text:
Adenosine receptor antagonism affects regional resting vascular resistance during rat peritoneal sepsis
Background. To identify vascular beds where endogenous adenosine plays a significant role as a mediator of resting perfusion alterations associated with sepsis, we tested the hypothesis that adenosine receptor blockade would cause differential regional increases in vascular resistance during intraperitoneal (ip) sepsis in the rat. Materials and methods. Rats (250-350 g) were catheterized and randomized to septic or nonseptic groups. Sepsis was induced with an ip injection of cecal slurry (150 mg/kg in D5W; 5 ml/kg), and baseline hemodynamics, cardiac output (CO), and blood flows (microspheres) were measured 24 h later. Animals then received the adenosine receptor antagonist 8-phenyltheophylline (8-PTH; 10 mM, 1.5 ml/kg), its vehicle (1.5 ml/kg), or normal saline (1.5 ml/kg), iv, and measurements were repeated. Results. Septic animals treated with 8-PTH had a significant increase in skeletal muscle, hepatic portal, and cerebral vascular resistance with concomitant decreases in CO when compared with vehicle at 1 min. No significant resistance changes were observed in the renal, adipose, or coronary vasculatures. Adenosine receptor blockade caused a significant increase in +dP/dt and -dP/dt during sepsis, indicating that the reduced CO was not secondary to myocardial depression. Conclusions. These data suggest that adenosine receptor-mediated actions during sepsis affect vascular beds selectively and indicate a significant role for adenosine in resting perfusion redistribution in sepsis.
Journal of Surgical Research
Motew, S. J.; Sam II, A. D.; Mourelatos, M. G.; Sharma, Avadhesh C.; Alden, K. J.; Ferguson, J. L.; and Law, W. R., "Adenosine receptor antagonism affects regional resting vascular resistance during rat peritoneal sepsis" (1998). PCOM Scholarly Papers. 949.


Q:
Can you fix "Not valid Win32 application"?
A:
Quick Answer
This all depends on the origin of the error itself. If the error is being caused by damaged or corrupted software, the only fix for this is re-downloading or reinstalling the software. There are, however, alternative ways to run software designed for older systems or other operating systems in Windows.
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Can you fix "Not valid Win32 application"?
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Full Answer
If this problem specifically arises from using a program designed for another type of operating system (something specifically made for Linux or Mac OS), or you are trying to use a piece of software that was originally designed for an older iteration of Windows (running a program designed for Windows 3.1 or 95 on a Windows 7 system), there may be ways around the issue. Virtual machine software, like Oracle's VM VirtualBox, provide a window that emulates another type of operating system, potentially allowing you to run older, out of date software on more modern hardware.
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text:
ROMTRANSPLANT Congress, 2022 edition
We are pleased to invite you to participate in the largest scientific event dedicated to transplant experts in Romania, namely the ROMTRANSPLANT Congress, 2022 edition.
At this time it is difficult to predict how the situation might evolve in the context of the pandemic. For this reason, the ROMTRANSPLANT Congress will take place on September 15-16, 2022, in Iasi, as a hybrid combination, a concept through which we connect people, safely, with a physical component and a virtual one.
This hybrid format will allow participants to join physically in Iasi (within the limits allowed by legal regulations) or online through the interactive platform created for the event. The latter will ensure that participants attending the online conference have a dynamic and scientific experience, as well as those on the ground.
The scientific program will include key topics in organ transplant management, bringing together renowned experts in the field of heart, liver, kidney, pulmonary and bone marrow transplantation, as well as related specialties. Participants will thus have the opportunity to develop their professional knowledge during the event by accessing the latest studies, sessions dedicated to transplant-related complications, cardiovascular complications in the transplant patient, COVID 19 infection and vaccination, presentations of young nephrologists and unique experiences. in daily medical practice.
The ROMTRANSPLANT National Congress aims, thus, through the multidisciplinary approach to continue its educational mission and the improvement of the knowledge portfolio in the field of transplantation, a field in permanent change. This aspect is particularly important for obtaining optimal results in the diagnosis, treatment of patients and, implicitly, in improving the quality of life of patients.
We look forward to seeing you at an exceptional edition!
Acting President of the ROMTRANSPLANT Association
September 15-16, 2022
1. Challenges and prospects for the national expansion of the transplant program and the increase in the number of donors
2. Stratification of post-transplant risk and reduction of long-term risk of rejection
3. Everything we need to know about organ perfusion machine and organ resuscitation.
4. Novelties in immunosuppressive therapy
5. Clinical guidelines in transplantation: news and how we implement them
6. News in the evaluation of national transplant programs
7. Lessons learned during the COVID-19 pandemic and the transplant program
8. Systemic and metabolic complications of non-organ related transplant patients
9. DCD Program. challenge
10. Histology and organ transplantation
11. Legal, social and ethical aspects in the transplant program
12. News on transplant immunology, desensitization strategies
13. Clinical cases
14. Clinically relevant outcomes / objectives in organ transplantation
15. Corneal / tendon transplant
16. Hematopoietic stem cell transplantation
17. Practical course and question and answer session
18. Kidney transplant
19. Heart transplant
20. COORDINATORS, KDP – ANT
21. Transplantation in children
In addition, sessions dedicated to heart, kidney, liver, tissue transplantation, hematopoietic stem cells and transplant immunology will be organized.

source: m-a-p/FineFineWeb


text:
Teaching Plan Unit 3 travel journal
The topic of this unit centers on travel. Travel is very beneficial and attractive activity to the students who can gains a lot, such as, general know
ledge of geography, politics, communicating skills and travel experiences. However, before traveling, we should do a lot of preparation. In this unit, language study include some new words and useful expressions and the present continuous tense. Analysis of Learners This book fits the senior one students. The advantages of Ss: 1. They are pretty active about what they are interested in. 2. They are willing to share and demonstrate themselves in public. The shortage of Ss: 1. Owing to the limited amounts of vocabularies, they always have difficulties in expressing thoughts and opinions in appropriate way. 2. Sometimes they devoted themselves to the hot topic which they were enthusiastic about so that they didn't draw their attention on the knowledge we should learn but just focused on the topic. Teaching Principles We should remember the main idea about the "Task-based language teaching" and "Situational teaching". Among each part, "tasks" should be the line of the teaching. In order to complete the task, we teachers play a role as coaches instead of players. As a result, students are always the dominant role. Just give them an order, a tip, a hint or a suggestion to finish the task by themselves. Provide them more chances to speak and think. Teaching Aims and Objectives A. Knowledge and Grammar 1. The students learn how to use the present continuous tense to indicate the future. 2. Grasp the key vocabularies, phrases and sentences: journal,fare,transport,finally,cycle,persuade,insist,proper,properly,rapid,I prefer to... B. Ability 1. The students learn how to make a travel plan. 2. The students learn what the travel journal is and try to write their own ones. C. Feelings and Attitudes 1. Sometimes we need not only do material preparation but also spiritual
preparation: courage, ambition, willpower and common sense. 2. Encourage students to work as a team. 3. Encourage student to record what they saw, what they heard, what they thought. Motivate them to be active, optimistic and insightful to life by travel. Important Point of Teaching 1. Learn how to correctly use the present continuous tense to indicate the future. 2. Learn how to make a travel plan. Difficult Points of Teaching Make students understand "be+v.ing" can indicate something happening in the future. Teaching Aids A computer, text books, note books, exercise paper, blackboard. Teaching Methods The methods are Task-based Language Teaching, Situational Teaching Counseling-Learning Community Language Learning. Show some pictures about my travel and ask Ss to show their experiences. -------Situational Teaching Pair work: Make a conversation... -------Situational Teaching Summarize the points. -------Task-based Language Teaching
Learning Design Unit 3 travel journal
1．Complete the following information card.
Dream Travellers Time of their trip Transport
Para1． ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Para.2 ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ Para3 ___________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________
Practicing Plan Unit 3 travel journal
一． Translation. 1. 他说服他的女儿改变了计划。 ___________________________________________________________________ 2. 他梦想成为一位科学家。 ___________________________________________________________________ 3. 他们坚持要求 Tom 参加这次会议。 ___________________________________________________________________ 4. 一旦我们进入教室，我们应当保持安静。 _____________________________________________________ 二．Fill in the blanks. Ever since our childhood,Tom and I ___________(dream ) of______(take) a bike trip to Qinghai Lake. After__________（graduate）from college,we got a chance. Before we set out,we made a lot of__________(prepare). Tom persuaded me ______(buy) a mountain bike.I trust Tom,because he was very__________(determine).So he insisted that he _______(organize) the trip properly. It was from this special experience _______ I got a lot in my life.
copyright ©right 2010-2020。

source: openbmb/Ultra-FineWeb


text:
PART I DESCRIBES the issues, concepts, and trends related to citizenship education in culturally diverse nation-states. Banks, in the Introduction, describes the meaning of citizenship in diverse and democratic nation-states, the multiple views of citizenship, and the global dimensions of citizenship education. Citizenship is a fluid, complex, dynamic, and contested concept in the nation-states discussed in this book. Banks believes that citizenship education programs should help students develop thoughtful and reflective cultural, national, and global identifications and attachments. This is a difficult task because nationalism and globalization, which are contradictory trends, are both intensifying. Citizenship education faces a dilemma in nationstates worldwide because the lessons taught in school about democratic values are contradicted by societal practices such as institutional racism and inequality. Despite the worldwide challenges it faces, Banks maintains that citizenship education should help students acquire democratic values within an educational context that respects and reflects their community cultures, languages, hopes, and dreams. Only in this way can marginalized ethnic, cultural, and language groups acquire thoughtful commitments to the overarching values and goals of the nation-state.
Castles, in Chapter 1, describes the ways in which nationstates are being challenged by globalization, increasing international migration, and the growth of transnational communities. People today are crisscrossing national borders, belong to multiple places, and have multiple identities. "The boundaries
Questia, a part of Gale, Cengage Learning. _URL_
Publication information: Book title: Diversity and Citizenship Education: Global Perspectives. Contributors: James A. Banks - Editor. Publisher: Jossey-Bass. Place of publication: San Francisco. Publication year: 2004. Page number: 1.
This material is protected by copyright and, with the exception of fair use, may not be further copied, distributed or transmitted in any form or by any means.

