label and click Attribute.
 2. In the Attribute Name box, type sailboatType. Set the attribute type to List.
 3. In the List Items section, type different types of sailboats, such as Monohull, Catamaran, and Multi-hull, each on its own line. Optionally give the attribute a description, and click OK.
 4. Select a Sailboat ROI label. In the Attributes and Sublabels pane, select the appropriate sailboatType attribute value for that vehicle.
You can also add attributes to sublabels. Add an attribute for the sail sublabel to indicate whether it is a foresail or a mainsail.
 1. In the ROI Labels pane on the left, select the sail sublabel and click Attribute.
 2. In the Attribute Name box, type sailRaised. Set the attribute type to Logical. Leave the Default Value set to Empty, optionally write a description, and click OK.
 3. Select a sail in the scene. In the right-hand pane, set the appropriate isOn attribute value, or leave the attribute value set to Empty.
 The "Attributes and Sublabels" pane showing the sailRaised attribute with "True" selected
Create Scene Labels
A scene label defines additional information for the entire scene. Use scene labels to describe conditions, such as lighting and weather, or events, such as lane changes or point of sail.
Create a scene label to apply to an image.
 1. In the left pane of the app, select the Scene Labels next to the ROI Labels tab.
 2. Click Define new scene label, and in the Label Name box, enter a scene label named daytime.
 3. Change the color of the label definition to light blue to reflect the nature of the scene label. Under the Color parameter, click the color preview and select the standard light blue colors. Then, click OK to close the color selection window.
 4. Leave the Group parameter set to the default of None and click OK. The Scene Labels pane shows the scene label definition.
 5. Click Apply to Image to apply the daytime label to the scene. A checkmark appears for the scene label.
Label Ground Truth
You can label images manually, use a suitable built-in automation algorithm, create a new algorithm, or import an algorithm.
Label Ground Truth Manually
The ROI and Scene labels are defined for your entire session and all images, but you must draw the labels, and sublabels for each image and update the attribute information.
Label Ground Truth Using an Automation Algorithm
To speed up the labeling process, you can use an automation algorithm to label the remainder of your images. Select one of these types of automation algorithms from the app toolstrip Automate Labeling > Select Algorithm section.
 - A built-in automation algorithm — Select a suitable algorithm. Follow the steps that appear in the right pane.
 - Add algorithm — Create an automation. For details on how to define your own automatino algorithm, see Create Automation Algorithm for Labeling.
 - Import algorithm — Import a custom automation algorithm. For more details about importing an automation algorithm, see Create Automation Algorithm for Labeling.
Export Labeled Ground Truth
gTruth =
 groundTruth with properties:
 DataSource: [1×1 groundTruthDataSource]
 LabelDefinitions: [2x6 table]
 LabelData: [531×3 timetable]
Data Source
ans =
groundTruthDataSource for a video file with properties
 TimeStamps: [


text:
Panzer Tracts No.3-2: Pz.Kpfw.III Ausf.E, F, G and H
For Panzer Tracts No.3-2, the team spent 38 years unearthing original records in public and private archives in addition to hundreds of visits to museums to create this penultimate history of a winner – the Panzerkampfwagen III variants used to win the 1939 to 1941 campaigns.
Survivors were accurately measured in detail and drawn at full scale to create as-built drawings for the first time – accurate to the same tight tolerances demanded of the original assembly firms. Thousands of hours went into sorting out the defining features for each Ausführung and when significant modifications were introduced.
The authors chose to use 1/10th scale drawings to illustrate the smallest details, while six-view (including right side and belly) 1/35th scale drawings are still used for the complete Pz.Kpfw.III. 60 photos and 31 pages of drawings illustrate this 84-page book.
- Zugführerwagen (Z.W.) Development
- Pz.Kpfw.III (3.7cm) (Sd.Kfz.141) Ausf.E
- Pz.Kpfw.III (3.7cm) (Sd.Kfz.141) Ausf.F
- Pz.Kpfw.III (3.7cm) (Sd.Kfz.141) Ausf.G
- Z.W.38 (Pz.Kpfw.III Ausf.E, F & G) Umbewaffenung Programm
- Pz.Kpfw.III (5cm) (Sd.Kfz.141) Ausf.H


text:
The weather in Iceland 2013
The weather in Iceland in 2013 was mainly favorable, however, the spring was harsh in the North and East and the summer was on the dull side in the South and West, with precipitation and cloudiness above average. This was the dullest summer of the new century in this area of the country.
The temperature was unusually high during the first two months but for the rest of the year it was closer to the 1961 - 1990 average, relatively coldest in April when persistent snow cover caused problems in the agriculture in the Northeast. An unusually severe but short cold spell hit during the last days of April and the first days of May and resulted in new May minimum temperature records both for the country as a whole and the inhabited areas as well.
June was very warm in the Northeast and East, but the southern part of the country was beset with clouds and drizzle. In July the gloom continued in the South but it was warm in the Northeast. The last third of the month was warm in most areas and a new maximum temperature record for the highland (more than 450 meters above sea level) was established. The dull weather continued in the South and West during August, but the weather was better in the North and East. Most of September was cold and changeable. In the middle of the month the North and Northeast was hit by an unseasonably early snowstorm which caused livestock loss and infrastructure disruptions.
October was unusually dry in the West, winds were light and there was almost no snow. November was windy and difficult – the first half was cold but a very warm period reigned during the last week or so. December was bad, a severe cold spell hit in the first third and the weather around Christmas was stormy with snow and disruptions in traffic were common.
The year 2013 was warm, the temperature being 0.4 til 1.0°C above the 1961 - 1990 mean. It was relatively warmest in the East, but near the average in the Southwest. Even though the year was warm it was the coldest one of the present century in the Southwest. In the North and East the temperature in 2005 and 2011 was similar as in 2013.
