Health and Finances: The Cost of Being Fit
cost of fitnessEach year, more and more people try to obtain a better state of health. This is something that does not usually come easily or always affordably. The average cost of a gym membership is around $50-$54 a month or a bit over $600 a year according to the market study conducted by Bloomberg. As fitness is a continuous process throughout one's life, the amount used towards it can stack up. So the main question is: does it really have to be so costly?
In Adulthood
It is generally easier to be fit and active upon reaching adulthood. Adults need around 150 minutes of moderate exercise or 75 minutes of vigorous exercise per week in order to be fit and healthy based on The Physical Activity Guidelines for Americans. Depending on how you choose to obtain that exercise it'll impact the cost. A gym membership can compound the expenses so it's good to seek alternatives if you're on a budget. Going for exercises that you can do at home like Yoga or even taking up running can whittle down what you spend to get fit.
In the Latter Years
Individuals aged 65 and older are recommended to do exercises that target specific areas: balance, endurance, flexibility, and strength according to the National Institute of Aging. A primary concern for a lot of the elderly is affording to keep fit when income may be less later in life. All the more reason to find fitness routines that do not require membership contracts or costly equipment. It also helps to be part of a supportive community that promotes frugal fitness routines.
Fixed Eye on Priorities
As with everything in life, balance is required. It can be tempting to join fitness trends that require the latest wearable gadgets or signing up with the latest health studio. But the one thing you must do is to keep a fixed eye on your priorities. You need to think about the cost of living and other financial responsibilities. There is a lot of information that is available that can help you unlock the fitness that you need at a significantly less cost.
In Conclusion
Your health and fitness is an integral part of raising your quality of living. The cost of fitness should never be more than what you are comfortable paying. So whether you go the thrifty routine or on the splurge one, it will be entirely up to you. Always keep in mind that your fitness and any associated cost should be there to enhance your life and not bog it down.
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text:
Definition of teredo
noun(plural teredos) Zoology
- a wormlike bivalve mollusk with reduced shells that it uses to drill into wood. It can cause substantial damage to wooden structures and vessels. Also called shipworm.
- Genus Teredo, family Teredinidae: several species, in particular T. navalis
late Middle English: via Latin from Greek terēdōn; related to teirein 'rub hard, wear away'

source: HuggingFaceFW/fineweb-edu


text:
By Bjorn Fehrm
September 13, 2018, © Leeham News.: Last week we began an article series looking at the cost equation for an airliner. We discussed the different costs and how these would be affected by airline type and operating area.
Now we calculated the different costs for a Legacy airline operating either in the US, West Europe or Asia.
- The Narrowbody operated by a legacy carrier has high Aiport costs as it frequently take-offs and lands on major airports.
- For the Widebody operation, the fuel and capital costs are higher than Navigation and Airport fees. The differences in how the US, Europe and Asia handle en route navigation fees creates a large Navigation cost difference between the geographies.
To read the rest of the article Login or Subscribe today.

source: openbmb/Ultra-FineWeb


text:
Today's (Networking) Tip…
When you capture messages that are part of an operation, Message Analyzer normally collapses this traffic to combine related request and response message pairs into a single, top-level message line that contains a blue cubed icon to indicate an operation. However, because it is important to understand the interaction between requests and responses, Message Analyzer also enables you to toggle operations with the Hide Operations button, so you can alternately hide and show them in the Analysis Grid viewer.
If you toggle the Hide Operations button, the operations are broken apart and the constituent request and response message pairs are then displayed in chronological order instead. In this display configuration, you might lose some context as the request and response messages will no longer be grouped together as a single operation, but rather, they assume their original chronological position in the trace before Message Analyzer created the operation nodes.
Fig 1: Gives you a Network Monitor like view.
Fig 2: Rested grouping by operation

source: m-a-p/FineFineWeb


text:
Eating Disorders Prevention: an Effectiveness Trial for At-Risk College Students
Threshold and subthreshold eating disorders affect over 10% of young women and are associated with functional impairment, distress, psychiatric comorbidity, medical complications, mortality, and risk for obesity onset. Accordingly, a pressing public healthy priority is to develop effective prevention programs for eating pathology. This research study is the first effectiveness trial to test whether an eating disorder prevention program with strong empirical support from efficacy trials produces effects under ecologically valid conditions among high-risk female college students, which is a vital step toward widespread dissemination of programs developed with NIH funding. The cost-effectiveness analyses and examination of process factors that predict larger intervention effects also represent novel contributions to the literature.


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three women with their arms folded
Before Lockdown and feeling inspired by the pure human energy that we were seeing in just one city we went in search of a few answers.
We wanted to know what sport meant to those we saw moving, so we stopped some real people and asked some real questions.
Inspired by what we found and heard we wrote a book, a book centred on what sport actually does in terms of how it makes you feel and what it makes you do. Below you can read a few stand-alone stories from that book.
Click on our people to read more about them


Family dogs can help prevent babies from getting sick
SALT LAKE CITY - New research suggests that having a family dog can help a baby's immune system and prevent them from getting sick.
Carl Arky with the Human Society of Utah says dog owners often give their pets to the humane society because they're expecting or have just had a new baby and are worried that a dog will make a house dirtier.
But a study out Finland says that keeping dogs in the house can actually help a baby's immune system.
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3e SRD:Disable Device Skill
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This material is published under the OGL
Disable Device (Int; Trained Only)
The effort requires at least a simple tool of the appropriate sort (a pick, pry bar, saw, file, etc.). Attempting a Disable Device check without a set of thieves' tools carries a –2 circumstance penalty, even if a simple tool is employed. The use of masterwork thieves' tools enables the character to make the check with a +2 circumstance bonus.
The DM makes the Disable Device check so that the character doesn't necessarily know whether the character has succeeded. The amount of time needed to make a check and the DC for the check depend on how tricky the device is. Disabling a simple device takes 1 round (and is at least a full-round action). Intricate or complex devices require 2d4 rounds. The character also can rig simple devices such as saddles or wagon wheels to work normally for a while and then fail or fall off some time later (usually after 1d4 rounds or minutes of use).
Disabling (or rigging or jamming) a fairly simple device has a DC of 10. More intricate and complex devices have a higher DC. The DM rolls the check. If the check succeeds, the character disables the device. If the check fails by up to 4, the character has failed but can try again. If the character fails by 5 or more, something goes wrong. If it's a trap, the character springs it. If it's some sort of sabotage, the character thinks the device is disabled, but it still works normally.
Device Time DC* Example
Simple 1 round 10 Jam a lock
Tricky 1d4 rounds 15 Sabotage a wagon wheel
Difficult 2d4 rounds 20 Disarm a trap, reset a trap
*If the character attempts to leave behind no trace of the tampering, add 5 to the DC.
Yes, though the character must be aware that the character has failed in order to try again.
A rogue who beats a trap's DC by 10 or more can generally study a trap, figure out how it works, and bypass it (along with his companions) without disarming it.
Rogues (and only rogues) can disarm magic traps. A magic trap generally has a DC of 25 + the level of the magic used to create it.
Back to Main Page3e Open Game ContentSystem Reference DocumentSkills
Open Game Content (Padlock.pngplace problems on the discussion page).
Home of user-generated,
homebrew pages!


, you can wrap a block device in a read-only layer, ensuring that user of the block device does not modify the storage.
 - ProfilingBlockDevice - With the profiling block device, you can profile the quantity of erase, program and read operations that are incurred on a block device.
 - ObservingBlockDevice - The observing block device grants the user the ability to register a callback on block device operations. You can use this to inspect the state of the block device, log different metrics or perform some other operation.
 - ExhaustibleBlockDevice - Useful for evaluating how file systems respond to wear, the exhaustible block device simulates wear on another form of storage. You can configure it to expire blocks as necessary.
 - FlashSimBlockDevice - Simulate the behavior of a flash component if the underlying block device doesn't support such behavior.
 - BufferedBlockDevice - Provides a buffer for the read and program blocks on a block device which reduces the read and program sizes of the underlying block device to 1 B.
Important Information for this Arm website


The length of a wall is 12m more than its width. if the area of the wall is less than 50m squared, which of the following could be its length
12m ok
Step-by-step explanation:
good luck
The width of the area of the wall will be 38m
Do you know the answer?
Other questions on the subject: Math


text:
Hiss Don't Bite / Curly Tale
Out of stock
Hiss, Don't Bite: The children of a village in Bengal take the cows to graze in a forest. They like going to the forest especially for its beautiful banyan tree. They climb it, swing from it, play in its shade . . . they love it. A bad tempered snake lives under the banyan tree. One day it bites a cow and the children are afraid. The snake too is unhappy until he learns the secret of life from a wandering monk. The charming, evocative drawings are adapted from the Kalighat style of painting popular in Bengal. They have strong brush lines filled in with watercolour.
A Curly Tale: Cobbler Kalia makes beautiful shoes, but he is poor. A ghost helps him become rich, but this ghost must be kept busy or he will eat up Kalia.
Age Group: 4 to 6 Ι Author: Vayu Naidu Ι Narrator: Usha Uthup Ι Illustrator: Mugdha Shah Ι Music: 3 Brothers & A Violin Ι Items Included: 2 Books and CD Ι Type: Audio Book | Sample audio to be added


Terminological quandaries with the term »museum pedagogy«
Dr. Zdenko Kodelja and dr. Lidija Tavčar
Summary: The main topics of this article are some terminological problems with the term »museum pedagogy«, which has been used in Slovenia for more than two decades. This term is problematic for at least two reasons. Firstly, because it includes educational work with both children and adults in museums and galleries, but at the same time it does not take into consideration a crucial change which took place with the establishment of Andragogy as a specifi c educational science. The second reason why the term »museum pedagogy« is problematic is that it leads to the wrong conclusion that Museum Pedagogy is a specific educational science or discipline, although actually it is not.
Journal of Contemporary Educational Studies is
published with support of Slovenian Research Agency.


