text:
Author: Michael Plitkins
Last update: 11 October, 1998
The NGLayout views subsystem is designed to support arbitrary positioning, sizing and depth sorting of overlapping rectangles of content in a platform independent fashion. Most NGLayout rendering operations begin by "damaging" a portion of the area currently being displayed on an output device and then walking over a view tree in z depth order allowing each view to repair parts of the damaged area they occupy. Event handling within NGLayout also goes through the view system giving view objects the first opportunity to handle event processing (within each view, there is generally content represented by layout Frames that do most of the real event processing). View update operations can either happen in an offscreen buffer or directly on the output device depending on the complexity of the anticipated update. Timed refreshes also occur allowing many damage requests to be processed as a single update to the output device. In addition to representing specially positioned content, a view may also represent an underlying platform native window through it's association with the Widget subsystem. The Widgets can be used to represent application controls such as scrollbars and top level windows and content objects such as HTML form elements. See the Widgets documentation for further information.
Currently, there are four different classes within the view system. Naturally, more can be added as deemed necessary:
- Basic View class responsible for positioning, sizing, painting and event handling as a container for underlying content. Currently, the "compositor," which is responsible for handling issues of transparent views when painting, also lives inside the base view class implementation. In order to allow new types of views to be created without the need for subclassing off of the base view, this code will most likely move into the ViewManager.
- Scrolling View which has private child views representing scrollbars and additional methods for handling the scrolling of an additional child view that the owner of the scrolling view can add to the scrolling view.
View Manager which coordinates all operations
done to/through the view hierarchy including:
- child view insertion, removal and sorting.
- event handling.
- damage repair coordination.
- view state changes (position, size, clip rect, z index, visibility)
View Observer which allows an application
to receive notification when changes occur involving a view. Currently,
- event handling
- on screen position change
1. View Manager.
Applications create views and then added them to the view hierarchy through the view manager. From that point on, the application requests that changes be made to views via the view manager. This allows the view manager to "do the right thing" when views are changed. Typically this means minimizing the damage repair area and frequency of updates. As mentioned previously, views are arranged in a hierarchy. The relationship of sibling views is maintained through either an absolute z index for each view, or above/below relative to another view. When the view hierarchy is traversed, views are encountered in top down order and from nearest z to furthest z.2. View class.
This is the base view class and the one generally created by content that requires a view. Examples of such content are CSS positioned elements, Communicator 4 layers, objects that require Widgets such as form elements, etc. Since views are designed to act as containers for content, there is a link to that content which can be set and queried with the Get/SetClientData() methods.3. Scrolling view.
In general, views hold state, but don't do much in terms of changing or manipulating other objects. That job is left to the view manager.
Child views are not clipped to the boundaries of their parent views unless a cliprect is specifically set on a view. A clip rect clips the content displayed by a view and any of it's children.
The view contains a "compositor" which processes the view tree at rendering time to optimally paint the damaged area. This involves determining if any of the views are "transparent" and then doing back-to-front/front-to-back view processing to repair the damage. Views currently have an opacity property that the compositor will use to alpha blend views together. This functionality will be moving into the view manager.
The scrolling view, which is used as the root level view for NGLayout documents, is essentially designed to act as a container which expects that it's size will be smaller than the views that it contains. It also assumes that the application will want to be able to scroll over the area that is "inside" of it. As such it will automatically sprout scrollbars when the scrolling view is too small to display all of it's contents. It has additional APIs over the standard view to allow the application to get and set the offset into the visible content area and to recompute the size of the scrollbar thumb and position based on the sizes of the objects that it contains.4. View Observer.
When views need to paint or have events handled that do not relate to the view, the observer's Paint() and HandleEvent() methods are called. The application can query the affected view for client data stored there by the application to associate the view with an application specific object. In addition, if an application object needs to know when it's position has been changed on the "screen" it can be notified of this by the observer.
- Since views may have Widgets associated with them, and as views change shape they need to tell the Widgets about these changes, there is a dependency on the Widget library.
- Much of what the view manager does involves output refresh management so it has knowledge of the graphics system.
- We would like to be able to alpha blend views together.
Support for alpha blendin


text:
Wharncliffe Woodmoor 1,2 & 3 Colliery
Wharncliffe Woodmoor 1, 2 and 3 colliery (part of Wharncliffe Woodmoor Colliery Company Ltd, the Wharncliffe Woodmoor Colliery Company was formed in 1873 when it purchased the New Willey Colliery, which had been sunk in 1871) was a coal mine that was located at the junction of Laithes Lane and Carlton Road, about 2 miles northeast of Barnsley, South Yorkshire and a quarter mile east of Staincross and Mapplewell railway station, on the Great Central Railway. The branch line junction was about 200 feet from Staincross that connected it to the colliery via a private line. The line finished up between the three main shafts and the coking ovens.