source: HuggingFaceFW/fineweb-edu


text:
Stripping the Membranes
by Cynthia Flynn, CNM, Ph.D.
Q. What does "stripping of the membranes" mean? How is it done and how is it different than breaking my water?
A. As you probably know, the bag of waters is inside the uterus, and the bag is composed of membranes. The membranes tend to cling to the wall of the uterus until after the baby is born and the placenta is expelled. As the cervix begins to soften and open (dilate) at the end of pregnancy, the part of the membranes that was over the cervical opening can be felt through the opening when a vaginal exam is done.
"Stripping the membranes" is done by inserting a finger between the membranes and the wall of the uterus to loosen the membranes from the wall. Sometimes, this stimulation of the uterine wall can help to start labor. Sometimes, the loosening of the membranes allows more water to collect in front of the baby which puts more pressure on the cervix and perhaps labor is stimulated that way. The procedure can be a little uncomfortable for some women. If the woman is truly near delivery, she often gets a contraction as a result of the procedure.
Usually the practitioner tries not to break the bag of waters when the membranes are loosened. Breaking the bag of waters commits the woman to delivery, perhaps before the baby is ready to come. Although stripping membranes is not considered a form of induction, the hope is that it is a form of stimulation of labor. Done too early, it has no effect, but if the body is nearly ready anyway, it can give a little jump-start to the labor process.
If you like this article, we'd be honored if you shared it using the button below.


text:
Hints and Tips Sheet for IB Theatre teachers and students
How to formulate a viable Research Investigation Question
'Hints & Tips' Sheet for IB Theatre teachers & students
Firstly let us remind ourselves of the requirements of the RI task:
The IB Theatre Syllabus Guide states 'Students should select a specific aspect of a play or theatre piece from the chosen theatrical practice to research, and then formulate a research question to answer. Students should collect, edit and present their research to contribute to a realization of the play/theatre piece from the chosen theatrical practice.'
So your first questions regarding the RI assignment should be:
- What theatre practice or practitioner am I interested in researching?
- Is there a play/ text /piece of theatre from this practice?
- What sources of research are available to help me write an essay on a specific
theatrical aspect of this play/ text /piece of theatre?
Question 2 (above) concerning a play/text/piece of theatre is important because there are plenty of perfectly viable practices and practitioners but no play/text/piece of theatre borne out of that practice. Interesting though
these are to research (and perhaps apply to an IP) they should be discarded for the purposes of the RI.
Question 3 (above) concerning research sources is important because it can prove challenging to dig up satisfactory research on some of the more obscure theatrical practices. This is certainly not a reason to avoid researching a less common tradition, and indeed originality is encouraged, but students are strongly advised
to investigate and consult the available research first before settling on a final RI question. The 'specific aspect' should be a specific theatrical aspect, such as 'masks' or 'lighting design' as opposed to general aspects that happen to appear in the chosen piece such as 'themes of violence' or 'socio-political
resonance'. See also the note below about Circular RI Logic.
The Research Investigation is NOT a creative exercise, it is a research exercise – it should inform a production rather than be a "how to" paper.
It is thus strongly encouraged that the RI is not addressed to a hypothetical individual taking on a specific theatrical role.
For example, note the difference between:
- A) "How would a costumier design a costume for Pantalone in Servant of Two Masters?"
- B) "What are the costume requirements for Pantalone in Servant of Two Masters according to the costuming
tradition of Commedia Del'Arte at this time?"
Clearly in the above example Question A is addressed to a specific individual (the costume designer) and
should be avoided. Question B sets out to research the more general all-encompassing principles of thepractice as applied to costumes and is therefore a more satisfactory start to the RI task.
The 'RI Question Validation Test'…
Formulating a viable question is absolutely essential to meeting the requirements of this assignment successfully! Starting the task with a poorly-worded or inadequate RI question means you are severely crippled from the beginning and have no hope of reaching the higher mark bands in the assessment criteria.
So once you have drafted your question check to see if it can breakdown into the following phrases:
The conventions/theories of ………………………………. (theatre practice/practitioner I
have chosen) should be applied in the various ways that I will explain in the
main body of my essay to the …………………………………. (specific theatrical aspect I
have chosen) of a realisation of ………………………………… (play/text/theatre-piece
from my chosen theatrical practice/practitioner)
The conventions/theories of ….EPIC THEATRE…. (theatre practice/practitioner)
should be applied in the various ways that I explain in the main body of my
essay to the ……….LIGHTING DESIGN………… (specific theatrical aspect)
of a realisation of….. BERTHOLT BRECHT'S 'MOTHER COURAGE'……
(play/text/theatre-piece from the chosen theatrical practice/practitioner)
If your RI question breaks down easily into something like the above then you're probably good to go write the essay.
If your RI question cannot be broken down easily into something like the above then it probably lacks a key component of the task and you have little hope of meeting the assessment criteria successfully – go back to the three initial questions at the top of the page and start again!
Circular RI Logic…
Another thing to be careful of is Circular RI Logic whereby an RI question focuses on a Specific Theatrical Aspect that is already itself a convention of the practice.
An example of this is:
"How should the conventions of Epic Theatre be applied to breaking the 4th wall in Brecht's Mother Courage?"
I advise avoiding this kind of question because otherwise this essay has to discuss how to apply conventions of a practice to a convention of that practice, which makes no sense! Unfortunately it's often not that clear-cut because it seems to me that something like 'Masks' or 'Chorus' in Greek Theatre can appear in Research Investigations either as a Specific Theatrical Aspects or conventions or both. This is something I find students can have real difficulties getting their heads around, as indeed do I depending on the day of the week! As always, do all necessary checking well in advance before submitting a 2,500 essay that will score poorly because of a fatal confusion in the question.


WITCH hack
"backslash", "escape", "hack"
When used inside a regular expression
\ in front of any character will change it from a metacharacter to a literal, or visa versa.
When used in a Signature
\ before a sigilless name is a parcel binding.
\ before a sigilled parameter prevents parcel collapse.
Operators containing this character
Modifying a reduction operator such as [\+] (modification of [+]) creates a lazy feed of intermediary results..
Other Uses
unary \ as a noun in front of an argument or arguments creates a Capture
\ in front of whitespace creates an unspace which is used to jam spaces in where they don't belong.
\o \c \x and \d used inside an interpolated string introduce literal characters


text:
Gaming the Past: The Theory and Practice of Historic Baselines in the Administrative State
57 Pages Posted: 17 Feb 2010 Last revised: 28 Dec 2014
Date Written: February 15, 2010
Goals based on absolute targets, risk, technology, or cost are found throughout the administrative state. "Historic baselines," points in the past used to ground a policy goal, are just as commonplace, yet remain unexamined. Whether in budgeting or tax, criminal sentencing or environmental protection, historic baselines direct a wide range of agency activities. Their ubiquity raises some important questions. What makes baselines more attractive than other approaches for implementing regulatory goals? Conversely, when are other stan ard-setting methods such as absolute targets or risk-based, technology-based, or cost-based standards more useful to policymakers than historic baselines? Unless one believes that policymakers choose between the alternative approaches randomly, or that it simply does not matter which they choose, each approach requires a clear theoretical understanding in order to make better choices and predict the comparative potential for success and failure. This Article is the first to examine historic baselines.
Using examples from environmental and land use regulation, this Article examines the attributes, design issues, and strategic uses and abuses of historic baselines. Part I unpacks the structure and design of historic baselines, identifying four core attributes and examining the design issues particular to each to demonstrate the different forms historic baselines can take. Part II explores the attractiveness of historic baselines to policymakers and the conditions under which they may be preferable to using absolute standards or risk-based, technology-based, or cost-based standards. Part III explores the opportunities for rent-seeking in more detail, delving into the gaming possibilities created by historic baselines. Part IV then provides a practical context by examining the role of historic baselines in climate change policy. The demand for action will require policymakers to consider a wide array of regulatory goals for controlling greenhouse gas emissions, sequestering carbon from the atmosphere, and adapting to climate change impacts that cannot be avoided. The analysis in Parts I, II, and III speaks directly to this issue, explaining why historic baselines will prove effective in certain applications but decidedly problematic in others.
Suggested Citation: Suggested Citation


Difference between revisions of "Monad laws"
From HaskellWiki
Jump to: navigation, search
(changed alignment of the monad laws)
(But why should monads obey these laws?: remove one incorrect statement added in the previous edit)

(3 intermediate revisions by the same user not shown)
Line 22: Line 22:

| <haskell>m >>= (\x -> f x >>= g)</haskell>

| <haskell>m >>= (\x -> f x >>= g)</haskell>

|}

|}
 +
 +
The last law can be re-written for clarity as
 +
<haskell>
 +
(m >>= (\x -> f x)) >>= g ≡
 +
m >>= (\x -> f x >>= g)
 +
</haskell>
 +
or, equally,
 +
<haskell>
 +
(m >>= (\x -> f x)) >>= (\y -> g y) ≡
 +
m >>= (\x -> f x >>= (\y -> g y))
 +
</haskell>

Here, ''p'' ≡ ''q'' simply means that you can replace ''p'' with ''q'' and vice-versa, and the behaviour of your program will not change: ''p'' and ''q'' are equivalent.

Here, ''p'' ≡ ''q'' simply means that you can replace ''p'' with ''q'' and vice-versa, and the behaviour of your program will not change: ''p'' and ''q'' are equivalent.
Line 132: Line 143:

The associativity law is amazingly pervasive: you have always assumed it, and you

The associativity law is amazingly pervasive: you have always assumed it, and you
have never noticed it.
+
have never noticed it.
 +
 +
Associativity of a ''binary'' operator allows for ''any'' number of operands to be combined by applying the binary operator with any arbitrary grouping to get the same well-defined result, just like the result of summing up a list of numbers is fully defined by the binary (+) operator no matter which parenthesization is used (yes, just like in folding a list of any type of monoidal values).