text:
- Products for Wiser Living
In Vegetable Literacy, Deborah Madison reveals the surprising relationships between vegetables, edible flowers and herbs within the same botanical families, and how understanding these connections can help home cooks see everyday vegetables in a new light.
This groundbreaking new cookbook celebrates the diversity of the plant kingdom. Destined to become the new standard reference for cooking vegetables, it shows cooks that, because of their shared characteristics, vegetables within the same family can be used interchangeably in cooking. It presents an entirely new way of looking at vegetables, drawing on Madison's deep knowledge of cooking, gardening and botany. For example, knowing that dill, chervil, cumin, parsley, coriander, anise, lovage and caraway come from the umbellifer family makes it clear why they're such good matches for carrots, also a member of that family. With more than 300 classic and exquisitely simple recipes, Madison brings this wealth of information together in dishes that highlight a world of complementary flavors. The recipes showcase combinations that are simultaneously familiar and revelatory, such as:
Inspiring improvisation in the kitchen and curiosity in the garden, Vegetable Literacy will forever change the way we eat and cook.
Author: Deborah Madison
Item Number: 6775


Transcript for NASA Connect - Better Health From Space To Earth
[Lindsay:] Hi, I am Lindsay
[inaudible] from the TV
show "Grounded for Life".
On this episode of NASA
Connect, you will be introduced
to the importance of good
nutrition and exercise.
You will observe researchers and
scientists using math, science
and technology to learn
what we can learn in space
about our bodies here on earth.
In your classroom you will
do cool hands on activity
to estimate serving
sizes of different foods
and estimate your
average daily energy needs
and using the instructional
technology activity you'll develop
an exercise program
for Norbert and Zot.
So stay tune as Jennifer
Pulley takes you
on another exciting
episode of NASA Connects,
better health from space to earth.
[ Music ]
[Jennifer:] Here we go five, last
four makes you breathing, three,
two more, two come on you can
do it last one -- there we go.
Alright guys.
So grab some water,
rehydrate, take five.
[Jennifer:] Hi I am Jennifer
Pulley and welcome to NASA Connect.
The show that connects you to
math, science, technology and NASA.
In addition to being your
host I am also a Certified
Aerobics Instructor.
[RJ:] Hey!
Jennifer that was a great
workout, but I never know I had
so many stomach muscles.
[Jennifer:] But we do.
[RJ:] I hope you will
help me in my training.
[Jennifer:] Oh!
What do you training for?
[RJ:] Want to try off
my cross country team
and try also in a couple of weeks.
[Jennifer:] RJ that is super.
How's your training going?
[RJ:] Well, I guess its okay,
but I really don't have too
much energy during the day.
[Jennifer:] Well, have you
researched what nutrients your
body needs?
Because then you have to estimate
and measure portions to make sure
that the nutrients are in
there and of course you have
to have an exercise program.
[RJ:] Measuring, estimating
my nutritional needs
and exercise program, not
really I think I mean okay.
Do I look overweight?
[Jennifer:] No, not at all; tell
me what do you eat for breakfast?
[RJ:] I had a soda and
a glazed honey bun.
It's better than nothing.
[Jennifer Poly:] RJ a soda
and a glazed honey bun
that is loaded with sugar?
[RJ:] Yeah!
The sugar provides me with energy.
[Jennifer Poly:] Yeah, but that
energy doesn't last throughout the
whole day and that's
why you get tired.
You need something more
substantial for breakfast.
You know what I think -- I
think that we need to reevaluate
and improve your nutrition
and exercise program and not
where we can get you
in tip-top shape
for the cross country tryouts.
[RJ:] Okay.
[Lindsay:] Guys on today's program,
we will stress the importance
of good nutrition and exercise.
Especially in the adolescent
years and that's mean you.
We will visit with NASA researchers
to tell us what we can learn
in space about our
bodies here on earth.
And I will offer you a challenge
at the end of the program,
but before we talk more about
nutrition and exercise and visit
with NASA researchers, we must
first understand the mathematical
concepts for today's program, about
your estimation and measurement.
During the course of the
program you will be asked
to answer several
inquiry based questions.
After the questions
appear on the screen,
your teacher will pause the
program to allow you time to answer
and discuss the questions.
This is your time to explore
and become critical thinkers.
Students working in
groups take a few minutes
to answer the following questions:
Number one: What does it mean
to measure an estimate?
Number two: Are both math
concepts related to each other?
Explain. Number three: Give some
examples of things that you measure
and estimate everyday.
Now comparing your answers
to all three questions
with other groups in your class.
It is now time to pause the tape.
You know guys the math concepts
sub-measurement and estimation
on a central part
of our daily lives.
Let's think about things that
you measure on a daily basis.
Well, you measure time with
watches, weight with scales
and temperature with thermometers.
You may think of such measurements
as exact, but the accuracy
of a measurement depends on
the precision of the tool.
In this sense, measurements can
be thought up as estimations.
Now let's think about things
you estimate on a daily basis.
Like the length of time it takes
to get ready in the morning,
or how long you need to
walk to the bus stop,
or how much cereal you
pour into the bowl?
Estimation, is the
powerful mathematical idea
that can be used both to solve
problems and to check to see
if our results are reasonable.
You know, in reality
things aren't always exact
and good estimations
skills are really important
for living successfully.
For example,
[Jennifer:] Norbert
here wants to see
if the galactic fitness nine
thousand treadmill will fit
in his spare bedroom.
The dimensions for the base
of the treadmill are one point
eight meters by point nine meters.
Norbert's calculator
indicates that the base area
of the treadmill is sixteen
point two square meters.
Now does the base area of
sixteen point two square meters
for a treadmill seem
reasonable to you?
Sixteen point two square
meters square meters is
about the size of
Norbert's bedroom.
That would mean the galactic
fitness nine thousand is a pretty
big treadmill; unless, you tear
down a wall good luck trying
to squeeze the treadmill
through the door opening.
Actually, Norbert forgot
to enter the decimal point
in one point eight
on his calculator.
But using mental math Norbert's
estimates suggested that the area
of the treadmill should
be about two meters
by one meter or two square meters.
The actual base area
of the treadmill is one point
sixty two square meters.
In this case, Norbert used the
estimation technique of rounding.
Developing methods to check the
reasonable massive results is vital
to anyone working with
numbers especially engineers,
scientists and researchers.
[Lindsay:] So now you have a
good idea about the concepts
of measurement and estimation.
You know, this will be a
good time to pause the tape
and review your answers
to the three questions
I asked you earlier.
I just want to make sure
you are on the right track.
So how do you apply these
math concepts of estimation
and measurements to
nutrition and exercise?
Well, to answer this question
we must first learn what good
nutrition is and the
benefits of regular exercise?
[Jennifer:] Good nutrition
is critical throughout life,
but is most important for kids.
While the body is growing
good nutrition helps
to insure optimal health every
cell, every organ and every system
in the body relies
on good nutrition.
How many times have you fallen
asleep in class after lunch?
What do you typically
eat for lunch?
French fries, greasy
pizza, donuts, regular soda
or even glazed honey buns.
If you establish good
nutritional habits
at a young age it will help
lead to continuing these habits
as adults and remember guys the
key to anything you eat is the eat
in moderation that means
you don't eat an entire bag
of chips while watching TV.
An exercise is an integral part
of effective weight
maintenance and weight loss.
Exercise helps to control your
weight by using excess calories
that otherwise would
be stored as fat.
Regulation of body weight
is dependent on the number
of calories you eat
and use each day.
Balancing the calories you
use through physical activity
with calories you eat will help
you achieve your desired weight.
[RJ:] Now I have started to
understand the importance
of nutrition and exercise.
In order to stay healthy
throughout my life,
I have to start maintaining
a good level
of nutrition and exercise, now.
[Jennifer:] RJ I am
so proud of you.
You are on the right track buddy.
And did you know that NASA has an
interest in nutrition and exercise?
That's right, astronauts living
on the international space station
undergo changes in their body
that can affect the way
they function in space
and when they return to earth.
Think about this question,
what can we learn in space
about our bodies here on earth?
Also how do we apply the
math concepts of measurement
and estimation to
nutrition and exercise?
[ Music ]
[Jennifer:] Good form RJ.
Okay, well I help RJ with his
exercise and nutrition program.
Let's go visit Dr. Scott
Smith, a nutritionist
at NASA Johnson Space
Centre in Houston, Texas.
Keep going RJ.
[Dr. Scott Smith]: Thanks Jennifer,
hi my name is Scott Smith I am
the lead for NASA's nutrition
of our chemistry laboratory.
Jennifer provided you with
some great back and information
on the importance
of good nutrition.
Based on the information
she provided,
can you come up with the
definition for


= Populating your database = This chapter will guide you through the initial tasks needed to start using!HaCi. == Admin Password == Once you have completed the installation, you can login as user admin (without password). Your first task will then be setting a password for the admin user. Once you have done this you will be presented with the full menu. == Defining some users and groups ==!HaCi allows you to create users and groups. When adding a new user, you will be prompted for a password and a description, and also for his group associations. Groups are where you define [HaCiPermissions permissions] for your users. As a first step, let's create a readonly group, and assign a user to it. While the admin will always see the full menu, the users will see some of the entries grayed out, depending on their [HaCiPermissions permissions]. == Roots == A Root is sort of a placeholder that allows you to group your network logically. The first grouping that comes to mind is ipv4 and ipv6 (since you can't mix them in the internal tree structure anyway). So you may want to create two root, e.g. "My IPv4 Addresses" and "My IPv6 Addresses". Another useful grouping you could use is if you have address space from more than one RIR. So you could have "My RIPE v4 addys" and "My ARIN v4 addys". You can come up with several roots according to your needs. The software will also create some roots automatically when importing configurations. When you create a root, you will be prompted for a name and a description, and you will need to tick the IPv6 box if the root will be used for v6 addresses. You will also need to assign privileges to the user groups. The admin group can always read and write anything, but you can restrict privileges to the other users. Each node in the tree, from the root down to the single address, can have different privileges. == Importing your data == Your next step will be defining some networks to work on. If you felt the need for an address management tool, it's likely that you have an ''allocation'' from a RIR.!HaCi will let you pull in the data from RIPE database by using [HaCiASNImport ASN Routes] from the menu. This will find all inetnum and route objects tied to your AS number (and inet6num and route6 respectively for IPv6), and place them under a newly created root named after your AS number. Of course, you can define your topmost network manually and skip the above step if you don't have an AS number. blah blah yadda yadda === from router configs === === from dns === ---- [[HaCiOverview Overview]] [[WikiStart Start Page]] [[HaCiDayToDay Day to day operations]]