In Reykjavík this was the 18th consecutive year of above-normal temperatures and the 15th in Akureyri in the north.
||t-mean||dev _PHONE_||rank||total||dev 2003-2012|
|Dalatangi||4,5||1,0||17 to 18||75||-0,1|
|Teigarhorn||4,6||0,9||24 to 25||140||-0,1|
|Höfn í Hornafirði||5,1|
|Stórhöfði||5,2||0,4||44 to 45||137||-0,6|
|Hveravellir||-0,1||1,0||14 to 16||48||-0,5|
|Árnes||4,2||0,7||32 to 33||133||-0,5|
t-mean: Annual mean temperature in 2013
rank: The rank in a list of annual temperatures from the start of instrumental observations, ordered from the highest to the lowest
dev _PHONE_: Temperature deviation relative to the 1961 - 1990 mean
dev 2003-2012: Temperature deviation relative to 2003 - 2012
The temperature deviations were very large in January and February, April was cold, but June warm - especially in Akureyri (red bar).
The highest maximum temperature of the year was measured in Ásbyrgi in the Northeast on 21 July, 26.4°C. The lowest minimum was measured at Mývatn, also in the Northeast, on 6 December, -31.0°C. This is the lowest temperature measured in Iceland since 1998.
The highest maximum temperature in Reykjavík was measured on 27 July, 20.2°C and in Akureyri the maximum was 23.7°C on 10 July.
The lowest minimum temperature in Reykjavík was -12.8°C on 5 December, being the lowest minimum since 2008. In Akureyri the lowest minimum of the year was -16.0°C measured on 6 December.
The total precipitation was above the long-term average in the country. Precipitation in January, February and September was heavy in most of the country. The summer was wet in the South and West and it was wet in the Northeast and East in September, October and December. October was particularly dry in the West.
The total precipitation measured in Reykjavík was 838 mm, about 5 percent above the 1961 - 1990 normal. In Akureyri the total precipitation was 597 mm, about 20 percent above the normal. This is the 12th consecutive year with above-normal precipitation in Akureyri.
May, September, October and December were very wet in Akureyri, but it was dry in February, June and August. In Reykjavík the precipitation was well above the normal during seven months of the year. October was very dry.
The summer (June to August) was unusually dry in the easternmost areas of the country. At Dalatangi it was the second driest on record (beginning in 1938).
The largest 24-hr precipitation total measured in the year 2013 at a manned station was 154.1 mm on 26 February at Skaftafell in the Southeast. The following day, the precipitation was 153.4 mm – a total of 307.5 mm in 48 hours. At the automatic station at Kvísker in the same area the highest 24-hour precipitation total was 176.3 mm, but the two day total was not quite as high as in Skaftafell.
The number of days with precipitation measuring 1.0 mm or more was 161 in Reykjavík, 13 days above the average. In Akureyri such days were 112, 9 days above average.
There was not much snow in Reykjavík during the winter of 2012 to 2013 (September 2012 to May 2013). Snow covered the ground completely only on 24 days, 41 fewer than on the average _PHONE_. There was much more snow in the Northeast. Snow covered the ground completely on 129 days during this winter in Akureyri, 11 above the average.
During the whole of 2013 snow covered the ground for 42 days in Reykjavík, 23 below the average. In Akureyri the snow covered the ground during 119 days, 2 days above the average.
The greatest snow depth measured in the country was 171 cm, at Skeiðsfossvirkjun in the North on 16, 17 and 26 April.
The total number of hours with bright sunshine in Reykjavík was 1350, 82 hours above the mean of 1961 - 1990. March and April were unusually sunny but during all of the months June to September the sunshine was below average. The annual number of sunshine hours in Reykjavík has now been above the 1961 to 1990 average for more than ten years.
In Akureyri the number of bright sunshine hours was slightly below the average (32 hours). June was especially sunny, but in May, July and August the sunshine was less than the long term average.
Sea level pressure
The average sea level pressure in Reykjavík was 1004.9 hPa. This is 1.0 hPa below the 1961 - 1990 average. The pressure was unusually high in March and unusually low in December, but there was no new absolute monthly deviation record.
The highest sea level pressure of the year was measured at the station Fontur on the northeast tip of the country on 23 March, 1038.7 hPa. The lowest pressure of the year was measured at the station Dalatangi on the eastern coast 19 December, 942.6 hPa.
The aggregate wind speed of the country was below the average during the first four months of the year as well as in June, July and October. August, November and December were windy.
The country was hit by a few bad wind- and/or snowstorms. The most extensive were: An east and northeasterly storm during 26 to 28 January, a northeasterly storm during 4 to 7 March, a northerly storm during 15 to 16 September and a northerly storm on 24 and 25 December.
The January storm caused moderate wind damage in the coastal districts of the North, communication was severely affected. The March storm was accompanied by a severe snowstorm which brought a halt to the traffic in all of the country. The last day of the snowstorm in the South and Southwest was accompanied by an unusual occurrence of blown ash from the volcanic eruptions in 2010 and 2011. The snow that was deposited during this part of the storm was very gray all over the southern and southwestern areas of the country.
The northerly wind- and snowstorm in September caused loss of livestock in the Northeast, but not as much loss as in a similar storm in September 2012. There were power grid breaks as well, but also less widespread than in the year before. During the snowstorm there were traffic disruptions in the northeastern parts of the country.
The last third of December was very windy and the wind culminated in a heavy snowstorm on 24 and 25 December that caused traffic problems and power outages in many parts of the country.
Wind direction (vector)
The wind observations at the synoptic stations are decomposed to an easterly (positive) and northerly (positive) components and averages calculated and compared to the 1961 - 1990 mean. The easterly wind was more persisting in January and March than the average, but westerly winds in August, September and November. The northerly wind component was above average in March, April, October and December, but


text:
Actas de congresos
Estimation of electrical machine speed using sensorless technology and neural networks
2008 IEEE/PES Transmission and Distribution Conference and Exposition: Latin America, T and D-LA.
University of Technology - Paraná (UTFPR-CP)
Universidade de São Paulo (USP)
Universidade Estadual Paulista (UNESP)
The use of sensorless technologies is an increasing tendency on industrial drivers for electrical machines. The estimation of electrical and mechanical parameters involved with the electrical machine control is used very frequently in order to avoid measurement of all variables related to this process. The cost reduction may also be considered in industrial drivers, besides the increasing robustness of the system, as an advantage of the use of sensorless technologies. This work proposes the use of a recurrent artificial neural network to estimate the speed of induction motor for sensorless control schemes using one single current sensor. Simulation and experimental results are presented to validate the proposed approach. ©2008 IEEE.