Whether compilers exploit the laws or not, you still want the laws for

Whether compilers exploit the laws or not, you still want the laws for
Latest revision as of 09:42, 9 November 2019
All instances of the Monad typeclass should obey the three monad laws:
Left identity:
return a
>>= f
f a
Right identity:
m
>>= return
m
Associativity:
(m >>= f)
>>= g
m >>= (\x -> f x >>= g)
The last law can be re-written for clarity as
 (m >>= (\x -> f x)) >>= g
 m >>= (\x -> f x >>= g)
or, equally,
 (m >>= (\x -> f x)) >>= (\y -> g y)
 m >>= (\x -> f x >>= (\y -> g y))
Here, pq simply means that you can replace p with q and vice-versa, and the behaviour of your program will not change: p and q are equivalent.
What is the practical meaning of the monad laws?
Let us re-write the laws in do-notation:
Left identity:
do { x <- return x;
 f x
 }
do { f x }
Right identity:
do { x <- m;
 return x
 }
do { m }
Associativity:
do { y <- do { x <- m;
 f x
 }
 g y
 }
do { x <- m;
 do { y <- f x;
 g y
 }
 }
do { x <- m;
 y <- f x;
 g y
 }
In this notation the laws appear as plain common-sense transformations of imperative programs.
But why should monads obey these laws?
When we see a program written in a form on the left-hand side, we expect it to do the same thing as the corresponding right-hand side; and vice versa. And in practice, people do write like the lengthier left-hand side once in a while. First example: beginners tend to write
skip_and_get = do
 unused <- getLine
 line <- getLine
 return line
and it would really throw off both beginners and veterans if that did not act like (by right identity)
skip_and_get = do
 unused <- getLine
 getLine
Second example: Next, you go ahead to use skip_and_get:
main = do
 answer <- skip_and_get
 putStrLn answer
The most popular way of comprehending this program is by inlining (whether the compiler does or not is an orthogonal issue):
main = do
 answer <- do
 unused <- getLine
 getLine
 putStrLn answer
and applying associativity so you can pretend it is
main = do
 unused <- getLine
 answer <- getLine
 putStrLn answer
The associativity law is amazingly pervasive: you have always assumed it, and you have never noticed it.
Associativity of a binary operator allows for any number of operands to be combined by applying the binary operator with any arbitrary grouping to get the same well-defined result, just like the result of summing up a list of numbers is fully defined by the binary (+) operator no matter which parenthesization is used (yes, just like in folding a list of any type of monoidal values).
Whether compilers exploit the laws or not, you still want the laws for your own sake, just so you can avoid pulling your hair for counter-intuitive program behaviour that brittlely depends on how many redundant "return"s you insert or how you nest your do-blocks.
But it doesn't look exactly like an "associative law"...
Not in this form, no. To see precisely why they're called "identity laws" and an "associative law", you have to change your notation slightly.
The monad composition operator (also known as the Kleisli composition operator) is defined in Control.Monad:
(>=>) :: Monad m => (a -> m b) -> (b -> m c) -> a -> m c
(m >=> n) x = do
 y <- m x
 n y
Using this operator, the three laws can be expressed like this:
Left identity:
 return >=> g
 g
Right identity:
 f >=> return
 f
Associativity:
 (f >=> g) >=> h
 f >=> (g >=> h)
It's now easy to see that monad composition is an associative operator with left and right identities.
This is a very important way to express the three monad laws, because they are precisely the laws that are required for monads to form a mathematical category. So the monad laws can be summarised in convenient Haiku form:
Monad axioms:
Kleisli composition forms
a category.


Goshawk ©Andrew Mason
Scientific name: Accipiter gentilis
Known as the phantom of the forest, goshawks can fly through the trees at up to 40km per hour as they hunt birds and small mammals.
Species information
Length: 49-56cm (male). 58-64cm (female)
Wingspan: 90-105cm (male), 108-120cm (female)
Weight: 850g (male), 1.5kg (female)
Average lifespan: 7 years
Conservation status
When to see
January to December
This powerful bird of prey was persecuted to extinction in the UK in the late 19th century, but escaped and deliberately released falconry birds launched a population recovery in the late 1960s. Nesting in forests and large woods, they are most easily seen in late winter and spring, when pairs perform spectacular aerial displays over their woodland territories.
How to identify
The goshawk is similar to the sparrowhawk, but much larger. In flight they appear powerful, with broad wings and a long, rounded tail (more square-cut in sparrowhawk). Up-close they show thick legs and a white line above each orange-red eye. Females, the size of a Buzzard, have slate-grey upperparts and whitish underparts barred grey, whilst males are smaller, with blue-grey upperparts. Juvenile birds have striped rather than barred underparts.
Found across the UK but often localised. Population strongholds in Wales, northern England, the New Forest and southern and eastern Scotland.
Did you know?
Although we consider goshawks to be birds of the forest, in other parts of Europe they can be found in urban settings, perching on street lights and catching Feral Pigeons.
How people can help


text:
Gavriil Adrianovich Tikhov
Gavriil Adrianovich Tikhov (May 1, 1875 – 1960) was a Soviet astronomer who was a pioneer in astrobiology and is considered to be the father of astrobotany. Tikhov worked as an observer at the Pulkovo Observatory from 1906 until 1941. After undertaking an expedition to Alma-Ata (now Almaty) to observe a solar eclipse, he remained and became one of the founders of the Kazakhstan Academy of Sciences.
He invented the feathering spectrograph by using the commonly occurring chromatic aberration to his advantage. By installing a ring-shaped diaphragm in front of the objective he enabled an observer to deduce the color and spectral class of a star very easily. He was one of the first to use color filters to increase the contrast of surface details on planets. He was appointed head of Astrobotany in Alma-Ata, and investigated the possibility of life on other bodies in the solar system.


The Participatory Museum
By: Dr Lynda Kelly, Category: Museullaneous, Date: 10 Dec 2009
Went to a talk on The Participatory Museum given by Nina Simon on 9 December as part of the Powerhouse Museum's Innovation Series. Here's my notes.
Young visitors in the tank area
Young visitors in the tank area
Photographer: Mark McGrouther © Australian Museum
The participatory museum is a place where visitors create share and connect with each other around content (& objects). Nina quoted a colleague who used to visit museums every Saturday afternoon with her aunt, when questioned why they always went there: "We have better conversations in the company of these things".
How do we design infrastructure that supports social engagement rather than it happening serendipitously? We do this through social technologies: tools that enable people to create, share and connect with each other.
What does that mean for museums? It requires change from the old relationship where authority is content provider to a new relationships as authority as platform provider. There still is a huge role for museum expertise as expert voices are still valued in a democratic society.
Why the participatory museum? Five reasons:
 1. deliver personal relevance
 2. celebrate and network diverse voices
 3. deliver dynamic content
 4. encourage interpersonal dialogue
 5. support collaborative and creative practice
Visitors can become part of the creative process. Designers [and others on an exhibition team I would think] need to figure out the frames that can give visitors opportunities to participate with both each other and content in respectful ways. Nina referred to the hierarchy of participation which she has blogged here as well as the Forrester ladders of participation research [the Museum has also used this in a research project which you can find here].
Need to start with the audience and what are their needs and then match those to what the museum is about and think about what relationships do we want to have?
Seven techniques for the participatory museum:
 1. be personal
 2. be creative in a scaffolded and comfortable way
 3. offer multiple engagement points
 4. network the experience, ("museums that get better the more people use them")
 5. give visitors 'real' and meaningful work to do
 6. be honest
 7. connect to known frameworks
Take what people already know and do and then create opportunities for them to do something with it to create value in order to makes museums better the more people use them.
We need to design participatory experiences in respectful and comfortable ways so visitors feel more inclined to make a comment that matters.
I know that Nina has posted about this on her Museum 2.0 blog but there's so much there I suggest you trawl through posts with the tag call participatory museum coz an't find exactly what I'm looking for...! Nina's slides from her talk are here.
Lynda Kelly - 7.12 AM, 13 December 2009
Thanks for uploading tis lin Seb.
sebchan - 11.12 AM, 11 December 2009
The video recording of the talk can be viewed along with slides over at the Powerhouse Museum's Fresh & New blog -
Report misuse