Common menu bar links
Students on Ice
How to Apply
Applications are due May 5, 2014
Please prepare a letter that includes all of the following sections.
Which position are you applying for?
 Nahanni National Park Reserve
 Ivvavik, Aulavik, Tuktut Nogait National Parks, Pingo Canadian Landmark
 Wapusk National Park
 Kluane National Park
 Torngat Mountains National Park
 Ukkusiksalik, Auyuittuq or Sirmilik National Parks
 1. Personal Information & Eligibility
 1. Eligibility – Indicate which Inuit/First Nations/Metis you are a member of (except for Wapusk National Park)
 2. Full name
 3. Date of birth (you must be 18 years old or younger)
 4. Citizenship
 5. Complete Address (including postal code)
 6. Home phone number
 7. Cell phone number
 8. Email address
 9. Indicate whether you have a valid passport or plan to acquire one (you are required to have a passport that is valid for at least 6 months after the trip ends)
 10. Confirmation of availability for full time work from June 30 to August 31, 2014 for students still in high school and from mid-May – August 31 for university/college students.
 2. Education
 Please describe how you meet the following criteria:
 - You must be enrolled full-time in a secondary or post-secondary institution (or be home-schooled) at the time of application, and be returning to full-time studies for the next academic term. Please indicate your current grade/year, the name and address of your school, and contact information for a teacher or principle (name, mailing address, phone number, email).
 - You must be 18 years old or under at the time of application, and you must meet provincial or territorial youth employment requirements.
 3. Language
 - Indicate your English language abilities (reading/writing/speaking)
 4. More about you
 Please answer each the following questions (maximum 225 words per question, please do not attach additional material).
 1. Why do you want to participate on the Students on Ice expedition?
 2. What does the Arctic represent to you?
 3. Please describe your volunteer, social media, and community engagement experience.
 4. In your opinion, what is the greatest challenge that your community faces? What are you doing to address this challenge?
 5. Please share with us how you have overcome a challenge you've faced in your life.
 6. How will you use you SOI experience to work towards meaningful change in your community, in your country, in the world?
 7. How would you share traditional and cultural knowledge with other students from around the world on the Students On Ice expedition?
Your answers will be used to rate you against the following criteria.
 - Ability to seek opportunities to establish new productive relationships;
 - Ability to communicate effectively
 - Initiative
 - Passion for learning
 - Interpersonal skills
 - Leadership
 - Judgement
Reference Letter
Please provide a letter of reference from someone who knows you well, such as a teacher, principal, school counselor, boss, volunteer supervisor, or a member of your community (not a close relative or family friend).
To assist your reference in preparing a letter, it will be useful to provide them with your application letter and the instructions below.
The reference should comment on some of the following: your academic abilities, character, attitudes, social adaptability, leadership qualities, and how you help in your community. Here are a few suggestions:
 - How long has the referee known the applicant and what is your relationship?
 - What are the applicant's greatest strengths?
 - How does the applicant demonstrate consideration for peers, self-confidence, self-discipline, openness to new ideas, maturity, energy and enthusiasm?
 - How is the applicant already involved in the community and do you see the applicant committing time and energy after the expedition to presentations, outreach and other community initiatives?
*If desired, referees can send letters directly to Parks Canada at for confidentiality purposes. We ask that referees include the applicant's name and chosen expedition in the subject line of their email.
Other information
Students are responsible to secure their own accommodations, and for meals and getting to and from work for the duration of their work with Parks Canada, with the exception of the Students on Ice expedition.
Students must be willing to work and/or travel in varied terrain, weather conditions, isolated locations and by various means of transportation.
Students must understand that this is work and an educational expedition, not a vacation. All students must be committed to participate fully in all aspects of the mandatory education program and research activities prior to and during the expedition.
Successful applicants enrolled in expedition field courses must agree to participate in and complete any pre-expedition preparations and/or post-expedition assignments as directed by their respective instructors.
Students must act as an ambassador for their community and be prepared to share their journey and experience with their community and country before during and after the expeditions. Students will be expected to submit stories and pictures for the Parks Canada social media network.
Where do I send my completed application?
Please send a complete application package (including your letter and your letter of reference) to Jennifer Johnson. Packages must be received by May 5, 2014.
Parks Canada Agency
Attention: Jennifer Johnson
25 Eddy Street, 4th floor (25-4-N)
Gatineau QC K1A 0M5
What if I have questions?
Please contact Jennifer Johnson for more details.
Jennifer Johnson: _PHONE_


text:
tato dasarathas tasmat
putra aidavidis tatah
raja visvasaho yasya
khatvangas cakravarty abhut
tatah—from Balika; dasarathah—a son named Dasaratha; tasmat—from him; putrah—a son; aidavidih—named Aidavidi; tatah—from him; raja visvasahah—the famous King Visvasaha was born; yasya—of whom; khatvangah—the king named Khatvanga; cakravarti—emperor; abhut—became.
From Balika came a son named Dasaratha, from Dasaratha came a son named Aidavidi, and from Aidavidi came King Visvasaha. The son of King Visvasaha was the famous Maharaja Khatvanga.
Link to this page: _URL_


text:
When his biology students don't understand gametes, Brandon Cuffee drops the beat.
"Meiosis dos is similar to meiosis uno, shout out to Gregor Mendel from the garden to the genome," he raps. Unlike most rappers, Cuffee mentions the 19th-century genetic scientist Gregor Mendel between references to professional athletes LeBron James and Andy Pettitte.
Cuffee teaches Spanish classes and a biology class for English for Speakers of Other Languages at Gaithersburg High School. In 2011, he started recording songs about how to conjugate verbs in Spanish and how cells divide. When the songs turned into music videos on YouTube, they went viral.
"The kids are proud, and the kids are sharing it," Gaithersburg High School Principal Christine Handy-Collins said.
Cuffee said one of his students volunteered to be his marketing director, sending links of his YouTube videos out to news media and local organizations.
All this, Cuffee said, started as a joke.
Two years ago, in his seventh-period Spanish class, Cuffee said he told his students, "If you write a song about Spanish conjugation, you will pass this class."
He said a lot of his students are talented, and a few are aspiring rappers and singers. One wrote the verse for the song that became his first music video, "Spanish Conjugation."
In front of a classroom whiteboard and signs with verb endings, Cuffee rapidly delivers his lines.
"When I'm conjugating, I drop the -ar like my top; and if I start with 'yo,' then I put an 'o' up in that spot," he raps.
Daniel Lobossau, an 18-year-old sophomore in Cuffee's ESOL biology class, said he took Cuffee's Spanish class last year. Cuffee used the "Spanish Conjugation" video as a teaching tool.
Lobossau, a Gaithersburg resident who grew up speaking French in Benin, said the videos helped him learn and speak better Spanish.
"I get more better grades" because of Cuffee, he said.
Cuffee said he learned Spanish in middle school and kept taking classes while he attended Albright College in Reading, Pa.
"My learning style was auditory," Cuffee said. He said he learned better by creating acronyms to remember facts and figures.
He also studied biology, but education appealed to him.
"I came from a teaching family," he said. Both of his parents and his sister are teachers. He has been teaching in Montgomery County Public Schools for three years.
He also enjoys freestyle rapping, but "never found an outlet for it" until he started using his skills in class, he said. He calls his genre "edu-rap."
Cuffee said students have made requests for songs about bullying and getting to class on time.
"The kids learn it verbatim," he said. "All the love that students have been showing me really motivated me to do more."
Cuffee has three music videos, including one about meiosis, or a process in which cells duplicate.
Mariama Jalo, a 15-year-old sophomore in Cuffee's ESOL biology class, said the songs help her memorize and understand biological processes that can be confusing.
"I like the one that's like, 'divide and split 'em.' It's really catchy," she said of "Meiosis."
The meiosis video shows clips of other Gaithersburg High teachers singing "divide and split 'em" while making a chopping hand motion. When Cuffee plays the song in his ESOL biology class, students take out their earbuds and start singing along.
"Mr. Cuffee has a lot of energy, and they like that," said Handy-Collins, who also has memorized the "divide and split 'em" dance move.
At Montgomery Blair High School in Silver Spring, math teacher Jake Scott created songs for his own classes. Scott, also known as 2 Pi, raps about triangles and the quadratic formula. Cuffee said he met Scott when they both were wrestling coaches for MCPS. The rap duo have a collaboration in the works that tentatively is titled "This Is Why I Teach."
"We have the hook already," Cuffee said.