Showing items related by title, author, creator and subject.
Maciel, R. S.; Padilha-Feltrin, A.
Universidade Estadual Paulista (UNESP) (2009-12-09)Distribution networks paradigm is changing currently requiring improved methodologies and tools for network analysis and planning. A relevant issue is analyzing the impact of the Distributed Generation penetration in passive ...
Da Silva, Armando M. Leite; Nascimento, Luiz C.; Cassula, Agnelo M.; Sacramento, Cleber E.; Ávila, Afonso F.


text:
Site of the First Documented Discovery of Gold in the United States
Reed Gold Mine is the site of the first documented gold find in the United States. From this discovery, gold mining spread gradually to nearby counties and eventually into other southern states. During its peak years gold mining was second only to farming in the number of North Carolinians it employed. The estimated value of gold recovered reached over one million dollars a year. North Carolina led the nation in gold production until 1848, when it was eclipsed by the great rush to California.
A Simple Man
John Reed (Johannes Reith) was a Hessian soldier who left the British army near the conclusion of the Revolutionary War and came to settle near fellow Germans living in the lower Piedmont of North Carolina. Most of the people dwelt on modest family-run farms in rural areas, where they raised small grain crops such as corn and wheat.
The life of farmer John Reed would have been long forgotten had it not been for a chance event one Sunday in 1799. On that day, Reed's son Conrad found a large yellow rock in Little Meadow Creek on the Reed farm in Cabarrus County. This rock reportedly weighed 17 pounds and for three years was used as a doorstop at the Reed house.
In 1802 a Fayetteville jeweler identified the gold nugget. He purchased it for the asked price of $3.50—one-tenth of one percent of its true value.
The following year John Reed began the Reed mining operation by forming a partnership with three local men. The partners supplied equipment and enslaved men to dig for gold in the creek bed, while Reed provided the land. The returns were to be divided equally. The men mined mainly in the off-season from farming, giving first priority to raising their crops. Before the end of the first year, an enslaved boy named Peter had unearthed a 28-pound nugget, which was the largest documented found in the United States. Peter's Nugget remains the largest gold nugget found at Reed Gold Mine and the largest found east of the Mississippi River.
The Fever Spreads
Hearing of Reed's good fortune, other Piedmont farmers began exploring their creeks and finding gold. Men and women, both young and old, worked in the gold fields. Foreigners joined them, including the skilled Cornishmen from England.
"Placer," or creek, gold mining led to underground mining when it was learned in 1825 that the metal also existed in veins of white quartz rock. The search for underground or "lode" gold required much more money, labor, and machinery. Underground work at Reed was not begun until 1831. Four years later a family squabble resulted in a court injunction that closed the mine for a decade.
John Reed was a wealthy man when he died in 1845. Soon the Reed mine was sold at public auction.
The mine was eventually purchased in 1895 by Dr. Justin D. Lisle, Oliver S. Kelly and his son O. Warren Kelly for $15,000. They started exploring the older workings on Lower Hill, then worked towards Upper Hill. A 10-Stamp California style mill was purchased from the Mecklenburg Iron Works of Charlotte by 1896 and placed along Little Meadow Creek to crush and process the quartz faster. The Upper Hill workings were deepened first to the 100-foot level and finally reaching 150-feet looking for quartz veins. Unfortunately the gold they hoped to find never materialized and the Kelly family ended all underground mining in 1912, abandoning their efforts at Reed.
One highlight during the Kelly era at Reed was the discovery of a 23-pound gold nugget by four men - Jacob L. Shinn, Jesse Cox, his son A.M. "Mack" Cox and Dr. J.R. Jerome. They were digging near an old road, an area not completely searched in the past during April 1896. On the 9th of April, the men found a rather large heavy rock, but it didn't have the correct look, so was tossed aside. Finally Jacob Shinn took it to the creek, washed it off and realized it did in fact contain a large amount of gold. All the partners grew extremely excited, and took a wagon ride back to Georgeville to put the gold in Shinn's store. This rock was then determined to be a 23 pound gold nugget, the last large nugget of any size to be reported from the Reed property. Plaster casts were made of the nugget for the N.C. State Museum and the Smithsonian Institution, who had also taken an interest in the nugget. Once the excitement ended, the nugget was sold for $4,800, the value of the gold at the time ($20.67 per troy ounce). While Reed interprets this as the Shinn nugget, some of the Cox family descendants claim Mack actually discovered it in the ground. There is evidence to substantiate this claim, since the photograph showing the original nugget lists A.M. not Jacob Shinn as the person who discovered the nugget. Either way, both men, along with their partners, aided in this great discovery.
Portions of the underground tunnels at Reed Gold Mine have been restored for tours. A visitor center contains exhibits of gold and historical mining equipment. An orientation film highlights the first gold discovery. A picnic area is available, and trails wind through the historic mining area.
The Reed Expansion Committee, a nonprofit organization dedicated to the preservation and interpretation of North Carolina's gold mining heritage, supports many ongoing projects at Reed Gold Mine.
Golden Promise in the Piedmont:
The Story of John Reed's Mine
by Richard F. Knapp, North Carolina Office of Archives & History, Revised Edition, 1999.
Gold Mining in North Carolina
by Richard F. Knapp and Brent D. Glass,
North Carolina Office of Archives & History, 1999.
The Reed Gold Mine Guidebook
designed and edited by Linda Funk,
North Carolina Office of Archives & History, 1979.
The First Gold Rush: A Master Plan for Reed Gold Mine
National Park Service, 1972.


Difference between an educator and a teacher
,, Leave a comment
Difference between an educator and a teacher
Children Educator
There are many similarities between educators and teachers. Indeed, there is also a ton of overlap in that many teachers are educators and many educators are teachers. And in many cases, the two terms can be considered synonymous. However, there are some small variations in the roles each plays and when the term is appropriate to use.