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Ok so I have two lists in C#
List attributes = new List();
List songs = new List();
one is of strings and and one is of a attribute object that i created..very simple
class Attribute
 public string size { get; set; }
 public string link { get; set; }
 public string name { get; set; }
 public Attribute(){}
 public Attribute(string s, string l, string n)
 size = s;
 link = l;
 name = n;
I now have to compare to see what songs are not in the attributes name so for example
songs.Add("yet another");
Attribute a = new Attribute("500", "_URL_", "something" );
I want a way to return "another" and "yet another" because they are not in the attributes list name
so for pseudocode
difference = songs - attributes.names
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4 Answers
up vote 20 down vote accepted
var difference = songs.Except(attributes.Select(s=>s.name)).ToList();
Added ToList() to make it a list
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will difference be a list – Trace Mar 23 '12 at 14:12
no, is IEnumerable, but call ToList() – Adrian Iftode Mar 23 '12 at 14:13
An enumerable. Use ToList() if you need to. – DeeMac Mar 23 '12 at 14:13
Sorry Adrian, beat me to it. This is actually a really good answer, been wondering how to achieve this for a while myself. +1 – DeeMac Mar 23 '12 at 14:13
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var diff = songs.Except(attributes.Select(a => a.name)).ToList();
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This is the way to find all the songs which aren't included in attributes names:
var result = songs
 .Where(!attributes.Select(a => a.name).ToList().Contains(song));
The answer using Except is also perfect and probably more efficient.
EDIT: This sintax has one advantage if you're using it in LINQ to SQL: it translates into a NOT IN SQL predicate. Except is not translated to anything in SQL. So, in that context, all the records would be recovered from the database and excepted on the app side. Is much less efficiente.
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Why did you post this if the other answers that use Except are perfect and more efficient? – DeeMac Mar 23 '12 at 14:15
If you see it, I posted this before the other answers, and added the comment later, stating clearly that the other solutions are better. – JotaBe Mar 23 '12 at 14:17
"I posted this before the other answers." You didn't. – DeeMac Mar 23 '12 at 14:25
Plus, you're missing a right parenthesis. – DeeMac Mar 23 '12 at 14:34
Hey, the voting system is here so that people knows which is the best answer. That's why I've voted adrian's. However I think it won't hurt to see a different alternative. Mine have at least one advantage. See my edited answer. – JotaBe Mar 23 '12 at 15:24
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It's worth pointing out that the answers posted here will return a list of songs not present in attributes.names, but it won't give you a list of attributes.names not present in songs.
While this is what the OP wanted, the title may be a little misleading, especially if (like me) you came here looking for a way to check whether the contents of two lists differ. If this is what you want, you can use the following:-
var differences = new HashSet(songs);
differences.SymmetricExceptWith(attributes.Select(a => a.name));
if (differences.Any())
 // The lists differ.
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Your Answer


text:
Critical Chain (novel)
First edition cover
|Publisher||North River Press|
|4 September 1997|
|Media type||Print (paperback)|
|Pages||246 pp (first edition, paperback)|
|ISBN||0-88427-153-6 (first edition, paperback)|
Like Goldratt's book The Goal, Critical Chain is written as a novel, not like a project manager's how-to guide. This book is a story about a professor trying to attain his tenure at a university's business school. The plot is used to maintain interest in the subject and provide a real life feel to the book. It provides plenty of real-world examples. The plot of the novel is fourfold:
- A professor trying to become tenured,
- A business school's struggle to improve enrollment,
- Teaching philosophy,
- Applying the Theory of Constraints to project management
The goal of the book is the last point, but Goldratt makes it clear that educational systems must change to better accommodate the quickly changing world of business.
The book walks the reader through a series of steps to establish the principles for the discussion. It is written for someone with a modicum of project management background.
The book starts by pointing out the problems with how time estimates are normally done on projects. It then provides a primer on the Theory of Constraints and an example of its implementation in a steel mill. With the foundation set, it proceeds to show how the Theory of Constraints can be applied to schedule generation, resources constraints and multiple projects.
Goldratt claims that the current method of generating task time estimates is the primary reason for increased expense of projects and their inability to finish on time. The commonly accepted principle is to add safety (aka: pad or slop) to generate a task time length that will essentially guarantee the step gets completed. He asserts that estimates for a task are based on individuals providing values that they feel will give them an 80-90% chance of completing the step, these estimates are further padded by managers above this person creating a length of time to complete a task that is excessive - as much as 200% of the actual time required. It is this excessive padding that has the opposite effect - guaranteeing the task will run full term or late. As counter intuitive as this seems, he provides examples of why this is the case. This predisposes the people on the project to consume the time estimate by:
- Triggering the "student syndrome" in the resource assigned to the task - they have more than enough time to do the task, therefore they start the task late using up all the safety.
- Encouraging multitasking. The safety is added knowing that the resource will not be able to focus on the task and hence encouraged to multitask on multiple projects at a time, which significantly impacts all projects.
- Not claiming early completion. In order to preserve the safety concept in future projects, resources do not report tasks completed early. Obviously, though, there is no way to hide a late completion.
Theory of Constraints Primer
The book presents a primer for Theory of Constraints. This is done in the form of a lecture by a professor who has recently returned from a sabbatical at a large conglomerate that uses the Theory of Constraints. The discussion focuses on the current methods of measuring success at a work center (cost and throughput) and shows how they are contradictory to the success of the production line as a whole.
The book enumerates the five principle steps of the Theory of Constraints:
- Identify. Identify the bottleneck of the system.
- Exploit. Exploit this bottleneck, making its throughput efficient by changing processes, equipment maintenance procedures, training, policies, etc.
- Subordinate: Subordinate the throughput of all other work centers to this work center.
- Elevate. Invest in this work center to increase its throughput - add equipment, manpower, etc.
- Inertia. Start the process over on the line to determine the new bottleneck.
This philosophy keeps the cost and throughput models at odds with one another since the subordination process necessarily decreases efficiency. Hence, evaluation criteria for properly managing a work center must change to properly reward the organization's success.
The book points out this conflict with respect to an axiom in the Theory of Constraints that states that if two concepts are in direct conflict, then there is an assumption as part of those concepts that is incorrect.
Steel Mill Example
To illustrate, the book uses an example of a steel mill with significant production problems, excess inventory and cost issues. It methodically assigns all the issues of the plant to the method in which success of a work center is measured. The errant assumption is efficiency being measured by tons of steel per hour. The flaw in the measurement is that not all material takes the same length of time to produce and not all work centers have the same throughput. It concludes the sources of the problems for the steel mill are:
|Raw material shortage||
After subordination, the key is to maintain a small buffer of material in front of the bottleneck to ensure it never stops producing due to lack of material.
After laying this groundwork, the book turns to applying this to Project Management. After declaring the constraint to be the schedule's critical path, the book maps out a set of terms. The result is:
|Production term||Project term|
|Pre-work center inventory||Work buffer from the feeding tasks of the critical path|
|Bottleneck work center||Bottleneck resource|
It proposes a method of schedule generation where all tasks are estimated at a reasonable time for completion. This would be a time estimate that would give the resource a 50%-60% chance of completing the task on time. The theory being that one task may take less than its estimated time but another may take more - on the average evening out. Since there is no safety, the conditions above that cause misuse of time on the task do not exist.
Safety is not added to individual tasks. Safety is added to the project as a whole (at the end) or to the end of a sequence of tasks feeding the critical path.
Using numerous analogies and examples, the concept of a resource buffer is introduced. This concept claims that one must ensure the resource bottleneck on the critical path is always busy and stays focused. They should be:
- Kept on task. In other words, minimize multitasking
- Be ready for the assignment; even if it means they are idle waiting for dependencies to complete.
The book introduces increasingly complex situations to remove the non-practical classroom approach until it reaches two common project situations:
- A bottleneck resource on the critical path and non-critical paths,
- Multiple projects contending for constrained resources,
The book emphasizes that the project manager has to understand that he or she is not working with absolutes. Resolution of these issues are not absolute. The time estimates are just that - estimates - they cannot be treated as absolute times. This is essential for the following two points.
A project example is given with a single bottlenecked resource on multiple paths. Since this resource is over utilized on multiple paths its tasks need to be considered when determining the project duration. This results in the introduction of the term critical chain - the aggregate of the critical path and the constrained resource leveled tasks.
Projects are going to use common resources. Organizations need to accommodate parallel projects while adhering to the Theory of Constraints concepts. This requires developing a prioritization scheme for the resource to determine the correct order to do work (i.e. proportion of the project buffer remaining). As before, once the scheme has been developed, the resource needs to be focused (not multitasking) on completing the task as soon as possible.
Cost of money
The book closes by introducing a concept for a method for determining which projects should be selected for execution. It is based on looking at the investment in each project in terms of money-days. Money-days is the product of the investment in the project and its duration.
Reviews and analysis
The book was reviewed by a number of academic and business journals including Harvard Business Review and IIE Transactions. In addition, a number of academics have studied Critical Chain Project Management and shown that while the packaging of the content is novel, the ideas are not necessarily original and in some cases, not advisable.
- J. Elton, J. Roe. 1998. "Bringing Discipline to Project Management." Harvard Business Review, 76(2), 153-159.
- K.N. McKay, T.E. Morton. 1998. "Review: Critical Chain." IIE Transactions, 30(8), 759-762.
- W. Herroelen, R. Leus. 2001. "On the merits and pitfalls of critical chain scheduling." Journal of Operations Management, 19, 559-577.
- W. Herroelen, R. Leus, E. Demeulemeester. 2002. "Critical chain project scheduling: Do not oversimplify." Project Management, 33(4), 48-60.
- T. Raz, R. Barnes, D. Dvir. 2003. "A Critical Look at the Critical Chain Project Management." Project Management Journal, 34(4), 24-32.
- D. Trietsch. 2005. "Why a Critical Path by Any Other Name Would Smell Less Sweet? Towards a Holistic Approach to PERT/CPM." Project Management Journal, 36(1), 27-36.