Quick Answer: Why Is P Hat An Unbiased Estimator?
Is P hat the point estimate?
Definition 1.1 A single value (or point) used to approximate a population parameter.
The sample proportion p is the best point estimate of the population proportion p.
Importance of proper sampling..
What is the mean of the P̂ distribution P̂?
Mean of the sampling distribution of p̂ 𝛍 sub p̂ = 𝘱 Mean of the sampling distribution is equal to the true value of the parameter being estimated. The statistic used to estimate a parameter is unbiased. Therefore, sample proportion p̂ is an unbiased estimator of 𝘱
What are unbiased words?
Writers who use unbiased language write in ways that are free from gender and group stereotypes, including race, age, ethnicity, ability level, socioeconomic status, or sexual orientation. By using unbiased language, writers can avoid using offensive language and include all readers.
Why do we use 95 confidence interval?
A 95% confidence interval is a range of values that you can be 95% certain contains the true mean of the population. … With large samples, you know that mean with much more precision than you do with a small sample, so the confidence interval is quite narrow when computed from a large sample.
What does P hat represent?
p hat is the ratio of occurrences in a random sample. Assuming that we took a random sample of 200 people out of a population of 1000. If we have to find the fraction of the number of occurrences of green, then it will be p hat. So we can say that p hat is the ratio of a predefined sample.
Is sample mean unbiased estimator?
The sample mean is a random variable that is an estimator of the population mean. The expected value of the sample mean is equal to the population mean µ. Therefore, the sample mean is an unbiased estimator of the population mean. … A numerical estimate of the population mean can be calculated.
Does biased mean fair or unfair?
English Language Learners Definition of biased : having or showing a bias : having or showing an unfair tendency to believe that some people, ideas, etc., are better than others.
What does N mean in stats?
Population Mean The symbol 'N' represents the total number of individuals or cases in the population.
What is Q hat in statistics?
q hat, the hat symbol above the q means "estimate of" r. Pearson's product moment correlation coefficient. SD. standard deviation (of a sample, ) – a measure of variability around the mean – Greek lower case sigma (σ) is used for population standard deviation.
How do you find P Hat value?
Calculating P-hat To do it, you need two numbers. One is the sample size (n) and the other is the number of occurrences of the event or parameter in question (X). The equation for p-hat is p-hat = X/n. In words: You find p-hat by dividing the number of occurrences of the desired event by the sample size.
Why is n1 unbiased?
The reason n-1 is used is because that is the number of degrees of freedom in the sample. The sum of each value in a sample minus the mean must equal 0, so if you know what all the values except one are, you can calculate the value of the final one.
What does unbiased mean?
free from bias1 : free from bias especially : free from all prejudice and favoritism : eminently fair an unbiased opinion. 2 : having an expected value equal to a population parameter being estimated an unbiased estimate of the population mean.
What are the 3 types of bias?
Three types of bias can be distinguished: information bias, selection bias, and confounding. These three types of bias and their potential solutions are discussed using various examples.
What is Q population proportion?
The sample proportions p′ and q′ are calculated from the data: p′ is the estimated proportion of successes, and q′ is the estimated proportion of failures. The confidence interval can be used only if the number of successes np′ and the number of failures nq′ are both greater than five.
What does unbiased estimator mean?
What is an Unbiased Estimator? An unbiased estimator is an accurate statistic that's used to approximate a population parameter. … That's just saying if the estimator (i.e. the sample mean) equals the parameter (i.e. the population mean), then it's an unbiased estimator.
How do you find an unbiased estimator?
A statistic d is called an unbiased estimator for a function of the parameter g(θ) provided that for every choice of θ, Eθd(X) = g(θ). Any estimator that not unbiased is called biased. The bias is the difference bd(θ) = Eθd(X) − g(θ). We can assess the quality of an estimator by computing its mean square error.
What does a proportion mean?
1 : harmonious relation of parts to each other or to the whole : balance, symmetry. 2a : proper or equal share each did her proportion of the work. b : quota, percentage. 3 : the relation of one part to another or to the whole with respect to magnitude, quantity, or degree : ratio.


Mixing in Ableton Live: A Creative Approach | Karel Psota | Skillshare
Mixing in Ableton Live: A Creative Approach
Karel Psota, Composer, Music Producer, Mixer
Play Speed
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10 Lessons (50m)
 - 1. Trailer
 - 2. Project
 - 3. Importing Stems in Ableton
 - 4. Volume
 - 5. Panning and Widening
 - 6. EQ
 - 7. Reverb
 - 8. Compression
 - 9. Advanced Ableton Racks
 - 10. Closing
32 students are watching this class
About This Class
This class covers problem-solving and creative methods to raise your mixes to professional standards using only the audio effects included in Ableton Live 9.
You will learn how to analyse, critic, fix, and embellish all parts of your songs using tools like volume automation, reverb, panning, eqing and compression. More than knowing what these tools do, you will know when to apply them, how to combine them, and when NOT to use them.
The project will involve mixing audio stems that I will provide. You also have the choice to mix your own project as long as you show us the material before and after your mix. The project is about the development of your mix rather than the final result.
This class is geared towards Ableton users, but the concept explained are applicable in any other DAW.
- Knowledge of the basic functionality in Ableton Live or any other DAW.
- Familiarity with the terms: spectrum, frequency, transient, fundamental, harmonics, mono and stereo.
1. Trailer: Hi, My name is Kemal, and today I'm going to show you how to make your mixes south. Bigger, wider, deeper, tighter and clear. Using only able to stop plug. It's now you notice. I called my class creative mixing. This is a bit unusual as mixing is referred as a science. It's very rational, scientific. You can imagine a surgeon school thing. Sounds of complex machinery. Well, I believe otherwise. Mixer is also an artist. They contribute to a song by bringing their influence like art. Some decisions might not have any justification. It's a matter of personal taste. It's a gut feeling. Therefore, I will teach this class in a creative way more than explaining to you how audio effects works. Want to use them when not to use them? I'll go beyond that and show you how to combine them to create your own effect. Rex. I will show you waste experiment, Force happy accidents. At the end, you will find your identity as a mixer. A few words about myself. My name is Carl office set up. I'm a music producer, composer, sound designer and mixer. I've worked with Grammy nominated engineer Brad Hagel, composed soundtracks for award winning short films. I've done sound designed on trailers like and Settle, Dress Pixels and Point Break. Also mixed songs for radio. And if you wonder, I got into music by producing as diverse, Um, experience may seem, I chose to teach mixing because it is the common link between everything I've done. As you can imagine, mixing orchestra the theater is very different than mixing up step for a nightclub or apple your butts I saw as prerequisites for this class. I would recommend being familiar with the basics of able to know has your import export audio. You'll have your name and color tracks. Also, we're going to talk about audio effect racks. These concepts are applicable in any other day. W However, these futures are specifically designed for able to. Also, you should be familiar with the following terms. Spectrum frequency, fundamental harmonic, transient motto, stereo and delay 2. Project: for this project, I'll give all my students the same stents. It will be up to you to experiment with the stems, using the techniques I will teach you. Now. I'm not expecting a perfect mix because there's no such thing I want to make that represents you. I hope that by the end of this class, gallery will be full of mixes. That sound difference. Although this will be the same song, you'll be able to see the different approaches from your classmates. In a way, it is this collection of work that will prove the point of this class. Mixing is a matter of individual taste. It's up to you to find your own individual sounds. 3. Importing Stems in Ableton: for this first video, I'm going to show you had to import steps into a Bolton. It's kind of a tricky process, but once you know the shortcut, you could save so much time. First of all, let's download this folder from the skill share Web page, and you will find some stems. So, like the ball, drag them into a Bolton. And here's the trick before you let them go old commands. This will align them vertically. Now the next step is to make sure they are worked to do that. Hit command a then shift tab. You will see this. It'll warp icon here, make sure it is unchecked. This will save some issues with tempo. Next. What you want to do is change the tempo of the session I give you to a temple. In this first filed called Reference, the tempo is 1 10 That's type it. It also. What we want to do is make sure that the volume is low on every track. To do that, click on the track name, then command A to select all tracks, then move the volume fader and type in negative 10. The next step is to mute the reference This is only there to show you how to stand sound like altogether after we could rename the audio tracks because names like 45 audio are not very familiar naming them something like kick will make it much easier for afterwards Snare, stare, and so on. Also, if you're a fancy person like me, you could use colors like yellow for drums, purple for base And I think green for guitars. Anyway, once you've done that, you should end up with a file that looks like this. Cool. Now, another thing that I did here is that I folded all my tracks. I have a clear view of decision to do that. All we need to do is hold option and click all these little arrows. Just one of them will open all of them. It works the other way around, too. So that's it for this first lesson. Now that you know how to organize stems, we can go ahead and talk about volume in the next lesson. 4. Volume: Okay, welcome back to this second lesson. I hope that by now you set up your template. You have the steps loaded into a bilton so we could talk about volume. So what is Volume volume is also called gain level or amplitude. It's measured in decibels, DB for short. You can see volume and able to by looking at the green meters at the end of your tracks like this. You can also see thes leaders between audio effects that this will be very helpful in the future. Now the general rule red volume is to never go over zero decibels on the master. Why is that? Well, let's find out by breaking this rule, where you going to do is lower the volume of this video or of your speakers, and we're going to push the volume of all the tracks together and see what happens. Sounds good. What you are hearing is called distortion. It's a misrepresentation of the sound. It's very harsh, aggressive and tiring to listen to. Now I want you to be familiar with this sound. You should be able to recognize it without looking at your screen like that in the future when you hear this distortion, you know? Oh, this is a problem with volume. I should lower some of my tracks. Ironically, even some professional tracks have this sound effect. Hotline bling, for instance, sounds very distorted on the drums. I think they did that purposely, because I'm sure Drake has excellent mixing engineers. My point is, learn how to identify that distortion. Next, let's talk a bit about the relationship between volume and individual tracks. Now you'll notice that everything sounds a bit better if you make it louder. So why don't you experiment with that concept and pushed the volumes of the tracks you like? Soon enough, you'll notice that your master will go over zero DB because you'll just keep pushing, pushing volumes on every track. You will start hearing distortion, and we will be back to square one. Your brain has fooled you. Making things louder does not make things better. So the real question is, how do you mix with volume? The solution is in one word. Balance would is simple to like volume. You should be able to make each track audible in your mix. A good way to stop is to mix by groups For example, let's stop with the Drum Group. We're going to select symbols, snares and kick drums, and then press command Z to group them gonna name this group drum and cats that I know it's a group. I'm going to color it yellow, and we're going to open these tracks and try to balance them. Now balancing tracks is a bit tricky, because what referential do you use? It's a matter of taste. So in this case, if you don't know where to start, you should listen to