 1. Role
Perhaps the biggest difference in the two terms is the fact that an educator could be anyone who gives instructions, whereas a teacher is a job title to describe someone who teaches at a school. An educator could also be someone who acts as a mentor, and instructor or even a trainer. A teacher is someone who is in the teaching profession. They get paid and often require special training or formal qualifications, which is something that is not required of all educators but would depend on the type of educator and the content.[i] The difference between the two may be thought of as formal and informal also. Informally, when a teaching role is taken on by anyone, that would be more likely to be considered an educator. But when it takes place in a formal setting, with paid professional teachers, it would be more likely to be called teaching. In settings that are informal, but still require the same degree of teaching (such as homeschooling), both terms can be used accurately.[ii]
 1. Function
An educator educates students and a teacher teaches students. This may seem like the same thing, but an educator does not simply teach, but can also give intellectual, moral and social instruction. The scope and depth of education that can be provided by an educator can be much broader than a teacher because their focus is on overall development and progress for the student. This often requires that the educator evaluate progress individually and adjust the material to fit the student's needs. This is in contrast to a professional, paid teacher who will primarily focus on the pre-defined curriculum and syllabus for the term. This is what is taught to the entire class, regardless of their individual needs.[iii]
 1. Material
To become a teacher, an individual typically has to gain special training or receive some formal qualification. This is because the content that is taught deals with imparting theoretical knowledge such as theories, formulas and other information. Additionally, they teach how to apply the knowledge in a practical manner. While the same duties may be performed by an educator, depending on the content that they are covering, an educator will also provide intellectual, moral and social instructions rather than a simple practical application. This involves tying the information to a broader context than a teacher would.[iv]
 1. Characteristics
There are also certain qualities and characteristic that differentiate an educator from a teacher. With teaching, the individual teachers are expected to follow clear standards of practice that address the ongoing education of teachers, investigating any complaints and conducting hearings into allegations of professional misconduct. They must also take appropriate disciplinary action and deal with accreditation through teacher education programs. There is also an inherent obligation to honor students' rights.[v]
Informal education also has prescribed characteristics that help to define it. It seeks to create or deepen situations where people can learn or provide an environment where everyone can learn together building upon each other's ideas. Informal education also understands that an activity can be based on any form of learning (the teaching does not have to be deliberate, but can be implied) and focuses on social and collaborative aspects of learning. At times, informal education can help to bridge the gap between school and life and it allows the students a choice in how to approach and learn the material. Students are also given the tools that are tangible for the processes in which they apply to. Informal education can make learning accessible in everyday life and it is often driven by conversation and interaction with others.[vi]
 1. Advantages and disadvantages
In recent times, informal teaching is beginning to be more and more recognized for the advantages it may provide for life-long learning skills. It emphasizes certain values such as working for the well-being of all, respecting each and every human being, embracing dialogue, equality, justice, and democracy, including the active involvement of people in issues that affect their own lives. This focus is on values rather than a set curriculum. Informal education gives students real issues that help them to become deeply engaged in solving a particular problem. Through this, new concepts are mastered and this is how the education is transferred.[vii]
Formal education, led by a teacher, is much more widely accepted standard for transferring knowledge. Since qualifications are required, the individual who is teaching must understand the material they are teaching. However, the method is more through rote, or memorization rather than the experiential learning that occurs with informal education.[viii]
 1. Global comparisons
It is also important to understand that both terms can take on a new context in different regions of the world. They may still have similarities and differences, but these will be determined by the local culture and customs. Generally speaking a teacher would have four competences, including as a manager of instruction, as a caring person, as an expert learner and as a cultural and civic person. These different competences may occur at different levels in areas that are geographically and culturally different.[ix]
Author: Rikki Roehrich
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Take the 2-minute tour ×
Given (arbitrarily):
CGRect frame = CGRectMake(0.0f, 0.0f, 100.0f, 30.0f);
What's the difference between the following two code snippets?
 UIButton *button = [UIButton buttonWithType:UIButtonTypeCustom];
 button.frame = frame;
 UIButton *button = [[[UIButton alloc] initWithFrame:frame] autorelease];
share|improve this question
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5 Answers
I think they're equivalent. Haha! Trick question you sneaky little punk!
 1. -buttonWithType: returns an autoreleased UIButton object.
 2. +[NSObject alloc] defaults scalar instance variables to 0, so buttonType should be 0, or UIButtonTypeCustom.
Pros & Cons
 1. You could argue that it's clearer to use -buttonWithType: and set buttonType explicitly and that it's safer in case Apple changes UIButtonTypeCustom to be 1 instead of 0 (which will most certainly never happen).
 2. On the other hand, you could also argue that it's clear & safe enough to use -initWithFrame. Plus, many of the Xcode sample projects, such as "TheElements" & "BubbleLevel," use this approach. One advantage is that you can explicitly release the UIButton before the run loop for your application's main thread has drained its autorelease pool. And, that's why I prefer option 2.
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+1 for internal dialog. – glenstorey Aug 22 '12 at 17:54
"-[NSObject init] defaults scalar instance variables to 0" No, it's actually +alloc that sets instance variables to 0. "so buttonType should be 0" No, this depends on what -[UIButton init] (if there is such a method) does. Sure, it might currently set it to 0 or doesn't set it (in which case it would be 0); but since that method it not documented, they could change its behavior in the future. You have no guarantees on what it does. – user102008 Aug 27 '12 at 21:06
I know this is old but I have noticed you have to use [UIButton buttonWithType:] are your button type never gets set. Also you've written -buttonWithType as an instance method it should be a class method so you need to replace - with +. – Popeye Mar 28 '13 at 15:57
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I would strongly suggest using the first approach (+buttonWithType), because that's the only way to specify the button type.
If you +alloc and -initWithFrame:, the buttonType is set to some standard value (not sure which, and this could change in later versions of the SDK) and you can't change the type afterwards because the buttonType property is read only.
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The main (maybe the only) difference is in memory management: as you said, buttonWithType returns an autoreleased UIButton. This way you don't have to worry about releasing it. On the other hand, you don't own it, so you cannot release it when you want to (except, of course, if you drain the autorelease pool).
Calling explicitly [[UIButton alloc] initWithFrame:frame], instead, you dynamically alloc your button, so you own it and you're responsible for releasing it.
If you plan to retain your button for some reason then maybe you should consider the second solution, but if, as in this case, you are autoreleasing it immediately, there's no big difference between the two way of creating a button...