Presto 311 Documentation
7.15. Window Functions
7.15. Window Functions
Window functions perform calculations across rows of the query result. They run after the HAVING clause but before the ORDER BY clause. Invoking a window function requires special syntax using the OVER clause to specify the window. A window has three components:
For example, the following query ranks orders for each clerk by price:
SELECT orderkey, clerk, totalprice,
 rank() OVER (PARTITION BY clerk
 ORDER BY totalprice DESC) AS rnk
FROM orders
ORDER BY clerk, rnk
Aggregate Functions
All Aggregate Functions can be used as window functions by adding the OVER clause. The aggregate function is computed for each row over the rows within the current row's window frame.
For example, the following query produces a rolling sum of order prices by day for each clerk:
SELECT clerk, orderdate, orderkey, totalprice,
 sum(totalprice) OVER (PARTITION BY clerk
 ORDER BY orderdate) AS rolling_sum
FROM orders
ORDER BY clerk, orderdate, orderkey
Ranking Functions
cume_dist() → bigint
Returns the cumulative distribution of a value in a group of values. The result is the number of rows preceding or peer with the row in the window ordering of the window partition divided by the total number of rows in the window partition. Thus, any tie values in the ordering will evaluate to the same distribution value.
dense_rank() → bigint
Returns the rank of a value in a group of values. This is similar to rank(), except that tie values do not produce gaps in the sequence.
ntile(n) → bigint
Divides the rows for each window partition into n buckets ranging from 1 to at most n. Bucket values will differ by at most 1. If the number of rows in the partition does not divide evenly into the number of buckets, then the remainder values are distributed one per bucket, starting with the first bucket.
For example, with 6 rows and 4 buckets, the bucket values would be as follows: 1 1 2 2 3 4
percent_rank() → double
Returns the percentage ranking of a value in group of values. The result is (r - 1) / (n - 1) where r is the rank() of the row and n is the total number of rows in the window partition.
rank() → bigint
Returns the rank of a value in a group of values. The rank is one plus the number of rows preceding the row that are not peer with the row. Thus, tie values in the ordering will produce gaps in the sequence. The ranking is performed for each window partition.
row_number() → bigint
Returns a unique, sequential number for each row, starting with one, according to the ordering of rows within the window partition.
Value Functions
first_value(x) → [same as input]
Returns the first value of the window.
last_value(x) → [same as input]
Returns the last value of the window.
nth_value(x, offset) → [same as input]
Returns the value at the specified offset from beginning the window. Offsets start at 1. The offset can be any scalar expression. If the offset is null or greater than the number of values in the window, null is returned. It is an error for the offset to be zero or negative.
lead(x[, offset[, default_value]]) → [same as input]
Returns the value at offset rows after the current row in the window. Offsets start at 0, which is the current row. The offset can be any scalar expression. The default offset is 1. If the offset is null or larger than the window, the default_value is returned, or if it is not specified null is returned.
lag(x[, offset[, default_value]]) → [same as input]
Returns the value at offset rows before the current row in the window Offsets start at 0, which is the current row. The offset can be any scalar expression. The default offset is 1. If the offset is null or larger than the window, the default_value is returned, or if it is not specified null is returned.


text:
Magic resistance (or MR) is a stat that all units have, including minions, monsters, and buildings. Increasing magic resistance reduces the magic damage the unit takes. Each champion begins with some magic resistance which may increase with level. You can gain additional magic resistance from abilities, items, masteries, and runes. Magic resistance stacks additively.
All champions begin with 30 base magic resistance. No ranged champions gain magic resistance per level, but many melee champions do, with 52.5 being the maximum magic resistance possible without items, runes, masteries, or ally buffs.
Incoming magic damage is multiplied by a factor based on the unit's magic resistance:
- Damage multiplier = 100 / (100 + MR) if MR ≥ 0
- Damage multiplier = 2 − 100 / (100 − MR) if MR ≤ 0
- 25 magic resistance → ×0.8 incoming magic damage (20% reduction).
- 100 magic resistance → ×0.5 incoming magic damage (50% reduction).
- −25 magic resistance → ×1.2 incoming magic damage (20% increase).
Stacking magic resistance编辑
Every point of magic resistance requires a unit to take 1% more of its maximum health in magic damage to be killed. This is called "effective health."
- Example: A unit with 60 magic resistance has 60% of its maximum health in its effective health, so if the unit has 1000 maximum health, it will take 1600 magic damage to kill it.
What this means: by definition, magic resistance does not have diminishing returns, because each point increases the unit's effective health against magic damage by 1% of its current actual health value whether the unit has 10 magic resistance or 1000 magic resistance.
- Note: Unlike health, increasing magic resistance also makes healing more effective because it takes more effort to remove the unit's health than it does to restore it.
Ways to increase magic resistance编辑
- +57 magic resistance, +70 ability power. Unique aura: Reduces the magic resistance of nearby enemies by 20. 2650 gold. :
- +24 magic resistance, +270 health +18 armor. Unique aura: +12 armor, +15 magic resistance, +8 attack damage to nearby allied champions. 1925 gold. :
- +40 magic resistance, +90 ability power, +15 mana regeneration. Unique passive: +15% cooldown reduction. Unique passive: Restores 12% of maximum mana on kill or assist. Unique passive: Increases your mana regeneration by 1% per 1% mana you're missing. 2950 gold. :
- +50 magic resistance, +375 health +375 mana. Unique passive: Blocks one negative spell every 45 seconds. 2715 gold. :
- +30 magic resistance, +7.5 mana regeneration. Unique passive: Increases your mana regeneration by 1% per 1% mana you're missing. 890 gold. :
- +76 magic resistance, +40 health regeneration, +8% movement speed. Unique passive: Restores 0.35% of your champion's health every second. 2610 gold. :
- +38 magic resistance, +68 armor. Unique passive: Revives your champion upon death, restoring 750 health and 375 mana. This effect can only occur once every 5 minutes. 2600 gold. :
- +30 magic resistance, +25 attack damage Unique passive: If you would take magic damage which would leave you at less than 30% of your maximum health, you first gain a shield which absorbs 250 magic damage for 5 seconds. 60 second cooldown. 1400 gold. :
- +30 magic resistance, +350 mana +80 ability power +7% movement speed. Unique passive: 100% chance when an ability is used that your next physical attack deals an additional 100% of your ability power in damage. This effect has a 2 second cooldown. 3470 gold. :
- +36 magic resistance, +55 attack damage, Unique Passive: +1 Attack Damage for every 2.5% health missing, Unique Passive: If you would take magic damage which would leave you at less than 30% of your maximum health, you gain a shield which absorbs 400 magic damage for 5 seconds. 60 second cooldown 3300 gold. :
- +25 magic resistance, +35 tenacity. Unique passive: Enhanced Movement 2. 1200 gold. :
- +48 magic resistance. 740 gold. :
- +24 magic resistance. 400 gold. :
- +50 magic resistance, +350 health, +350 mana. Unique passive: Reduces and stores 10% of magic damage dealt to your champion. Unique Active: Deals 200 + (Stored magic damage)[Max: 400] to nearby enemy units. 90 second cooldown. 2715 gold. :
- +48 magic resistance. Unique active: Removes all debuffs from your champion. 90 second cooldown. 1440 gold. :
- +30 magic resistance, +250 health. Unique passive: Reduces ability cooldowns by 10% and increases healing and regeneration on yourself by 15%. 1550 gold. :
- +30 magic resistance, +40% attack speed. Unique passive: Physical attacks deal 42 bonus magic damage and increase your magic resistance by 5 for 5 seconds. (stacks up to 4 times). 2150 gold. :
- 阿卡丽的 Twilight Shroud lays down a cover of smoke for 8 seconds where she gains 10 / 20 / 30 / 40 / 50 magic resistance while inside.
- 安妮的 Molten Shield increases her magic resistance by 20 / 30 / 40 / 50 / 60 for 8 seconds.
- 伊莉丝的Spider Form Spider Form increases her magic resistance by 10 / 15 / 20 / 25.
- 加里奥的 Bulwark increases an allied champion's magic resistance by 30 / 45 / 60 / 75 / 90 for 4 seconds.
- 盖伦的 Courage increases his magic resistance by 20%.
- 格雷福斯的True Grit True Grit increases his magic resistance by every second he remains in combat. This bonus stacks up to 10 times. Graves is considered in combat if he has dealt or received damage in the last 3 seconds.
- 贾克斯的 Grandmaster's Might increases his magic resistance by 25 / 35 / 45 (+20% AP) for 8 seconds.
- 凯南的Lightning Rush Lightning Rush increases his magic resistance by 10 / 20 / 30 / 40 / 50 for 4 seconds.
- 杰斯的Transform: Mercury Hammer Transform: Mercury Hammer increases his magic resistance by 5 / 15 / 25 / 35.
- 蕾欧娜的 Eclipse increases her magic resistance by 30 / 40 / 50 / 60 / 70 for 3 seconds. The duration of the buff is doubled if any enemies are damaged by the ability.
- 易的 Meditate increases his magic resistance by 100 / 150 / 200 / 250 / 300 for up to 5 seconds.
- 莫德凯撒的 Creeping Death increases an allied unit's magic resistance by 10 / 15 / 20 / 25 / 30 for 6 seconds.
- 奈德丽的 Aspect of the Cougar grants her 10 / 20 / 30 magic resistance while in cougar form.
- 奥拉夫的 Ragnarok increases his magic resistance by 30 / 45 / 60 for 6 seconds.
- 奥莉安娜的Command: Protect Command: Protect increases an allied champion's magic resistance by 10 / 15 / 20 / 25 / 30 as long as the ball is attached to it.
- 拉莫斯的 Defensive Ball Curl increases his magic resistance by 40 / 60 / 80 / 100 / 120 for 6 seconds.
- 雷恩加尔的Battle Roar Battle Roar Rengar lets out a battle roar, damaging enemies increases his magic resist by 15 / 22 / 29 / 36 / 43 for 3 seconds.
- 希瓦娜的 Dragon's Descent passively increases her magic resistance by 10 / 15 / 20. This bonus is doubled while she is in dragon form.
- 辛吉德的Insanity Potion Insanity Potion increases his magic resistance by 35 / 50 / 65 for 25 seconds.
- 娑娜的 Aria of Perseverance:
- Aura: increases nearby allied champions' magic resistance by 3 / 6 / 9 / 12 / 15 while active and persists for two seconds after deactivation.
- Activation: increases hers and one nearby allied champion's magic resistance by an extra 8 / 11 / 14 / 17 / 20 for 3 seconds.
- 索拉卡的 Consecration increases nearby allied champions' magic resistance by 16.
- 特朗德尔的 Agony increases his magic resistance by 15% / 20% / 25% of the target enemy's magic resistance, and doubles the amount over the next 6 seconds.
- 厄加特的Hyper-Kinetic Position Reverser Hyper-Kinetic Position Reverser increases his magic resistance by 60 / 90 / 120 for 5 seconds.
- 孙悟空的Stone Skin Stone Skin grants him magic resistance for each nearby enemy champion.
- 赵信的 Crescent Sweep


text:
TRTHH_LN: Total time spent during activity providing secondary childcare for household children < 13 (in minutes)
Total time spent during activity providing secondary childcare for household children < 13 (in minutes) [Edited Universe: All activities for respondents with at least one household child < 13]
Notes: TRTHH_LN is the maximum for the activity of the following variables: TRTOHH_LN and TRTNOHH_LN
Based upon 261,307 valid cases out of 261,307 total cases.
- mean: 5.76
- minimum: -1
- maximum: 1195
- standard deviation: 25.91
Location: 55-62 (width: 8; decimal: 0)
Variable Type: numeric
Source: This variable was taken from: American Time Use Survey (ATUS), 2009.
Copyright: ICPSR has an FAQ on copyright and survey instruments.