text:
Recent News Articles
Brains see men as people, women as parts
Both genders process images of men and women differently — men are seen as people, women as body parts, U.S. researchers suggest.
Lead author Sarah Gervais, assistant professor of psychology at the University of Nebraska-Lincoln, said in the study, participants were randomly presented with dozens of images of fully clothed, average-looking men and women. Each person was shown from head to knee, standing, with eyes focused on the camera.
After a brief pause, participants then saw two new images on their screen: One was unmodified and contained the original image, while the other was a slightly modified version of the original image that comprised a sexual body part. Participants then quickly indicated which of the two images they had previously seen.
The study, published in the European Journal of Social Psychology, found women's sexual body parts were more easily recognized when presented in isolation than when they were presented in the context of their entire bodies. However, men's sexual body parts were recognized better when presented in the context of their entire bodies than they were in isolation, the study said.
"We always hear that women are reduced to their sexual body parts; you hear about examples in the media all the time," Gervais said in a statement. "This research takes it a step further and finds that this perception spills over to everyday women, too."
Copyright 2012 by United Press International


decision.62
Fines: The discipline committee can impose a fine in an amount up to $10,000 payable to the Minister of Finance. If a fine is imposed, the committee should require the member to notify the association of payment, and outline the consequences of failure to pay by a specified date (e.g. a period of suspension). The committee can require the fine to be noted in the register, with the same consequences as above.63
Postponed Imposition of Penalty: The committee may direct that the imposition of a penalty be postponed for a specified period and not be imposed on a member if specified terms are met within that period (for example permitting the inspection of his or her practice).64 A postponed or suspended order acts as an incentive to encourage the member to behave in a certain manner in future. It also allows the committee to take into account mitigating factors in a serious case that would otherwise have resulted in the full order. The period for which the order is suspended should be clearly stated. The committee can delegate the power to decide whether the conditions to lift the suspension have been met (for example, the quality assurance committee could decide when the member's records have been brought up to an acceptable standard). The committee should also decide whether to note the postponed order in the register.65
(2) Factors to Consider in Making Decisions and Orders
In exercising its broad discretion in making orders, the discipline committee should begin by considering the impacts on the parties affected, namely the public, the profession and the practitioner. Will the order be sufficient to protect the public, including the complainant, bearing in mind that the primary purpose of the association is to protect the public interest? Will the order act as a general deterrent to the profession and reflect how seriously the association views the conduct? Will the order both deter the member and assist in his or her rehabilitation? The committee should next consider the seriousness of the conduct, any factors which aggravated or mitigated the conduct, and any prior orders it has made concerning the conduct.66
 1. Nature of the Misconduct or Incompetence
 The order should reflect the seriousness of the conduct. Court rulings have indicated that conduct that is intentional is more serious than that which is inadvertent; conduct carried on over a period of time is more serious than an isolated incident; and immoral, dishonest or criminal behaviour, or behaviour which involves a breach of trust is considered serious. Conduct motivated by personal gain is considered an aggravating factor. Conduct caused in part by a psychiatric condition or a substance abuse problem, however, is considered less serious perhaps because the motivation of the member is different.67
 2. Prior Decisions
 The committee should review its prior decisions in similar cases or, if none exist, look to decisions in similar cases from other professions or provinces. Decisions should not stray too far from precedents without good reason in order to survive court scrutiny.68
 3. Prior Conduct by Practitioner
 Prior conduct can both aggravate and mitigate an order, but the rules for considering past conduct must be followed carefully. Steinecke outlines these rules as follows:
 "The general rule is that the discipline committee can only consider the conduct alleged in the notice of hearing because it is unfair for the committee to receive evidence of other instances of such conduct or evidence of other forms of misconduct, given that the practitioner has not come prepared to defend him or herself against such allegations. However, this general rule has some exceptions. The first exception is that if the practitioner places his or her good character in issue, then the college can introduce evidence of other instances of misconduct to show that the practitioner's character is not as good as he or she suggests. Also, if the practitioner suggests that the conduct in issue was an isolated instance, the college can lead evidence of other instances. Another exception is that the discipline committee can consider a prior finding of misconduct against the practitioner as an aggravating factor. The prior finding has already been proved and demonstrates that the practitioner may not have learned from the first order. Prior findings refer to findings by the discipline committee. In some circumstances, such as where the allegation is a breach of the criminal law, prior findings of the criminal court might be relied upon as well. Undue weight should not be put on a prior finding, particularly if it did not constitute similar misconduct or was made long before the proceeding at hand. Also, if the other finding was made after the conduct alleged in the current case, then it is not truly a prior finding because the practitioner has not had an opportunity to learn from the first order. It is, however, still relevant to show that the conduct was not an isolated incident."69
 4. Subsequent Conduct of Practitioner
 Although subsequent bad conduct cannot usually be used against the member, subsequent good conduct can often be a mitigating factor in deciding which order to make regarding the member. For example, the member may have made restitution for damage caused or took other steps to remedy his or her deficiencies or conduct. The passage of time without a repetition of the misconduct can also be a mitigating factor.70
 5. Conduct of Practitioner's Defense
 Opinion is mixed as to whether or how the discipline committee should consider this factor. On one hand, the member has the right to conduct a vigorous defense and the committee's order should not be more severe if the member requires the association to prove all of its allegations. On the other hand, a plea of guilty could be considered as a mitigating factor since it represents an admission of wrongdoing and makes rehabilitation more likely.71
 6. Character of Practitioner
 Good character should be considered by the committee as a mitigating factor. Factors such as a member's abilities, length of practice, devotion to his or her work, academic achievement and reputation can result in a less severe order, unless the misconduct is so serious that this would be out of the question. Evidence of bad character should not be introduced by the association unless the member puts his or her character into issue first.72
 7. Effect of Order on Practitioner
 The discipline committee should consider the effects of its order on the member's practice, family life, reputation and emotional state. Evidence regarding these factors and the member's financial circumstances are therefore relevant. Sometimes, however, the member's misconduct may be so serious that an order with adverse consequences must be made in any event.73
(3) Cost Orders
The discipline committee can order either the association or the member to pay costs to the other74, although the criteria are different for each party.
 1. Costs Payable by Association to Practitioner
 Where the discipline committee is of the opinion that the commencement of the proceeding was unwarranted, the committee shall order that the association reimburse the member for his or her costs or such portion thereof as the committee fixes.75 This provision enables the member to recover some or all of his or her legal fees if the committee feels the discipline process was being abused. The committee should consider the reasonableness of the decision to refer the matter to the committee. Even if the allegations turn out to be unfounded, that does not mean that costs will necessarily be avoided, particularly if the investigation raised valid concerns about the member's practice. Reasons should be given for the decision to grant or refuse costs.76
 2. Costs Payable by Practitioner to Association
 The discipline committee has the power to make an order "fixing costs and expenses to be paid by the member."77 Factors that the committee may take into account in making such an order include the nature of the misconduct found to have been committed, the conduct of the member during the hearing and the relative degree of success of the parties. The provision enabling the committee to make a decision on costs seems to be broad enough to cover more that just legal costs.78
 3. Procedure for Ordering Payment of Costs
 The issue of costs should be argued after the penalty has been decided, in order to avoid potential conflicts regarding the impact of the member's conduct during the hearing. The amount of costs should be based on records, not conjecture and the committee's power to award costs must be exercised reasonably. A cost award can be enforced by filing it with the court and using the court's enforcement methods.79
(4) Decision and Reasons
The discipline committee is required to serve its decision, with reasons, on the parties and the complainant. If the hearing was closed, the decision can be served on the complainant without reasons, at the discretion of the committee.80 Where privacy rights of witnesses is a concern, pseudonyms may be used in the reasons. The decision and reasons can be combined in one document. One advantage to providing them separately is that the decision can be delivered before the reasons have been finalized.81
Reasons must both state the conclusions and why those conclusions were reached. Normally this would include responding to the evidence or defences raised by the unsuccessful party. Adequate reasons should demonstrate that a party's case has been heard and understood, explain the basis for the decision, and negate perceptions of arbitrariness or unfairness. In reviewing a decision for adequacy, a court will consider the statutory context, the nature of the case, the issue involved and the nature of the tribunal.82
Witness credibility is often the basis of the committee's decision. Credibility involves the honesty of the witness and his or ability to give accurate testimony. Phrased as a formula:
Credibility = Honesty + Ability (to tell the truth)
The committee, which an appellate body will consider as being in the best position to determine credibility, must explain why it found a witness to be credible or not. A finding of credibility can be made on one or more of the following:


Public Participation Meetings/Panels
Public Participation Panel Guidebook
SPC maintains Public Participation Panels (PPPs) for each county in its transportation planning region. Residents do not need to travel outside their own county to address SPC. PPP meetings are open to the public. Appointed Members represent the population of their respective counties in regards to age, income, ethnicity, special needs, and special interests. Members help to "get the word out" about what they learn at meetings to the groups they represent. They also assist SPC by reaching out to involve the general public.
Public Participation Panel Meetings
Jared Bedekovich
Public Involvement Specialist
_PHONE_


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Post-Tensioned Concrete - Tracks
When faced with extreme weather or poor soil conditions, traditional running track asphalt bases can have a tendency to heave, settle, or crack — all of which can affect your surface performance and safety.
The solution? A post-tensioned concrete substrate system. Renowned for long-term durability, our innovative technique involves encasing sheathed cables in a concrete slab, then stressing and locking those cables in place once the concrete sets. This creates a durable solution which leads to reduced repair and maintenance costs, often required with an asphalt base.
WITH POST-TENSIONED CONCRETE, YOU CAN:
- Span unstable soil
- Increase resistance to settling and heaving
- Provide a consistent slope for drainage
- Create a stable, aesthetic concrete edge
- Eliminate potential liability due to structural cracking
REMAINS DURABLE IN POOR SOIL CONDITIONS
If expansive soil starts to move, the concrete slab actually floats and performs independently due to constant cable compression.
The post-tensioned slab is kept in a constant state of compression, so it remains durable and stable during weather fluctuations and extreme conditions.
Reduces water holding areas and provides consistent slope allowing for a highly competitive surface.
MAKES USE OF EXISTING SITES
Reduces removal costs and potential unforeseen subgrade conditions.