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Two options are the same but I prefer option 2 because it can handle memory management
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You can use the first and do "[button retain];", so you will never lose the pointer.
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text:
Linking Ecosystem Health Indicators and Collaborative Management: a Systematic Framework to Evaluate Ecological and Social Outcomes
Tischa A Muñoz-Erickson, Arizona State University
Bernardo Aguilar-González, Prescott College
Thomas D. Sisk, Northern Arizona University
Full Text: HTML
Collaborative management has gained popularity across the United States as a means of addressing the sustainability of mixed-ownership landscapes and resolving persistent conflicts in public lands management. At the same time, it has generated skepticism because its ecological and social outcomes are seldom measured. Evaluating the success of collaborative efforts is difficult because frameworks to assess on-the-ground outcomes are poorly developed or altogether lacking. Ecosystem health indicators are valuable tools for evaluating site-specific outcomes of collaboration based on the effects of collaboration on ecological and socioeconomic conditions. We present the holistic ecosystem health indicator, a promising framework for evaluating the outcomes of collaborative processes, which uses ecological, social, and interactive indicators to monitor conditions through time. Finally, we draw upon our experience working with the Diablo Trust, a community-based collaborative group in northern Arizona, USA, to illustrate the development of an indicator selection model generated through a stakeholder-driven process.
adaptive management; collaborative management; holistic ecosystem health indicator; northern Arizona rangeland; outcome evaluation; participatory approach; socio-ecological systems; sustainability
Ecology and Society. ISSN: _PHONE_


text:
Synonyms for opinionatedəˈpɪn yəˌneɪ tɪd
This thesaurus page is about all possible synonyms and similiar words for the term opinionated
English Synonyms and Antonyms, by James Champlin Fernald
Dogmatic is technically applied in a good sense to that which is formally enunciated by adequate authority; doctrinal to that which is stated in the form of doctrine to be taught or defended. Dogmatic theology, called also "dogmatics," gives definite propositions, which it holds to be delivered by authority; systematic theology considers the same propositions in their logical connection and order as parts of a system; a doctrinal statement is less absolute in its claims than a dogmatic treatise, and may be more partial than the term systematic would imply. Outside of theology, dogmatic has generally an offensive sense; a dogmatic statement is one for which the author does not trouble himself to give a reason, either because of the strength of his convictions, or because of his contempt for those whom he addresses; thus dogmatic is, in common use, allied with arrogant and kindred words.
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text:
Cultural Transmission in Mexican American Families: Considering Youth's Active Role in their Cultural Development
The adaptation and integration of the mainstream and ethnic culture are important processes to understand as they have been associated with immigrant and minority youth's adjustment and family dynamics. However, few studies focusing on youth's cultural experiences have explored youth's active role in their own cultural development, and even less have explored youth's role in influencing parents' cultural development. In the current dissertation, two studies addressed these issues by using a within-family longitudinal design to explore 246 Mexican American youth's role in their own and their families' cultural development. The first study examined the reciprocal associations in parents' and two offspring's cultural values to examine developmental differences in parent-youth socialization processes. Overall, the importance of mothers' values was highlighted as a significant predictor of increases in youths' values, five years later. In addition, Study 1 highlighted situations where youth play an active role in their parents' cultural development as youths' lower endorsement of respect for elders values was associated with increases in fathers' value endorsement, five years later. The second study explored the associations between youth's imitation and de-identification from parents and parent-youth incongruence in Mexican and Anglo cultural orientations. Youths' active role in their cultural development was underscored, as youths' reports of de-identifying from parents were linked to more incongruence in parent-youth Anglo orientations. Further, important family characteristics (i.e., parent-youth warmth and demographic similarities) were shown to predict youths' more imitation and less de-identification from parents.


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12 definitions found
 for fast
From The Collaborative International Dictionary of English v.0.48 :
 or in part; to go hungry.
 [1913 Webster]
 Fasting he went to sleep, and fasting waked.
 [1913 Webster]
 abstain from food voluntarily for a time, for the
 mortification of the body or appetites, or as a token of
 grief, or humiliation and penitence.
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 xii. 21.
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 Fasting day, a fast day; a day of fasting.
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From The Collaborative International Dictionary of English v.0.48 :
 [1913 Webster]
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 2. Firm against attack; fortified by nature or art;
 impregnable; strong.
 [1913 Webster]
 Outlaws... lurking in woods and fast places.
 [1913 Webster]
 3. Firm in adherence; steadfast; not easily separated or
 alienated; faithful; as, a fast friend.
 [1913 Webster]
 washing; durable; lasting; as, fast colors.
 [1913 Webster]
 5. Tenacious; retentive. [Obs.]
 [1913 Webster]
 Roses, damask and red, are fast flowers of their
 smells. --Bacon.
 [1913 Webster]
 6. Not easily disturbed or broken; deep; sound.
 [1913 Webster]
 [1913 Webster]
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 8. Given to pleasure seeking; disregardful of restraint;
 fast liver. --Thackeray.
 [1913 Webster]
 possible unusual rapidity of play or action; as, a fast
 table, etc.
 [Webster 1913 Suppl.]
 Fast and loose, now cohering, now disjoined; inconstant,
 fast and loose, to act with giddy or reckless inconstancy
 side on a revolving shaft, which is driven from another
 the machinery driven thereby. When the machinery is to be
 stopped, the band is transferred from the pulley fixed to
 the shaft to the pulley which revolves freely upon it, and
 vice versa.
 a vessel, a rope, or a door.
 [1913 Webster]
From The Collaborative International Dictionary of English v.0.48 :
 Fast \Fast\, n. [OE. faste, fast; cf. AS. f[ae]sten, OHG. fasta,
 G. faste. See Fast, v. i.]
 1. Abstinence from food; omission to take nourishment.
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 Surfeit is the father of much fast. --Shak.
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 2. Voluntary abstinence from food, for a space of time, as a
 spiritual discipline, or as a token of religious
 [1913 Webster]
 3. A time of fasting, whether a day, week, or longer time; a
 period of abstinence from food or certain kinds of food;
 as, an annual fast.
 [1913 Webster]
 Fast day, a day appointed for fasting, humiliation, and
 religious offices as a means of invoking the favor of God.