text:
If you're a parent with a young child in child care, chances are you've had a call to pick up your child due to some type of illness. Nearly 11 million children under age 6 are in some type of child care every week. As every parent knows, colds happen. Other illnesses happen too, but recognizing when a child should be excluded from child care and when it's okay for them to stay in group care, varies by state and by program.
A study published in Pediatrics Magazine in May, "Unnecessary Child Care Exclusions in a State That Endorses National Exclusion Guidelines" found that child care center directors would exclude nearly 60 percent of children with mild illnesses – although guidelines by the American Academy of Pediatrics (AAP) and the American Public Health Association (APHA) would not warrant their exclusion. Directors with greater child care experience made fewer unnecessary exclusion decisions. The authors of the study recommended that child care center directors have initial and ongoing training regarding the AAP/APHA guidelines to reduce the high rates of unnecessary exclusion. For the AAP/APHA cheat sheet on exclusion symptoms and signs, click here.
What's the big deal? When children are excluded from child care due to illness, working parents have to scramble to figure out how to take care of their children and still meet their work obligations so that they can support their families. Many child care programs exclude sick children until they have a doctor's note, are taking antibiotics, or their illness has improved or resolved. In some situations, that's warranted. But, for many mild illnesses, it's not. A new national poll of parents with children under age 6 in child care by the University of Michigan C.S. Mott Children's Hospital found:
- Nearly two-thirds (62 percent) of parents say their children could not attend because of an illness in the past year.
- Nearly 40 percent (38 percent) of parents say their child was unable to attend child care three or more times during the past year.
- One-third (33 percent) of parents are concerned about losing their jobs or losing pay when taking off work to care for their sick children.
- Nearly 10 percent of parents say that taking their sick child to the emergency room is more convenient than seeing a primary care doctor.
- 42 percent of parents said they had missed work in the last year due to their child's illness.
- 26 percent of parents said they missed work 3 or more times over the last year due to their child's illness.
- 50 percent of parents said that finding alternative or back-up child care for their sick children was difficult.
- 33 percent of parents said taking time off from work with a sick child is difficult because they may lose pay or their job.
Clearly, there are illnesses that warrant exclusion. And, no doubt, child care program directors are trying to balance a healthy setting for all children against the working needs of parents. At the same time, the authors of the May Pediatrics article found that many directors were not aware of the AAP/APHA guidelines. Appropriate handling of sick children, including exclusion policies, is yet another reason why training for child care providers (and directors) can make a difference. Training can also help child care providers use healthy practices to reduce the spread of germs. The Child Care and Development Block Grant (CCDBG), the law that allocates funds to states for child care and sets the framework for state child care laws, does not require any training for child care providers – not even basic health and safety practices (let alone sick child exclusion policies). Send an email to your Members of Congress today to urge that CCDBG require minimum training for child care providers. Children do get sick. Child care providers need to know when to exclude children and how to reduce the likelihood that germs will be spread. Training can address both, yet state policies vary greatly. It's time for Congress to require training.


to 70bpm, dropping to a steady rate of 64bpm over the following two thirty second intervals. The results depicted on the graph representing a recovery period of 1 minute for Investigator A.
Investigator B. had a pulse resting rate (RR) of 74bpm, exercise creating a significant increase in pulse rate (PR) to 105bpm (2). The
measurement taken at the I minute interval (3) showed a decrease of PR to 98bpm, the PR continuing to decrease over the following 30 second interval to 92bpm (4). Measurements of PR recorded over the following 30 second interval showed a continual decrease in PR to 78bpm (5), however the RR of Investigator B was not reached until 2 minutes 30 seconds (6) showing a measurement of 72bpm, therefore the recovery period of Investigator B. for the Harvard Step Test (15cm) was 2 minutes and 30 seconds.
Figure 6.
Observing the results of the Harvard Step Test (25cm) undertaken by both investigators (Figure 6), described the considerable increase in pulse rate of both Investigator A. and B., again the graph offering comparable and clear results of the recovery periods.
The RR of Investigator A. increased to a measured PR of 102bpm in the first 30 second interval (2) but then steadily decreased over the following 30 second intervals to 96bpm (3) and 84bpm (4) before reaching the investigators RR in the following 30 second intervals (5 and 6), showing a measured PR of 72bpm. The recovery period for
Investigator A. in the Harvard Step Test (25cm), being recorded as 2 minutes.
The PR of Investigator B. increased considerably from the RR of 74bpm to 121bpm in the first 30 second interval (2), decreasing over the following 30 second intervals showing a measured 112bpm (3), 100bpm (4), 92bpm (5) and 79bpm (6) before reaching the investigators RR in the following 30 second interval (7) showing a measured 72bpm. Investigator B. having a recovery period of 3 minutes, after undertaking the Harvard Step Test (25cm).
Figure 7.
Figure 8.
The results described in Figures 7 and 8 represented the increase in pulse rate for both Investigator A. and B. having applied the equation
to the RR and PR for both Harvard Step Tests. (please refer to Figure 4, repeated here for ease of reference.)
INVESTIGATOR
STEP HEIGHT
EQUATION
INCREASED PULSE RATE (IPR)
RECOVERY PERIOD
PR/RR = IPR
A
15 cm
82/81
1.0 IPR
1 MINUTE
A
25 cm
102/81
1.3 IPR
2 MINUTES
B
15 cm
105/74
1.4 IPR
2 MINUTES 30 S
B
25 cm
121/74
1.6 IPR
3 MINUTES
Figure 4.
The results denoted in Figure 7 for Investigator A. described the increase in pulse rate (IPR) for the Harvard Step Test (15cm) as being negligible, in that the IPR was 1.0, the recovery period being recorded as 1 minute. The results denoted for the Harvard Step Test (25cm) however, showed a slightly more significant increased pulse rate, the IPR being 1.3, the recovery period also increasing to 2 minutes for Investigator A. after having completed the test.
The results denoted for Investigator B. in Figure 8 described a significant increase in IPR for the Harvard Step Test (15cm) recording an IPR of 1.4, with the recovery period, as detailed in Figure 4, being measured at 2 minutes 30 seconds. The results for the Harvard Step Test (25cm) described a further significant increase of IPR 1.6, the recovery period for Investigator B. being a total of 3 minutes after having completed the exercise.
Discussion of Results/Evaluation
While it was health and safety factors that determined the carrying out of the investigation in pairs, this did allow an element of comparison. However, in evaluating the results, it was important to look at each investigator's recorded measures separately.
Investigator A. measured an average pulse resting rate (RR) of 81bpm, which increased during exercise to a pulse rate (PR) of 82bpm for the 15cm Harvard Step Test and 102bpm for the 25cm Harvard Step Test. The recovery period increased between the two tests recording a 1 minute recovery period for the 15cm Harvard Step Test increasing to 2 minutes for the 25cm Step Test. The increase in PR for the 15cm Step Test was negligible, being only 1 beat per minute above the investigators resting rate. The second reading of 60bpm had to be considered as an anomaly as the PR then increased in the subsequent reading to 70bpm, which did not equate with recognised principles. The fact that the PR then reduced further over the following time intervals to a resting rate of 64bpm indicated the possible error in the second recording. However, as the RR of Investigator A. had been measured as an average of 81bpm, taken from two measurements of 90bpm and 72bpm, the final resting rate being 64bpm having been twice measured to ensure reliability, raised the possibility of error. As recognised in the introduction, there can be many factors that influence pulse rate, and the conclusion of the investigators was that there could have been other mitigating factors present when the initial pulse readings were recorded.
Investigator B. measured an average pulse resting rate (RR) of 74bpm, taken from two readings of 66bpm and 82bpm, again a significant difference between the two readings.
On completion of the Harvard Step Test (15cm), the pulse rate (PR) of Investigator B. rose significantly to 105bpm, with a steady decrease over the following time interval, reaching a resting rate after 2 minutes and 30 seconds. The effect of the 25cm Harvard Step Test increased the RR of Investigator B. from 74bpm to a considerable 121bpm, the recovery period for this test being 3 minutes, with the PR recording a steady decrease over the intervening time interval.
As with the initial readings of the RR for Investigator A., the initial readings for Investigator B. also showed a discrepancy between the
two measures. Again though it was recognised that other factors could have influenced the initial reading of the RR of Investigator B. as the self measure was taken upon arrival in the laboratory, whereas the recorded measure was taken after a time interval of approximately 5 minutes, offering the assumption that the intervening time interval, in the case of Investigator B. increased the pulse resting rate, whereas in the case of Investigator A. the intervening time interval allowed a decrease of the pulse resting rate.
Factors proposed included the activity of each investigator prior to attending the investigation, or their own particular psychological state of mind at that particular point, both factors being recognised as influencing the pulse rate.
In comparing the results of both investigators, it was of extreme importance to recognise that many factors do indeed influence the pulse rate, and in this respect a genuine comparison was impossible. However, it was possible to firstly speculate on each investigators level of fitness dependant on the results offered, and further, to offer a general comparison between the two sets of results, rather than between the two investigators.
It was accepted that the increased pulse rate (IPR) would differ between the two activities, as the level of difficulty increased. This was shown by the results offered by Investigator A. in that there was a negligible increase of IPR 1.0 from the first step test (15cm) but a slightly more significant increase of 1.3 IPR from the second step test (25cm). The recovery periods also increased between the two tests, from 1 minute to 2 minutes. Both sets of figures denoted the physiological negative correlation proposed that the lower the IPR and the shorter the recovery period, the higher the level of fitness.
Investigator B. showed a slightly more significant increased pulse rate between the two activities, the PR increasing from a RR of 74bpm to a PR of 105 for the 15cm Harvard Step Test, with a PR reading of 121bpm after completion of the 25cm Harvard Step Test. The IPR of
the first exercise being 1.4, increasing to an IPR of 1.6, showing an increase of 0.2 between the two exercises. The length of recovery period between the two exercises was measured at 2 minutes 30 seconds for the 15cm Step Test, increasing to 3 minutes for the 25cm Step Test. Again, both sets of measures denoted the physiological negative correlation proposed that the lower the IPR and the shorter the recovery period, the higher the level of fitness, this measure of negative correlation decreasing the closer the two sets of results become, resulting in an inverse correlation should the results be recorded in an opposite manner.
While a genuine comparison could not be considered due to the low number of investigative results, it would appear initially from the results that Investigator A. had the higher level of fitness, however in evaluating the results further, comparison of IPR together with recovery period between the two tests for each investigator independently showed Investigator A. as having a longer time interval between recovery from each exercise than Investigator B. The recovery periods for Investigator A. are 1 minute and 2 minutes respectively, and the IPR of each exercise are 1.0 and 1.3. The difference between the two measures described a difference of 1 minute between recovery and an IPR difference of 0.3. However, analysing the results of Investigator B. showed a difference between the recovery periods of only 30 seconds, having a recovery period for the first Step Test of 2 minutes 30 seconds and a recovery period of 3 minutes for the second Step Test. The difference between the recorded IPR of Investigator B. is only a difference of 0