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Neurophathic Hydrocephalus is a lethal genetic defect that affects Angus and Angus-influenced cattle. Calves carrying two recessive genes—resulting from the mating of two carrier animals—are born dead with an extremely large cranium with little or no brain matter or spinal cord. A large%age of mortalities relating to NH occur through embryonic or fetal loss during gestation, which causes the defect to go misdiagnosed or unnoticed.
Dr. Jon Beever at the University of Illinois and Dr. David Steffen at the University of Nebraska-Lincoln, in collaboration with the American Angus Association, have identified the gene mutation responsible for NH and a commercial test has been developed and validated. The new diagnostic test is now available through Pfizer Animal Genetics.
Also, Pfizer Animal Genetics has been approved by the American Angus Association as an NH testing laboratory. Pfizer Animal Genetics has proactively worked to expand its testing capacity in order to provide results to producers in a timely manner. Samples are being tested in the order in which they are received at the new laboratory located in Kalamazoo, Michigan.


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How do you make something less soggy?
Cornstarch thickens any watery dish. Cornstarch: Prepare a solution by adding cornstarch. Take a little water from the dish and mix it with the cornstarch and put it back to the dish. Cornstarch thickens the watery element in the dish.
How do you keep food crispy?
The best way to keep fried foods crispy? Just place them on a cooling rack set over a baking sheet. If you're frying multiple batches, throw the whole setup into a low oven to keep everything warm as you keep frying and adding to the rack.
Why do foods become soggy?
When food starts to cool, the moisture in the space between the crust and the food turns into water droplets instead of steam. This can make the crust soggy from the inside out and ruin your once crispy crust.
How do you make sauce less liquidy?
Use these tips and tricks to fix thin, runny soups and lackluster gravies without thinking twice.
- Flour. …
- Cornstarch or arrowroot. …
- Tomato paste. …
- Reduce the liquid. …
- Swirl in a pat of butter. …
- Add an egg yolk. …
- Puree some vegetables.
What do I do if my sauce is too watery?
Too much liquid? Get rid of it with science! Let the excess liquid evaporate away by bringing the substance to a boil or a simmer until the desired consistency is reached.
How do I stop my fries from being mushy?
Choose high-starch potatoes for frying
Low-starch potatoes, on the other hand, have less starch and more moisture. They're great for boiling, but they make limp, soggy fries. High-starch Russet Burbanks are especially good for frying.
How do you make fries less soggy?
If you just want fries, easy peasy. Blot as much moisture as possible from the fries, and heat your oven to 400°F. Very lightly oil a baking sheet and heat the fries for five minutes, check them, and heat in five minute increments until they're crisped to your liking.
How do I make crisp for takeout fries?
Put the leftover fries in the hot oil in a single layer, making sure not to crowd the pan. Work in batches if need be. Cook the fries undisturbed until they're warmed through, then toss in the skillet until they're crisp.
How is KFC chicken so crispy?
KFC swears by high-temperature, industrial-strength pressure fryers for their extra-crispy skin. While you won't be able to deep fry with your at-home pressure cooker, you can still recreate the KFC crunch with a deep fryer, a Dutch oven, or a heavy-bottomed pot.
Why is my fried food not crispy?
Frying At Too Low Or Too High Temperature
The food cannot crisp properly. Too high a temperature might get you a burnt crust and undercooked interior. The trick to delicious crispy deep fried food is to fry them as quick as possible.
How do you reheat fried food and keep it crispy?
Fried foods have the best chance of getting crispy again in dry heat. Place in an oven or toaster oven preheated to 400 degrees. It's best if you can reheat them on top of a rack so the item doesn't simmer in any excess grease.
How do you prolong crispiness?
The Best Way To Keep Fried Food Crispy
If you can't, keep it well ventilated and use absorbent materials to keep moisture levels down. If you have to transport it, be sure to use a well ventilated container that's lined with paper towels in order to achieve these effects.


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The statistical difference between bending arcs and regular polar arcs
2015 (English)In: Journal of Geophysical Research - Space Physics, ISSN 2169-9380, E-ISSN 2169-9402, Vol. 120, no 12, 10443-10465 p.Article in journal (Refereed) PublishedText
In this work, the Polar UVI data set by Kullen et al. (2002) of 74 polar arcs is reinvestigated, focusing on bending arcs. Bending arcs are typically faint and form (depending on interplanetary magnetic field (IMF) B-y direction) on the dawnside or duskside oval with the tip of the arc splitting off the dayside oval. The tip subsequently moves into the polar cap in the antisunward direction, while the arc's nightside end remains attached to the oval, eventually becoming hook-shaped. Our investigation shows that bending arcs appear on the opposite oval side from and farther sunward than most regular polar arcs. They form during B-y-dominated IMF conditions: typically, the IMF clock angle increases from 60 to 90 degrees about 20min before the arc forms. Antisunward plasma flows from the oval into the polar cap just poleward of bending arcs are seen in Super Dual Auroral Radar Network data, indicating dayside reconnection. For regular polar arcs, recently reported characteristics are confirmed in contrast to bending arcs. This includes plasma flows along the nightside oval that originate close to the initial arc location and a significant delay in the correlation between IMF B-y and initial arc location. In our data set, the highest correlations are found with IMF B-y appearing at least 1-2 h before arc formation. In summary, bending arcs are distinctly different from regular arcs and cannot be explained by existing polar arc models. Instead, these results are consistent with the formation mechanism described in Carter et al. (2015), suggesting that bending arcs are caused by dayside reconnection.
Place, publisher, year, edition, pages
American Geophysical Union (AGU), 2015. Vol. 120, no 12, 10443-10465 p.
Astronomy, Astrophysics and Cosmology
IdentifiersURN: urn:nbn:se:kth:diva-183227DOI: 10.1002/2015JA021298ISI: 000369180200022ScopusID: 2-s2.0-84957848598OAI: oai:DiVA.org:kth-183227DiVA: diva2:908838
FunderSwedish National Space Board
QC 201603032016-03-032016-03-032016-03-03Bibliographically approved


, it can be devastating to a career. Self sabotaging is doing things that will inhibit your progression as a teacher or administrator. One of the self sabotaging criteria is underperformance and a lack of reflective practice. This is at the heart of doing things that are the opposite of what is desired as a teacher or administrator.
Signs that a teacher is underperforming:
- Hiding performance / resisting transparency measures
- Student performance is lower than standardised metrics or moderated results with other classes
- Attempting to deflect/criticise/identify/draw attention to other teachers that may also be underperforming
- A lack of self reflection / lack of evidence that underperformance is being addressed
- An inability/unwillingness to collaborate effectively with all members of the team
- Student/Parent complaints
- Requests for others to do their work or be paid extra for work that is part of their job description
- Unwillingness to contribute outside of 8.30 to 3.00
- Requirements for admin to regularly intercede due to conflict
- Lack of modification of identified undesirable behaviours
- actively seek to avoid classroom teaching
- personalising criticism rather than seeking to address an issue
- Fear and discipline is the main motivator to encourage learning
If someone is seeking promotion to HOLA, Student Services or Administration they need to have support that they have the ability to perform in that role and evidence that they have recently performed in that role. Staff don't often realise that when a leader is requested for a recommendation they cannot over inflate the negative and need to identify what they can do as well as any weaknesses. All staff have weaknesses that can be addressed over time. That notwithstanding, underperforming staff seeking promotion are typically unable to show the qualities that would make them competitive for promotion and have some of the following qualities:
Signs of self sabotaging:
- Alienating those whose support is required for promotion
- Creating factions seeking to undermine initiatives to improve student performance
- Promoting the good old days without promoting the changes that have been successful
- Being inflexible / cantankerous / obstinant / passive aggressive / passive defiant / avoidant
- inflated opinion of ability
- Not seeking or taking opportunities to display skills and attributes
- low self esteem (depression) / highly inflated self esteem (narcissism)
- are not clear about their career aspirations
- have not sought assistance with their application / have attracted few mentors
- Seeking to get their own way by "bullying", aggressive or emotional language
These behaviours need to be discouraged as they are not good for the health of the organisation, or the person exhibiting these behaviours as they will often be unaware of why they are not getting the recognition or promotion they believe they deserve.
Bullying is an important one. In today's society no-one should promote someone known for bullying. This is an absolute headache for admin as a bully will create work for those working around them for the sake of "efficiency" benefits that rarely exist or put people down to raise their own self esteem causing anxiety, low morale and turnover of staff.
Good leadership requires making it clear what desirable and undesirable behaviours are and providing a clear organisational vision. Management is required for compliance issues, where leading staff willingly fails and/or where corrective instruction is required. Leadership tends to focus on macro decisions regarding the pathway of a faculty (relying on professionalism to interpret correctly the direction given), "micro" management should be minimised to what is absolutely necessary to get a person to fulfil their responsibilities.
Unmanageable staff need to either be limited in scope (typically because they are highly functional in a subset of roles needed by an organisation) and/or be informed that their behaviours are unacceptable, informed as to why, the possible consequences of these behaviours and given a period of time to rectify their behaviour. It should be clear that Management is not bullying, but management should be underpinned by an evidence base, clear communication or an instruction from higher in management.
Saturday, April 24, 2021
Covid and Good Enough Teaching
I was talking with a colleague on Friday and conversation returned to online education. The premise was if online teaching was good enough and more cost effective than online delivery, would schools move to online delivery for students in courses where it was reasonably effective.
The hypothesis was that is is possible for a highly skilled teacher (top 10% of teachers skilled in delivering the course) to deliver highly effective content for a Methods course to a large number of students (>1000). If this was possible, it would have the potential to reduce costs significantly, as the IT infrastructure has already been significantly implemented (and tested during Covid) and face-to-face teachers would not be required. If each class is about 20 students, that's 50 teachers at $24000 per year, $1.2 million dollars. If a fifth of that was allocated to online tutors and markers, that's still a saving of about 1 million dollars. Where schools are struggling to run small courses and SCSA prevents mixed year classes - this could be a godsend. Schools wouldn't even run classrooms, just timetable time for students to be at home working. After the content was created it could be re-run year after year. This is already happening in University mathematics courses.
My colleague took this further and said that the online course would deliver better instructional content than current classrooms in face-to-face mode. Information could be standardised more easily to the intent of syllabus writers, typically teachers delivering courses face-to-face are not in the highly skilled category, teachers have competing demands in different courses and may have issues impacting on performance from outside the classroom.
Theoretically we could run schools in an online/offline more, where students come to school for socialisation, tutoring and assessment and stay at home for the rest of the time learning online. Content would be superior and the teaching environment could be better utilised in a cheaper "good enough" solution - the ultimate aim of any bean counter. Schools could support a greater number of students and become much more efficient delivering content.
Could a compromise be that all ATAR courses be delivered online/offline and students only attend schools 2.5 days per week?
The obvious counter to all of this is that not all high school students are motivated enough to work online for a long period, schools do more than deliver content, context and socio-economic factors impact implementation and research is required to analyse how students impacted by covid perform at University and other higher learning online.
Education has not evolved for 100 years and is predominantly still delivered in the same mode despite significant changes in technology. Education appears to be on the precipice of a technology disruption. Will we too be the victims of automation, or will we navigate it somehow to continue to be an integral part of society?
Sunday, April 4, 2021
The bucket
Alan Hughes (Level 9 HOLA) introduced me to the idea of the bucket. The bucket represents the resilience of a student. Each time a student offers an answer and gets a negative response (laughing, teasing, being wrong) they lose a little of themselves out of the bucket. If they get a positive response, the bucket starts to fill again.
As the bucket gets more and more depleted, they get more unwilling to put themselves out there. When it is near the bottom, they will protect what is left by refusing to answer, refusing to try, being defiant and protective of what little self esteem they have left in the bucket. Adolescence is a difficult time, between hormones, increasing academic ability, fragile confidence, peer issues, seeking independence and protective parents, a lot is drawing out of the bucket.
It is important to ensure that students never reach the point of protecting themselves. The bucket should be overflowing with enthusiasm with opportunities to build self confidence - not everyone outside of the classroom will understand that this is important or why you are working with this student. It starts with a welcome, hello and something positive that they can contribute.
When a child has little in the bucket it is important to provide opportunities to refill it before it reaches the point of self protection.
When a child is at the point of self protection, a caring person will let them know it is ok and help them refill the bucket - preferably assisting with diminishing demands on the bucket from outside the classroom.
Since it was first introduced to me, I have appreciated the bucket analogy and it assists in understanding why Alan is such a great person and teacher. He lives the analogy and has assisted many students refill the bucket.