 To break one's fast, to put an end to a period of
 abstinence by taking food; especially, to take one's
 morning meal; to breakfast. --Shak.
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From The Collaborative International Dictionary of English v.0.48 :
 Fast \Fast\, adv. [OE. faste firmly, strongly, quickly, AS.
 f[ae]ste. See Fast, a.]
 1. In a fast, fixed, or firmly established manner; fixedly;
 firmly; immovably.
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 We will bind thee fast. --Judg. xv.
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 2. In a fast or rapid manner; quickly; swiftly;
 extravagantly; wildly; as, to run fast; to live fast.
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 Fast by, or Fast beside, close or near to; near at hand.
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 He, after Eve seduced, unminded slunk
 Into the wood fast by. --Milton.
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 Fast by the throne obsequious Fame resides. --Pope.
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From The Collaborative International Dictionary of English v.0.48 :
 Fast \Fast\, n.
 That which fastens or holds; especially, (Naut.) a mooring
 rope, hawser, or chain; -- called, according to its position,
 a bow, head, quarter, breast, or stern fast; also, a post on
 a pier around which hawsers are passed in mooring.
 [1913 Webster]
From WordNet (r) 3.0 (2006) :
 adv 1: quickly or rapidly (often used as a combining form); "how
 2: firmly or closely; "held fast to the rope"; "her foot was
 stuck fast"; "held tight" [syn: fast, tight]
 adj 1: acting or moving or capable of acting or moving quickly;
 pace"; "a fast car" [ant: slow]
 2: (used of timepieces) indicating a time ahead of or later than
 the correct time; "my watch is fast" [ant: slow]
 3: at a rapid tempo; "the band played a fast fox trot" [ant:
 4: (of surfaces) conducive to rapid speeds; "a fast road";
 "grass courts are faster than clay"
 5: resistant to destruction or fading; "fast colors"
 6: unrestrained by convention or morality; "Congreve draws a
 debauched aristocratic society"; "deplorably dissipated and
 degraded"; "riotous living"; "fast women" [syn: debauched,
 degenerate, degraded, dissipated, dissolute,
 libertine, profligate, riotous, fast]
 7: hurried and brief; "paid a flying visit"; "took a flying
 [syn: flying, quick, fast]
 8: securely fixed in place; "the post was still firm after being
 hit by the car" [syn: fast, firm, immobile]
 9: unwavering in devotion to friend or vow or cause; "a firm
 Tippecanoe"- Campaign song for William Henry Harrison; "fast
 friends" [syn: firm, loyal, truehearted, fast(a)]
 10: (of a photographic lens or emulsion) causing a shortening of
 exposure time; "a fast lens"
 n 1: abstaining from food [syn: fast, fasting]
 v 1: abstain from certain foods, as for religious or medical
 reasons; "Catholics sometimes fast during Lent"
 2: abstain from eating; "Before the medical exam, you must fast"
From Moby Thesaurus II by Grady Ward, 1.0 :
 349 Moby Thesaurus words for "fast":
 Barmecidal feast, Encratism, Friday, Lenten diet,
 Lenten entertainment, Lenten fare, Pythagoreanism, Pythagorism,
 Rechabitism, Sabbath, Shakerism, Spartan fare, Stoicism, Sunday,
 abandoned, abstain, abstainment, abstemiousness, abstention,
 abstinence, accelerated, active, agile, aground, airtight, alert,
 amain, anchored, apace, ardent, asceticism, at flank speed,
 attached, avoidance, balanced, banyan day, bare subsistence,
 bonded, bound, bread and water, breakneck, brief, brisk, briskly,
 calculable, caught, celibacy, cemented, chained, chastity, chronic,
 church calendar, close, close to, closely, colorfast, committed,
 compact, confirmed, connected, constant, continence, cool, dashing,
 debauched, dedicated, deep-dyed, deep-fixed, deep-rooted,
 deep-seated, deep-set, deep-settled, dependable, devoted, diet,
 dissipated, dissolute, dissolutely, double-dyed, double-quick,
 dustproof, dusttight, dyed-in-the-wool, eagle-winged,
 eat sparingly, ecclesiastical calendar, eschewal, established,
 expeditious, expeditiously, express, extravagant, extravagantly,
 fadeless, faithful, faithworthy, fastened, fasting, feast,
 fecklessly, fiducial, firm, firm as Gibraltar, firmly, fish day,
 fixed, fixedly, flat-out, fleet, flying, free, fruitarianism,
 full tilt, gallant, galloping, gasproof, gastight, gay, glued,
 go hungry, grounded, gymnosophy,


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How does the word saturnine derives! if you care why words derive!
Saturnine might have had originated in the fact that Saturn's Equinoxes are month long darkness (lack of sunshine for weeks altogether) as Saturn tilts away from sun (and toward sun) for 90 degree (Earth's 23.44 degree only)! Thats means parts of sun will get no sun-light for several weeks in the culmination of these Saturnine equinoxes.
So saturnine means a person who is gloomy or melancholic. ( — perhaps at-least for longer duration.)
I learned this because I was playing with words when grammar of my computer showed the word and I checked its meaning, I was although writing about equinox of Saturn, I came to learn this, cool is it?


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Carbide Dies For Automotive Industry.by Sagar Chauhan Digital Marketing Analyst
In the recent years, there is a growth witnessed after a long time of recession in the automotive industry. Many instances tell us that the industry is still on its path of growth. Various automotive companies have stated openly their success in gaining optimum profits in the recent years. This success is attained on the global front and it is predicted that the automotive industry will grow more at a faster pace in the years to come. Investors have opened up new plants and refurbished the existing facilities. The reason behind the steady growth of this industry is the evolvement of new and more advanced technology and tools. The production in the domain of roll forming, metal stamping, and carbide dies have increased the demand for automotive equipment in the recent times. In the domain of dies, the automotive industry has taken many advantages. The formation of nuts and bolts is also done by using these dies. Let's gain more information about the main types of carbide dies for automotive industry by reading ahead!