text:
Assessment & Testing
It is important that every child participate in the standardized testing identified by the Minnesota Department of Education (MDE). Testing data allows instructors to identify how best to meet a child's educational needs.
How does ISD 319 use data from the MCAs or other standardized tests?
The District uses the data to measure student performance against standards set by MDE. MDE has created a set of academic standards for each grade level.
How does it benefit students?
Standardized testing shows us where students are doing well, and allows teachers to replicate the methods used to teach those subjects. It also shows where students may need improvement and allows schools to adjust instruction in that area.
Where can I learn more about the MCAs or other standardized test used in our schools?
MDE has a comprehensive website of testing information for parents. If, after reviewing the information from MDE, you would like to opt-out of testing for your student, please complete MDE's Testing Opt-Out form.
District 319 uses a variety of assessment tools to measure student growth, including Minnesota Comprehensive Assessments, STAR, and locally developed assessments. Included to your left are links to the Elementary Assessment Schedule and the District 319 Testing Schedule.
The Minnesota Comprehensive Assessments (MCAs) are state tests in mathematics, reading and science that meet the requirements of the federal Elementary and Secondary Education Act (ESEA). They are given every year to measure student performance against the Minnesota Academic Standards that specify what students in a particular grade should know and be able to do.


Class RawStringTranscoder
 - Method Detail
 - encode
 public Transcoder.EncodedValue encode(Object input)
 Description copied from interface: Transcoder
 Encodes the given input into the wire representation based on the data format.
 Specified by:
 encode in interface Transcoder
 Parameters:
 input - the input object to encode.
 Returns:
 the encoded wire representation of the payload.
 - decode
 public <T> T decode(Class<T> target,
 byte[] input,
 int flags)
 Description copied from interface: Transcoder
 Decodes the wire representation into the entity based on the data format.
 Specified by:
 decode in interface Transcoder
 Type Parameters:
 T - the generic type used for the decoding target.
 Parameters:
 target - the target type to decode.
 input - the wire representation to decode.
 flags - the flags on the wire
 Returns:
 the decoded entity.


text:
Sulfur analysis is a crucial aspect of various industries, ranging from petroleum and environmental monitoring to pharmaceuticals and agriculture. Accurate measurement of sulfur content in samples is essential for quality control, compliance with regulations, and process optimization. Sulfur analyzers, equipped with advanced technologies and precise detection systems, play a pivotal role in achieving reliable sulfur analysis.
In this article, we will explore the components and working principles of a sulfur analyzer. By understanding the key components and the underlying principles behind its operation, we can gain insight into how does a sulfur analyzer work, which can deliver accurate and rapid sulfur analysis results.
What Are the Components of Sulfur Analyzer?
The components of a sulfur analyzer may vary depending on the specific model and manufacturer. However, here are some common components found in sulfur analyzers:
- Sample Introduction System: This component is responsible for preparing and introducing the sample into the analyzer. It may include features such as sample holders, sample injection systems, and sample pretreatment options (e.g., grinding, dissolution).
- Combustion System: The combustion system is designed to convert sulfur compounds in the sample into detectable forms. It typically includes a combustion chamber or furnace, where the sample is heated to high temperatures to facilitate the combustion process. Different combustion techniques can be employed, such as high-temperature combustion or wet oxidation.
- Detection System: The detection system is responsible for measuring the sulfur concentration in the sample after combustion. Various detection techniques can be used, depending on the analyzer's design. Common detection methods include flame photometric detection (FPD), ultraviolet fluorescence detection (UVD), atomic absorption spectroscopy (AAS), and mass spectrometry (MS).
- Data Analysis and Reporting: This component includes the software and algorithms necessary for data analysis and reporting of sulfur analysis results. It may provide features such as calibration curves, calculation of sulfur concentrations, and data visualization tools. The reporting functionality allows users to generate comprehensive reports or export data for further analysis.
- Calibration and Quality Control: Sulfur analyzers often include calibration features to ensure accurate and reliable results. This may involve the use of calibration standards or certified reference materials (CRMs) with known sulfur concentrations. Quality control measures, such as instrument performance checks and validation using CRMs, are also incorporated to maintain the analyzer's accuracy and precision.
- User Interface: The user interface provides the means for interacting with the sulfur analyzer. It typically includes a graphical interface displayed on a screen, allowing users to input parameters, monitor the analysis process, and access data and reports. The user interface may also include controls for instrument settings, diagnostic tools, and troubleshooting assistance.
- Safety Features: Sulfur analyzers often incorporate safety features to protect operators and ensure safe handling of samples and chemicals. These features may include safety interlocks, alarms for abnormal conditions (e.g., high temperatures), and proper ventilation systems to handle potential hazards.
It's important to note that the specific components and their design can vary across different sulfur analyzer models. It is advisable to refer to the documentation or specifications provided by the manufacturer for detailed information on the components of a specific sulfur analyzer.
What Are the Working Principles of Sulfur Analyzer?
The working principles of a sulfur analyzer generally involve the following steps:
- Sample Preparation and Introduction: The first step is to prepare the sample for analysis. This may involve grinding solid samples, dissolving or diluting liquid samples, or preparing gas samples. The prepared sample is then introduced into the analyzer, typically through a sample introduction system.
- Combustion Process: Once the sample is introduced into the analyzer, the sulfur compounds present in the sample need to be converted into detectable forms. This is achieved through the combustion process. The combustion system, which includes a combustion chamber or furnace, heats the sample to high temperatures. Different combustion techniques can be employed, such as high-temperature combustion or wet oxidation.
- Detection and Measurement: After the combustion process, the sulfur compounds are converted into detectable species. The detection system in the analyzer measures the concentration of sulfur present in the sample. Various detection techniques can be used depending on the analyzer's design. Common techniques include flame photometric detection (FPD), ultraviolet fluorescence detection (UVD), atomic absorption spectroscopy (AAS), and mass spectrometry (MS).
- Flame Photometric Detection (FPD): FPD relies on the principle that when sulfur-containing compounds are combusted, they produce sulfur dioxide (SO2) and other sulfur compounds. The emitted sulfur compounds are then excited by a flame and the resulting photons emitted during de-excitation are detected, allowing the measurement of sulfur concentration.
- Ultraviolet Fluorescence Detection (UVD): UVD involves the excitation of sulfur compounds by ultraviolet light. When sulfur-containing compounds are combusted, they produce sulfur dioxide (SO2), which emits characteristic fluorescence when excited by UV light. The emitted fluorescence is measured to determine the sulfur concentration.
- Atomic Absorption Spectroscopy (AAS): AAS uses the absorption of light by sulfur atoms in the vapor state. Sulfur-containing compounds are combusted, and the resulting sulfur atoms are vaporized. The absorption of light at specific wavelengths by the sulfur atoms is measured to determine the sulfur concentration.
- Mass Spectrometry (MS): MS involves the ionization of sulfur-containing compounds and the separation of ions based on their mass-to-charge ratio. The sulfur compounds in the sample are ionized, and the resulting ions are separated and detected based on their mass-to-charge ratio, allowing for accurate sulfur quantification.
- Data Analysis and Reporting: The sulfur analyzer includes software and algorithms for data analysis and reporting. The raw measurement data obtained from the detection system is processed, calibrated, and converted into sulfur concentrations. The analyzer may generate calibration curves, perform calculations, and apply calibration factors to determine accurate sulfur concentrations. The results can be presented in various formats, including numerical values, graphs, or comprehensive reports.
It's important to note that the specific working principles may vary depending on the type and model of the sulfur analyzer. Different analyzers may utilize different combustion techniques, detection methods, and data analysis algorithms. Therefore, it is recommended to consult the manufacturer's documentation or user manual for detailed information on the working principles of a particular sulfur analyzer.
As a professtional analytical instrument manufacturer, Drawell can provide you documentation or user manual of all of our products, please feel free to contact us when you need help.