How to Safely Solder Joints onto Piezo Transducers
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When working with piezos, soldering is a skill that must be mastered. So what is soldering? Soldering is the the process of fusing different types of metals together by melting solder using a hot iron. This process creates a permanent connection between the different components.
In this post, I'll give you an overview of how to safely solder onto piezos with silver electrodes and the more difficult nickel electrodes. I'll take you through the process for both silver and nickel step-by-step, and if you'd like to follow along visually, you can watch my video where I demonstrate how to solder a good joint onto both silver electrodes and nickel electrodes.
How to Solder onto Piezo Transducers Video Tutorial
This post is based on a series we do called Tip Tuesday where we explore piezo applications and tips to help you better use and understand piezoelectric materials. Check out our video tutorials page for more. And if you have an idea for a tip, please don't hesitate to leave a comment or contact us directly.
video of soldering onto piezo transducers
What Materials You Need to Solder onto Piezo Transducers
The first thing you need to do to make a good solder joint to a piezo transducer is pick a piezo. I'm choosing between two: one is the easy kind that has a silver electrode. The other is the more difficult kind that that has a nickel electrode and is typical of the type sold by The nickel electrode is only 1000 angstroms thick (an angstrom being 10 to the minus 10 meters) and this has given some people trouble.
The next thing you'll need is some paraphernalia that's very useful for making good joints. Aside from the piezo, the next most important thing is to have some flux. Flux is available in many different places. If you're going to do a lot of this, we have two kits available that have flux, some solder, and a few sample pieces of piezo so you don't have to practice on any good parts you bought.
 - Silver Kit
 - Nickel Kit
piezo kit with solder fluxOur KIT-005 Solder & Flux Kit for Silver Electrode
Other materials you'll need:
 - Small plastic cup - A small plastic thimble cup is needed to put a few drops of flux in. Remember that you only need a small amount.
 - Toothpicks - You only need to apply a very small amount of flux by direct contact. Toothpicks are the perfect size to help you do this.
 - Water - You'll need some water to wash off the flux of the solder joint immediately after you make it.
 - Solder - Of course, you're going to need some solder. You should use small diameter solder (tiny solder, don't use the big fat stuff!). We also recommend that you use the RoHS (stands for Reduction of Hazardous Substances, normally spoken ROHS-HAS) compliance solder that has no lead. There's nothing wrong with any of the joints and it works just as well as the old tin lead solder does. If your prototype ends up working, then it's going to go into production and you're going to have to figure out how to use the stuff anyway so just get it and use it. Better sooner than later, engineers!
 - Flat working surface - It would also be good to have a nice flat working surface, like a small, handy stainless steel plate and a small piece of blue tape for holding things together.
 - Soldering iron - If you watched the video that's at the top of this post, you'll have noticed that I had a very nice digital soldering iron with a kind of probe on it, which is about a 10 watt probe. That's really all you need to make a good joint. Using a big, think solder iron will ruin the joint. It's also unnecessary to have a digital soldering iron, but it helps to know what the temperature is if you're trying to follow directions. In any case, even if you don't have a digital one you will need to be able to control the temperature of the iron somehow or other, so take that into consideration.
 - Wire - Now, you can't just solder any old kind of wire to a piezo. If it's too thick, it will be stiff. When you pick it up afterwards or stress it in any way, the wire has a lot of leverage on that tiny joint you've made and it will break the joint, you'll lose your contact and you'll have to do it all over again.
 The wire I used in the video is about a 32 gauge wire and that's about right for most piezo projects. In special cases, you might need something thicker, but this is a very good option and it's very flexible.
 - Wire stripper - You will also need a tool that can do some stripping. It is possible to do this with a razor blade, but it's a lot more tedious. With the wire stripped, you'll just take off a tiny amount of the insulation. The reason for that is when you have a nice, long piece of bare wire that's multi-stranded, the melted solder wicks back up into the twisted wire where it solidifies and makes a stiff rod and you have a leverage problem all over again.
wire stripper and stripped wire
To give you an idea about what my setup looks like, I've included the image below:
how to solder joints onto a piezo transducer set up
Safety Considerations for Soldering
It is good practice to do your soldering in a ventilated area. In still air, the various volatiles that are created during soldering rise straight up into your breathing zone. The volatiles contain evaporated flux which is slightly acidic, cooked resin components, and even lead and tin if you don't use ROHS "no lead" solder. Some laboratories will have a portable solder fume hood available which will divert the updraft away from the work zone. That's the Cadillac solution.
Another common safety practice is to place a small, low velocity fan (such as those found in computer cabinets) on the bench with a horizontal flow directed across the area where the joint is to be made. That's the Volkswagen solution.
A nice write up by Lawrence Berkeley Laboratory on soldering safety, which is much more general, can be found here.
How to Make a Solder Joint
Silver Electrodes
Now that you've acquired all of your materials, it's time to make a solder joint. I recommend starting the silver electrode as that's the easy one. It's clean, white and is generally easier to solder. In fact, you don't really need any any flux. Usually you can treat this a lot like you would a circuit board.
One technique that works fairly well is taking the soldering iron, getting a little tiny bead about the size of the joint that you want to make on the tip, and you tend the spot where it's going to be. Then you take the wire that you've pre-stripped to a very short amount and you pre-tend the wire. Then you touch the wire to the little blob on the piezo, and that's it. It makes a good joint. It's a lot like a circuit board where you're depending on the flux that's in the solder.
good joint on silver electrodeExample of a good joint on a silver electrode
Nickel Electrodes
If you're working with a nickel electrode, it has to be treated entirely differently. If you were to do the same procedure as a silver electrode, it would simply not stick.
The nickel piezo I use in the video is only 1000 angstroms thick and is very lightweight, so it definitely needs to be held in place with tape so it doesn't slide. Even a slight breath will cause it to move.
To begin, take one of your toothpicks and wet the tip. Then, put a small dot of flux right where you want the joint to be. Now, take your wire and strip a little bit off the tip, taking care not to leave very much wire exposed. Next, dip the wire into the flux. Now you've got the flux dot where you want it to go, you've got flux in the strands of the wire, and you have a soldering iron. Put a bead on the soldering iron that is about the same size as you want the joint. Then, lay the wire right on top of the piezo where you want it to be. Take that solder blob, the wet solder blob, and push it down on the both of them. When you hear a little hissing sound, it's done, don't leave it on any longer than that. Then, take a look at your work and then immediately put it in the water.
Now, if you're in the lab, you don't use a cup of water. You can use a cup if it's on the bench, but if you're near a sink you could put a vessel in it and put your multiple pieces in there and let water dribble into it for about 15 minutes to clean them.
The purpose of the water is to stop the action of the flux. It is a mild organic acid, its water soluble and it's very safe, but it's not safe for electrodes. If you leave it on the electrode, they'll eat it away. So, always, always, wash your joints as soon as possible.
nickel electrode solder jointExample of a good joint on


text:
Making Sense of Pattern Grading
by Terry Horlamus
Excerpted from Threads #101, pp. 66-70
The term pattern grading may initially conjure up visions of complicated measurements and fancy rulers, but once the basic concept is understood, the actual process of grading is easy, especially using the method I outline here. This means that you—the home sewer, custom dressmaker, or independent designer—can do just as good a job as Vogue, Burda, Calvin, or Donna.
|Why grade? The purpose of grading is to proportionally increase or decrease the size of a pattern, while maintaining shape, fit, balance, and scale of style details (dress, original design).|
The basic concept
Historically, the science of grading went hand-in-hand with the advent of commercial patterns and the mass-production of pattern-built clothing some 150 years ago. To properly fit a pattern to a range of sizes, each pattern piece needed to be graded, or systematically increased or decreased. Today, pattern companies and apparel manufacturers take a middle-sized pattern (typically a size 12) and grade it up for larger sizes and grade it down for smaller sizes (see One pattern, three sizes).
|One pattern, three sizes|
|A base size 12 pattern (left) can be graded up to a size 16 (center) using the cut-and-spread method, and similarly graded down to a size 6 (right) by cutting and overlapping along specified cut lines.|
Methods of grading
There are three basic methods of grading: cut and spread, pattern shifting, and computer grading. No one method is technically superior and all are equally capable of producing a correct grade.
|Cut-and-spread method: The easiest method, which is the basis of the other two methods, is to cut the pattern and spread the pieces by a specific amount to grade up, or overlap them to grade down. No special training or tools are required—just scissors, a pencil, tape, and a ruler that breaks 1 in. down to 1/64.|
|Pattern shifting: Pattern shifting is the process of increasing the overall dimensions of a pattern by moving it a measured dis-tance up and down and left and right, (using a specially designed ruler) and redrawing the outline, to produce the same results as the cut-and-spread method.|