Major Carbide Dies Types
Amongst other dies, there are only four major types of carbide dies that is beneficial for the automotive industry. These four carbide dies types are mentioned below:
· Carbide Drawing Dies: The main usage of the carbide drawing dies is the shaping of tube, rod, wire, and bar. The commonly used materials are aluminum, steel, and copper. These are usually used in the drawing procedure. And the material that is drawn includes stainless steel, carbon steel, and mild steel. Apart from the strong materials, the softer materials can also be drawn such as copper alloys and aluminum.
· Cold Forming Dies: These dies are used for cold forming. The cold metal slug is kept inside the dye and this metal is hit with a strong strike. This procedure of forcing the metal helps in achieving the desired shape. Moreover, the yield strength of the metal is also increased by this method. The cold forming dies are mainly used for various applications like bolts, screws, and other fasteners.
· Extrusion Dies: In order to form the cross section area, the extrusion dies are used for pushing the slug in the desired direction. If you are using these dies for pipes, tubing, or any such application, then a mandrel must be used. The procedure of extrusion can be performed at various temperatures on different types of dies. And, the resulting material after using the extrusion dies are copper, aluminum, steel, nickel, plastic, tin, and lead.
· Carbide Shaving Dies: When the drawing process is in process, there are certain surface defects. To rectify these defects, the carbide shaving dies are used. The process can be applied to different types of alloys like steel, aluminum, and copper alloys. Moreover, it is used in the process of rotary swaging.
Apart from the dies that are mentioned above, there are several other types of carbide dies available in the market. However, the aforementioned ones are major ones and can be found anywhere in the market. All you need to do is search for a trustworthy manufacturer of the carbide dies for automotive industry.
Created on Jan 3rd 2018 03:45. Viewed 386 times.
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text:
Primary Sources & Lesson Plans
This letter, part of a lifelong correspondence between Rebecca Gratz and her childhood friend Maria Fenno, reflects many important facets of society in the early nineteenth century. Life in the young American nation was exciting. Filled with optimism, many Americans of this era realized that they were involved in an experiment of great promise. The most immediate concerns of young women of affluence, such as Gratz, were family and social relations, as shown by Gratzs reports of her own activities and her inquiries about the health and happiness of her friend.
Yet despite their privileged world, even the wealthy could not escape the instability caused by disease and other dangers. Fenno had lost both her parents in the Yellow Fever epidemic of 1798, and Gratzs concerns for her friends health betray the fragility of life in this period. Gratz later became involved in much more than the personal relations of family and friends that filled the lives of most of the women of her status. Her exposure to the problems faced by Maria and others provided the impetus for a lifetime of work on behalf of orphans and other unfortunates of her time.
For more information on this letter and the life of Rebecca Gratz, go to JWAs Women of Valor exhibit.
1. What type of information does Gratz report to her friend and what information does she seek in return?
2. What aspects of this letter are similar to correspondence between friends today? What aspects are specific to the time period?
3. How did the fragility of life in this time period affect personal relationships?
4. How would this letter have been different if it had been written from one man to another?
How to Cite This Page


table – Finding the row and position number in Pascal's Triangle such that the number is prime
I have the following code:
α = 100;
(DoubleStruckCapitalT)(i_, j_) := Binomial(i, j - 1);
ParallelTable(
 If(PrimeQ((DoubleStruckCapitalT)(n, k)), {n,
 k, (DoubleStruckCapitalT)(n, k)}, Nothing), {n, 0, α}, {k,
 1, α}) //. {} -> Nothing
Now, this code uses the function $T(n,k)$ where $n$ is the number of the row of pascals triangle and $k$ is the position number. Outside of the triangle $T(n,k)$ always gives a $0$. When I want to compute the code of mine for big values of (Alpha) it has to check all the rows for that number of inputs but the 0'th row only have one position that is not equal to $0$ and so on. How can I edit my code such that it only checks the numbers that matter instead of the large amount of zeros?


Featured Articles - Lansdale, PA Foot Doctor
Lansdale Podiatry Office
231 E. Main Street
Lansdale, PA 19446
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Monday, 18 June 2018 00:00
Being a parent involves caring for your child in every way you can. You make sure they are eating the right food, being nice to others, and staying out of any trouble. However, it is also important that you are watchful of their health, more specifically their foot health. Maintaining good foot health in childhood is important in preventing later conditions in life from happening. As children continue to develop, their feet require different techniques of care. Here are some various ways in which you can help your child's feet stay healthy.
A baby needs a lot of care and attention overall, but the importance of their feet should never be forgotten. Before a baby turns one, their feet change and develop greatly. It is important that during this time, a mother avoids putting tight socks on their child. She should also encourage movement of their feet so the baby can begin to feel more comfortable using them.
As a baby enters the toddler years of his or her life, they are begin to walk around. When your baby begins to take those first steps, it is crucial that they are wearing protective shoes on their feet. As a mother that is observant of your child's feet, you may notice changes in them. This is completely normal as the feet are becoming susceptible to the activity of walking. It is normal for a toddler to be a bit unsteady or to "walk funny" at first.
When your child grows out of their toddler years, it is important that you begin to show him or her how to care for their feet on their own. Practice with your child proper hygiene in order to prevent foot fungus or infection. Since children are constantly on the move, it is crucial to be cautious of any accidents or injuries that might occur. If an injury occurs, it is advised that you take your child to be examined by a doctor immediately. Since your child is still growing, particular injuries can shift the way in which a bone or other important part of the foot is developing.
Babies and kids are always changing and growing. Your job as a parent is to make sure they stay healthy and making sure they are properly maintained. This involves proper foot care and making sure the feet stay healthy. Following this guide, your child can live a long and happy life.
Monday, 11 June 2018 00:00
Many pregnant women complain about foot pain while they are expecting. Foot pain can primarily be caused by weight gain and hormonal changes taking place in the body. By understanding how pregnancy impacts the health of a woman's feet, a pregnant woman can take action to keep her feet as healthy and comfortable as possible.
Because a woman's weight changes during pregnancy, more pressure is brought to bear on both the legs and the feet. This weight shift can cause two major foot problems: over-pronation, also known as flat feet, as well as edema, which is swelling of the feet. Over-pronation occurs when the arch of the foot flattens, causing the foot to roll inwards when the individual is walking, and can aggravate the plantar fascia tissues located along the bottom of the feet. If these tissues become inflamed, a pregnant woman can experience pain in the heel of the foot as well as severe foot pain while walking or standing. Swelling of the feet, or edema, often occurs in the later stages of pregnancy. It is caused by slow circulation and water retention, and may turn the feet a light purple color.