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Yet Another Motion Word Problem
 1. Feb 12, 2006 #1
 I encountered yet another difficult one but this time, this problems a bit funny because theres 2 different cases that need to be put into consideration and I don't know exactly how to approach this question.
 It goes like this:
 "A Pedestrian is running at her maximum speed of 6.0m/s to catch the bus stopped by a traffic light. When she is 25m from teh bus, the light changes and the bus accelerates uniformly at 1.0m/s^2. Find either (a) how far the pedestrian has to run to catch the bus or (b) her "frustration distance"."
 I understand the first portion of the question, that is to check if she actually does catch the bus within 6 seconds. But, I don't exactly know how to show the work for this portion. What should I do?
 2. jcsd
 3. Feb 12, 2006 #2
 User Avatar
 Staff: Mentor
 Well, she will not catch the bus if it exceeds 6 m/s, and is still further from her.
 So the bus, accelerating at 1 m/s2, will achieve a speed of 6 m/s in 6 seconds, by v = at, and will have moved distance of x = 1/2 at2.
 In order to catch the bus, the pedestrian must cover 25 m + x, where x is the distance the bus travels in that time. I presume the "frustration" distance is the distance that the bus does travel, which represents the extra distance the pedestrian travels.
 4. Feb 12, 2006 #3
 the problem doesn't say anything about having only 6 seconds to catch the bus. did you just forget to put in that part when you typed the question? if she really does only have 6 seconds then you can do this:
 the equation for displacement "delta x" is
 delta x=v0t+(1/2)at^2 v0 = initial velocity a=acceleration t=time
 after 6 seconds the bus travels a certain distance and if the person has to catch it then she must travel that same distance the bus moves PLUS 25meters since she's behind it.
 first calculate the distance the bus moves after 6 seconds using
 delta x1=v0(6.0s)+(1/2)a(6.0s)^2
 now calculate the distance the girl moves during that time using
 delta x2=v0(6.0s)+(1/2)a(6.0s)^2
 delta x2 must equal "delta x1 + 25m" if she catches the bus
 5. Feb 12, 2006 #4
 The question is as I have typed. Nothing was left out.
 _USER_ - So presumably, the bus is closest at 6 seconds then?
 _USER_ - So after doing that process, if she does indeed catch the bus, does that mean I wouldn't have to find her frustration distance?
 By trying your method:
 Δd = ViΔt + 1/2(a)(Δt)^2
 = 0(6s) + 1/2(1.0m/s^2)(6s)^2
 = 18m
 Δd1 = ViΔt + 1/2(a)(Δt)^2
 = (6m/s)(6s) + 1/2(0m/s^2)(6s)^2
 = 36m
 But according to what you said, Δd1 = Δd + 25 in order for her to catch the bus. It's already apparent that the distance the woman covers and the bus covers isn't the same. So would this mean that she doesn't catch it?
 Last edited: Feb 12, 2006
 6. Feb 12, 2006 #5
 User Avatar
 Staff Emeritus
 Science Advisor
 She has a maximum speed of 6.0 m/s and the bus is accelerating at 1 m/s2. If she does not catch the bus in 6 seconds it will be going faster than she is and she can't possibly catch it.
 7. Feb 12, 2006 #6
 _USER_ - So that does mean infact that at 6 seconds, she is closest to the bus..?
 Ok so the answer to the problem is 7.0m..
 From what Astronauc just told me, I'm wondering is the problem really this easy?
 Well we know from what he said was that it the woman is 6 seconds closest to the bus from:
 Vf = Vi + aΔt
 6m/s = 0m/s + (1m/s^2)Δt
 Δt = 6s
 Then by finding the distance of the bus:
 = 18m
 Although the distance of the bus is 18m and the woman is 25m away, that means she has to travel 7m? 1 thing I don't get about this logic is that isn't the 18m the distance of the bus AFTER it travels in 6 seconds? So in fact, wouldn't she have to travel 25m + 18m to catch up with the bus assuming she does?
 8. Feb 12, 2006 #7
 yes, good point. sorry it was almost 4am when i typed my response.
 forevergone what you did was fine. you got 18m for the bus and 36m for the person. If the bus traveled 18m she must travel that same distance plus an extra 25m to make up for the fact that she was behind the bus. She should have traveled 18+25 meters but she only traveled 36 so she didn't catch the bus. finally, i'm confused about the meaning of "frustration distance"
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text:
Educational Exodus: Stories of Korean Youth in the U.S.
AbstractAn increasing number of Korean early study abroad (ESA) students are spending some of their K-12 school years in the U.S. to continue their schooling. This typical social and educational phenomenon in Korea has surged since 2000. This study aims to investigate Korean ESA adolescents' life experiences in the U.S., focusing on motives for ESA and challenges they have experienced during their staying in the U.S. A case narrative inquiry was adopted as a research methodology to examine in-depth life experiences of four focal students. For the primary method of data collection, this study employed longitudinal observation, individual interviews, and written documents. Findings indicated that various components were entangled in complex ways for explaining the students' decision-making such as escaping from competitive Korean educational situation, improving English language competence, following their parents' academic journey, and getting better education. However, it might not be a path without risks. In our study, the Korean ESA adolescents have faced various challenges and even agonies. This research will provide authentic and practical information for educators and teachers to understand this emerging group of students. View Full-Text
Share & Cite This Article
Choi, H.Y.; Kim, E. Educational Exodus: Stories of Korean Youth in the U.S.. Soc. Sci. 2017, 6, 116.
Choi HY, Kim E. Educational Exodus: Stories of Korean Youth in the U.S.. Social Sciences. 2017; 6(4):_URL_ Style
Choi, Hee Y.; Kim, Eunhyun. 2017. "Educational Exodus: Stories of Korean Youth in the U.S.." Soc. Sci. 6, no. 4: 116.
Note that from the first issue of 2016, MDPI journals use article numbers instead of page numbers. See further details here.


Next: , Previous: IMPORT, Up: System and Portable File IO
9.6 SAVE
 SAVE
 /OUTFILE={'file_name',file_handle}
 /UNSELECTED={RETAIN,DELETE}
 /{UNCOMPRESSED,COMPRESSED,ZCOMPRESSED}
 /PERMISSIONS={WRITEABLE,READONLY}
 /DROP=var_list
 /KEEP=var_list
 /VERSION=version
 /RENAME=(src_names=target_names)...
 /NAMES
 /MAP
The SAVE procedure causes the dictionary and data in the active dataset to be written to a system file.
OUTFILE is the only required subcommand. Specify the system file to be written as a string file name or a file handle (see File Handles).
By default, cases excluded with FILTER are written to the system file. These can be excluded by specifying DELETE on the UNSELECTED subcommand. Specifying RETAIN makes the default explicit.
The UNCOMPRESSED, COMPRESSED, and ZCOMPRESSED subcommand determine the system file's compression level:
UNCOMPRESSED
Data is not compressed. Each numeric value uses 8 bytes of disk space. Each string value uses one byte per column width, rounded up to a multiple of 8 bytes.
COMPRESSED
Data is compressed with a simple algorithm. Each integer numeric value between −99 and 151, inclusive, or system missing value uses one byte of disk space. Each 8-byte segment of a string that consists only of spaces uses 1 byte. Any other numeric value or 8-byte string segment uses 9 bytes of disk space.
ZCOMPRESSED
Data is compressed with the "deflate" compression algorithm specified in RFC 1951 (the same algorithm used by gzip). Files written with this compression level cannot be read by PSPP 0.8.1 or earlier or by SPSS 20 or earlier.
COMPRESSED is the default compression level. The SET command (see SET) can change this default.
The PERMISSIONS subcommand specifies permissions for the new system file. WRITEABLE, the default, creates the file with read and write permission. READONLY creates the file for read-only access.
By default, all the variables in the active dataset dictionary are written to the system file. The DROP subcommand can be used to specify a list of variables not to be written. In contrast, KEEP specifies variables to be written, with all variables not specified not written.
Normally variables are saved to a system file under the same names they have in the active dataset. Use the RENAME subcommand to change these names. Specify, within parentheses, a list of variable names followed by an equals sign ('=') and the names that they should be renamed to. Multiple parenthesized groups of variable names can be included on a single RENAME subcommand. Variables' names may be swapped using a RENAME subcommand of the form /RENAME=(A B=B A).
Alternate syntax for the RENAME subcommand allows the parentheses to be eliminated. When this is done, only a single variable may be renamed at once. For instance, /RENAME=A=B. This alternate syntax is deprecated.
DROP, KEEP, and RENAME are performed in left-to-right order. They each may be present any number of times. SAVE never modifies the active dataset. DROP, KEEP, and RENAME only affect the system file written to disk.
The VERSION subcommand specifies the version of the file format. Valid versions are 2 and 3. The default version is 3. In version 2 system files, variable names longer than 8 bytes will be truncated. The two versions are otherwise identical.
The NAMES and MAP subcommands are currently ignored.
SAVE causes the data to be read. It is a procedure.


text:
MasterMindsHRSG Management Consulting, is recruiting on behalf of its client who operates in the Energy industry, to fill the position below:
Job Position: Sales Officer
Job Location: Lagos
- The marketing representative will be responsible for planning and executing marketing campaigns to generate new prospects and improve client retention.
- Plan, organize, and execute sales and marketing activities.
- Market company, its products and business opportunity
- Liaising and networking with a range of stakeholders including customers, colleagues, suppliers and partner organisations;
- Communicating with target audiences and managing customer relationships;
- Arranging the effective distribution of marketing materials;
- Maintaining and updating customer databases;
- Excellent customer service delivered to the customers and prospects
- Generate leads and drive sales through various marketing activities such as telemarketing, direct marketing, and customer/prospect visit.
- Conducting market research, for example using customer questionnaires and focus groups;
- Contributing to, and developing, marketing plans and strategies;
- Managing budgets;
- Evaluating marketing campaigns;
- Monitoring competitor activity
- Willing to be trained.
- Track market and company sales performance.
Qualifications and Requirements
- Personal quality of integrity, credibility, and commitment
- Minimum of two years in Marketing
- Should have a good command of spoken English
- Degree in Marketing or a Business-related course
- Excellent interpersonal and communication skills
- Sales skills.
- Excellent interpersonal skills.
- Social media.
- Analytic Skills.
- Strong negotiation skills and ability to convince.