QStyleOptionToolButton#
The QStyleOptionToolButton class is used to describe the parameters for drawing a tool button. More
Inheritance diagram of PySide6.QtWidgets.QStyleOptionToolButton
Detailed Description#
QStyleOptionToolButton contains all the information that QStyle functions need to draw QToolButton .
For performance reasons, there are few member functions and the access to the member variables is direct (i.e., using the . or -> operator). This makes the structures straightforward to use and emphasizes that these are simply parameters used by the style functions.
For an example demonstrating how style options can be used, see the Styles example.
class PySide6.QtWidgets.QStyleOptionToolButton#
PySide6.QtWidgets.QStyleOptionToolButton(other)
PySide6.QtWidgets.QStyleOptionToolButton(version)
Parameters
Constructs a QStyleOptionToolButton , initializing the members variables to their default values.
Constructs a copy of the other style option.
Constructs a copy of the other style option.
PySide6.QtWidgets.QStyleOptionToolButton.StyleOptionType#
This enum is used to hold information about the type of the style option, and is defined for each QStyleOption subclass.
Constant
Description
QStyleOptionToolButton.Type
The type of style option provided ( SO_ToolButton for this class).
The type is used internally by QStyleOption , its subclasses, and qstyleoption_cast() to determine the type of style option. In general you do not need to worry about this unless you want to create your own QStyleOption subclass and your own styles.
See also
StyleOptionVersion
PySide6.QtWidgets.QStyleOptionToolButton.StyleOptionVersion#
This enum is used to hold information about the version of the style option, and is defined for each QStyleOption subclass.
Constant
Description
QStyleOptionToolButton.Version
1
The version is used by QStyleOption subclasses to implement extensions without breaking compatibility. If you use qstyleoption_cast() , you normally do not need to check it.
See also
StyleOptionType
PySide6.QtWidgets.QStyleOptionToolButton.ToolButtonFeature#
Describes the various features that a tool button can have.
Constant
Description
QStyleOptionToolButton.None
A normal tool button.
QStyleOptionToolButton.Arrow
The tool button is an arrow.
QStyleOptionToolButton.Menu
The tool button has a menu.
QStyleOptionToolButton.PopupDelay
There is a delay to showing the menu.
QStyleOptionToolButton.HasMenu
The button has a popup menu.
QStyleOptionToolButton.MenuButtonPopup
The button should display an arrow to indicate that a menu is present.
PySide6.QtWidgets.QStyleOptionToolButton.features#
PySide6.QtWidgets.QStyleOptionToolButton.icon#
PySide6.QtWidgets.QStyleOptionToolButton.iconSize#
PySide6.QtWidgets.QStyleOptionToolButton.text#
PySide6.QtWidgets.QStyleOptionToolButton.arrowType#
PySide6.QtWidgets.QStyleOptionToolButton.toolButtonStyle#
PySide6.QtWidgets.QStyleOptionToolButton.pos#
PySide6.QtWidgets.QStyleOptionToolButton.font#


text:
Est. 1906 (playground) 1918 (park)
In 1906, Julia Fletcher and Charles Garfield gave land for the Fletcher-Garfield playground. In 1918, Garfield donated 15 additional acres of woodland containing trees he'd planted; these two gifts were combined into present-day Garfield Park.
A leading proponent of reforestation, Garfield's ashes are buried beneath a grove of trees at the park. There is a small marker at the base of a Sycamore Tree. It is located next to the Garfield Lodge parking lot, and directly east of the Garfield Memorial. The marker reads: "Memory Tree, Chas. W. Garfield, Useful Citizen, Lover of Trees." There is also a large boulder that bears his name.
A new playground was installed at Garfield Park in 2010 as part of the Hands Across the City event in partnership with KaBOOM! The non-functioning pool was removed from the park that same year.
ADDITIONAL HISTORY OF GARFIELD PARK
From Garfield Park Neighborhood Association
In 1833 Barney Burton moved to the area from New York. He purchased 320 acres of land for $1.25 an acre from the U.S. Government. The land was bound on the east and west by Madison Avenue and Division and on the North and South by Burton and 28th streets. In 1858 the Samuel M. Garfield family came to visit relatives. They liked the area and purchased a portion of the Burton farm. After a short time other settlers began to join the Burtons. The included Edward Feakins, who built the house that still exists at 247 Burton SW, and the Samuel Garfield family, who liked the area and purchased a prtion of the Burton farm.
Samuel's son, Charles W. Garfield, replanted a 6 acre portion of the farm with 10 varieties of trees in 1892. This reforested farm land became known as the Burton Woods. In 1914 Charles W. Garfield gave the Burton Woods to the Grand Rapids Park and Boulevard Association as a "forestry park." It was deeded to the city of Grand Rapids in 1921 to remain forever as a "forest preserve." In 1960 and again in 1968 the City of Grand Rapids proposed to release the Burton Woods land and sell it as city lots. The people of the area joined together to protest the city's plans. After many meetings and letters, the group incorporated and applied to the city for the right to lease the woods and care for it. On January 6th 1970, the application was approved. The Nature Center is now under the control of Grands Rapids Parks.
The Garfield Lodge was constructed in 1906 with funds provided by Harriet Garfield, in memory of her husband Samuel, as a meeting place for people and societies for purposes of art, learning and community gatherings. The upstairs of the Garfield Park Lodge was the residence of the park's first caretaker. The first floor is still used for community events and the second floor houses the Garfield Park Neighborhoods Association offices. It is on the City of Grand Rapids list of historic places.
The Garfield Park land was donated in 1906 by Charles Garfield and Cousins Julia Fletcher and Ossian Cole Simonds.
On September 9th 1934; Charles W. Garfield, had a heart attack and passed away. He was burried in the Garfield Park under one of the trees he had planted near the Garfield Park Lodge.
CHARLES GARFIELD STORY
Charles W. Garfield, born in Wisconsin in 1848, first came to revere trees as a child, the story goes, on the trip that brought his family to reside in Michigan. Encountering a monumental roadside tree near Martin, on the coach road between Kalamazoo and Grand Rapids, the stage stopped and its occupants gaped. Reputed to be ten feet in diameter, the champion walnut reportedly prompted Garfield's father to urge, "Take off your hat, Charlie, to that noble tree."
The meeting was an important one for Michigan's forests. Garfield, later a successful and beloved Grand Rapids banker, would become a mighty force in the battle to renew Michigan's cutover and burned-over forests – devoting over 40 years to the cause, mostly as a volunteer.
An 1870 graduate of Michigan Agricultural College, Garfield became a nurseryman and horticulturist, then Secretary of the State Horticultural Society in 1876. As a new member of the State House of Representatives in 1881, Garfield introduced a modest bill that required the planting of shade trees along both sides of public highways one hundred feet apart and within eight feet of the highway edge, protected existing shade trees on roadsides, and credited roadside property owners for a portion of their highway tax if they planted trees.
Garfield's bill did not pass and the plunder of Michigan's forests continued. At an 1897 Arbor Day observance, A. A. Crozier described the grim scene in Michigan's north. While traveling to farmers' institutes in the region the past two winters, he said, "…I think some of you will be as surprised as I was when I say that in traveling nearly two thousand miles through some forty counties in the lumber regions of the State, I cannot now recall having seen in any one place as much as a single standing acre of white pine in good condition." Riding from Manistee on the Lake Michigan shore to Saginaw, he added, he had seen an almost continuous succession of "abandoned lumber fields, miles upon miles of stumps as far as the eye can see…"
Such scenes, and the swift abandonment of the north by the lumber industry, fostered a new political consensus that the state had been exploited and cheated. The Legislature created a forestry commission in 1899. Charles Garfield was named president of the three-man panel.
The law authorized the Commission to withdraw from sale up to 200,000 acres of state swamplands and tax-reverted lands to create a state forest reserve. In May 1901, at the next session of the Legislature, lawmakers approved a reserve of approximately 35,000 acres – the genesis of the modern state forest system.
Although Garfield did not believe it at the time, his work on the Forestry Commission and lobbying of the Legislature had produced a major shift in management of northern lands that would provide the base for a rebirth of the forests. Today, the seeds they planted have sprouted, giving Michigan 3.9 million acres of state forestland.
- City: Grand Rapids
- State: MI
- Zip: 49507
- Address: 250 Burton St SE


text:
BIOTREATMENT SOIL MIX$70.00 / YD
Biotreatment Soil Mix is very effective at filtering stormwater runoff before it enters our storm drains and waterways. The process of running the storm or runoff water through the Biotreatment Soil Mix allows the water to be cleaned up by the biology and filtered so pollutants and sediments are much reduced. The Biotreatment Soil Mix will support many vernal and riparian plant communities, the roots of the plants will also help clean up the stormwater runoff. The quality of water going into our streams, creeks, bay and ocean will be much improved creating a much healthier habitat for our native amphibians and fish.