To keep feet in good health and prevent over-pronation, pregnant women should avoid walking barefoot and be sure they are wearing shoes that offer good arch support. A device known as an orthotic can be added to regular footwear in order to provide additional support for the feet during pregnancy. Any expectant mother whose feet hurt should first check to see if the shoes she is wearing are old, worn out and not offering the proper support necessary for distributing the weight of her body during pregnancy.
To treat edema of the feet, a good start is to wear quality footwear which offers support and good circulation. Keep feet elevated whenever possible by using a foot stool while seated. Stay well hydrated by drinking plenty of water to prevent water retention in the feet. Any swelling that occurs in only one foot should be examined as soon as possible by a doctor.
Good foot health during pregnancy can help expectant mothers avoid foot pain that leads to other health problems. Massaging the feet and doing regular gentle exercise like walking aids foot health by contributing to good circulation. Supportive shoes are also a good investment that will support foot health during pregnancy.
Monday, 04 June 2018 00:00
An ingrown toenail is a toenail that grows sideways into the nail bed, causing pain and swelling. Ingrown toenails can worsen and cause drainage, turning into a serious infection.
Several factors affect whether a person is at risk from an ingrown toenail. The many causes include being overweight, diabetes, participating in sports, having a fungal infection of the toe, and cutting your nails too short. Ingrown toenails also have a genetic predisposition, causing some people to be more prone to receive the condition than others. Other causes include improperly fitting shoes and shoes that keep the feet damp.
Ingrown toenails can be preventable with certain measures. For starters, allowing your toe nails to grow slightly longer in length will help prevent them from becoming ingrown. If you have already developed an ingrown toenail, soak the affected toe in warm water. This will alleviate the pain and help prevent an infection from forming. Antibiotic soap or Epsom salts may be added to further help the relieving process and avoid infection. Placing cotton beneath the affected area is also suggested, as this may help the toenail grow upwards and not into the nail bed. Swelling and redness can be reduced by resting with your feet elevated.
A podiatrist should be seen if the pain becomes so serious that it prevents you from doing your everyday activities. If a red streak running up your leg appears or if you suspect your infection has spread, contact a podiatrist immediately. Fast treatments can be undertaken to lessen your pain and have you walking comfortably.
An ingrown toenail can be easily treated with a Band-Aid. Simply wrap the affected toe with a Band-Aid to prevent infection and keep the nail from growing out at a painful angle.
In more serious cases, your podiatrist may decide to make a small incision to remove a portion of your toenail. To prevent the nail from growing back, medication will be placed directly into the nail bed. This procedure would be performed under local anesthesia and is a faster method to alleviate discomfort from an ingrown toenail. Post-procedure directions will have you stay off the affected foot for a day. Afterwards, normal activities can be resumed.
Tuesday, 29 May 2018 00:00
Peripheral artery disease (PAD), or peripheral arterial disease, is a circulatory problem in which there is a reduction of blood flow to the limbs due to narrowed arteries. When peripheral artery disease develops, the extremities do not receive enough blood flow; this may cause symptoms to develop such as claudication, or leg pain when walking. The legs are the most common site of peripheral artery disease.
Claudication, or leg pain when walking, is one of several symptoms that can develop due to peripheral artery disease. Other symptoms caused by the disease include painful cramping in the hips, thighs, or calves after certain activities; leg numbness or weakness; coldness in the lower leg or foot; sores on the lower extremities that do not heal; hair loss on the lower extremities; and a missing or weak pulse in the lower extremities. In more severe cases, pain may even occur when the body is at rest or when lying down.
Peripheral artery disease is typically caused by atherosclerosis, a condition in which fatty deposits build up in the arterial walls and reduce blood flow. Smoking, diabetes, obesity, high blood pressure, and high cholesterol are some of the risk factors for peripheral artery disease.
If you are experiencing pain, numbness, or other symptoms in the lower extremities, see your healthcare professional immediately. Diagnosed peripheral artery disease can be treated with various medications, angioplasty and surgery, exercise programs, or alternative medicine. It is important to consult a healthcare professional to determine the best treatment for you.
Monday, 21 May 2018 00:00
Trauma to the foot, especially the toes, can occur in many ways. Banging them, stubbing them, or dropping something on them are a few different ways this trauma can occur. Given the fact that toes are positioned in front of the feet, they typically sustain the brunt of such trauma. When trauma occurs to a toe, the result can be a painful break or fracture. Another type of trauma that can break a toe is repeated activity that places stress on the toe for prolonged periods of time.
Broken toes can be categorized as either minor or severe fractures. Symptoms of minor toe fractures include throbbing pain, swelling, bruising on the skin and toenail, and the inability to move the toe with ease. Severe toe fractures require medical attention and are indicated when the broken toe appears crooked or disfigured, when there is tingling or numbness in the toe, or when there is an open, bleeding wound present on the toe.
Generally, a minor toe break will heal without long-term complications. However, it is important to discontinue activities that


text:
Definition of Tuna
Tuna: A fish about which there are several health concerns. One concern involves carbon monoxide that prevents the flesh of the fish from discoloring and keeps it red. The FDA permits this practice in the US but Japan, Canada and the European Union have banned the practice because of fears that it could be used to mask spoiled fish. A second concern involves the presence of mercury in tuna. The US government has warned pregnant women, nursing mothers, young children and women of childbearing age to limit their consumption of tuna because of concerns about mercury poisoning.Source: MedTerms™ Medical Dictionary
Last Editorial Review: 6/14/2012
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See our new Maps page for an interactive visualization of the religious demography of the Middle East. Here's a preview:
Note these disclaimers: In order to highlight minority religions, the visualization risks exaggerating the size of minority populations relative to total population. In reality minority populations in most parts of the middle east are tiny in relation to total population, and they are shrinking. The map also does not reflect religious diversity among Muslims. We'll be working on additional visualizations that will help to balance both of these concerns, as well as working to update data.