The colliery was sunk in 1871 just after Joshua Willey, an Hoyland wine and spirit merchant, leased land from the Earl of Wharncliffe. Willey sank two shafts, reaching the Woodmoor Seam in November 1871. The colliery eventually had four shafts (No.3 used as a Pumping Station from 1970 to 1988). In its earlier days the pit was also known as 'Old Carlton'. It received its modern name from the landowner, the Earl of Wharncliffe, and the Woodmoor seam of coal, first exploited in the 1870s. Willey sold the colliery in 1873 and a new company, the Wharncliffe Woodmoor Coal Co. was formed. During the mid-1870s there was an apparent collapse in the coal industry and the colliery was again available to buy. The colliery was purchased at auction by Joseph Willey for £18,000. Howard Allport became the new owner in 1881 and in 1883 converted the privately owned business into a limited liability concern and become known as the Wharncliffe Woodmoor Colliery Co. Ltd. The colliery occupied a large site, with coke ovens, brickworks to the east of the colliery producing 50,000 bricks per week and an engine shed. The site was south-west of the village of Carlton, between Carlton Lane and Laithes Lane. Seams worked were Haigh Moor, Barnsley, Kent's Thick, Winter, Lidgett and Beamshaw. During the 1930s the company had listed William Sutherland (Scottish politician) and Lady Sutherland of Braithwaite Hall, Darton as principal owners/directors. The couple had other business interests in the town including the North Gawber and Woolley collieries. At the time of nationalisation in 1947 the colliery employed 1069 workers underground. In November 1965 it was announced by the National Coal Board that an accelerated pit closure programme would get under way affecting 120,000 men. Collieries were categorised as Class 'A' (likely to continue), Class B (doubtful) and Class C (likely to close) of which Wharncliffe was included. The colliery closed in 1965\6 but continued as a pumping station until 1988 (Wharncliffe Woodmoor Nos.4 & 5 closed in July 1970).
The disaster at Wharncliffe Woodmoor colliery claimed fifty-eight lives and devastated the local community. It was the last of what we might regard as a major colliery disaster in South Yorkshire. It remains the worst South Yorkshire mining disaster in modern times. The disaster was caused by an explosion of gas from the Lidgett Seam on the morning of 6 August 1936. The Lidgett Seam which was just over two feet thick and was reached by drifts from the Haigh Moor Seam which was 34 yards above. The Haigh Moor Seam was 280 yards from the surface. The explosion occurred during the latter part of the night shift, at about 3.20am (this was confirmed by a shaftman on the surface who noticed a sudden reversal of air at that time), when men were involved in repair work and making preparations for the day shift. S.O.S messages were sent out immediately to neighbouring collieries and six rescue teams arrived. These were from Woolley, Barnsley Main, Barnsley Rescue Station, North Gawber, Monckton Main and the rescue team from Wharncliffe Woodmoor. Rescue workers, which hurriedly rushed to the scene were hindered by falls of roof, Wharncliffe Woodmoor No.1 rescue team being the first to descend the mine. They brought news that they had dug through four walls, but that progress had been slow owing to the amount of debris which had to be cleared, and also to further slight falls. A member of the rescue team said that they encountered gas and five canaries which had been taken down the pit had died. Local doctors Dr H. B Pare, Dr. J. Henderson and Dr. H. Henderson (Royston) and Dr. Quigley (Cudworth) arrived on the scene and rendered assistance. The Old Green Road School, Carlton was used as a temporary morgue with nurses standing by. The Vicar of Carlton Rev. N. King, Rev. E.F Owen Vicar of Staincross and Canon W.C Hudson of the Holy Rood Catholic Church, Barnsley offered the crowd spiritual comfort by conducting prayers in the pit yard. The Mayor of Barnsley, Alderman Jones, was visiting Prague at the International Miners Conference with other council and mining officials at the time of the explosion, they had been cabled earlier that morning and informed by about 4:30pm that afternoon.
The inquest was opened on 30 of the victims in the West Riding Police Court at Barnsley. Mr C.J Haworth, the Barnsley District Coroner, opened the inquest. There were present Mr. L. Wagstaffe, solicitor representing the colliery company and officials representing the Yorkshire Miners Association and the Yorkshire Deputies Association. The inquiry adjourned and resumed on Monday morning, by then all the bodies had been identified. Dr. Sydney Fisher, Medical Inspector of Mines had now joined the proceedings. Mr. Herbert Smith called for a full, government inquiry.
The subsequent inquiry took place in the Town Hall, Barnsley and took six days. Sir Henry Walker, the Chief Inspector of Mines chaired the inquiry and presented the report to Captain Harry Crookshank (Henry Frederick Comfort Crookshank. 1st Viscount Crookshank) who was the Parliamentary Secretary, Mines, 1935–39. At the inquiry, evidence was then taken concerning the loader motor. The electrician had been instructed to make a general overhaul of the electrical apparatus in 1's district which meant that he would remove the covers and examine the commutator and the starter of each unit. His instructions were that before he removed the covers at the loader motor he would see that the gate end switch was out and the cable between it and the starting switch was disconnected and that he would not run the motors with these covers off. After the explosion the starter switch was found in the off position and the gate end switch had been cut off at the surface. Mr. Thomas Storrs, the chief electrician said he had been present on many occasions when the motors had been opened up and this was the first instance in which he had found a cover off a motor when the cable was connected. Mr. G. Cook, Senior Inspector, was present when the body of the loader was found between the loader and the left side of the gate pack, close to the commutator. This was on the other side from the switch but it was possible for him to reach the switch. The evidence seemed to point to the explosion being caused by a spark from the switch or the commutator of the loader motor but there was no absolute proof.
In 1979 a memorial was dedicated and unveiled by the Yorkshire NUM president Arthur Scargill. The memorial included a commemorative plaque and half pulley wheel in what became Athersley Memorial Park, Royston Carlton Boundary Walk. (SE436409). The Commission: To commemorate a mining accident, 6 August 1936, in which 58 men were killed.
Harry Dancer, Chairman of Barnsley MBC's Development and Planning Committee, initiated this scheme which was accepted by this committee on 31 August 1978 and cost £950, approved on 29 September 1978. It was part of reclamation of the Wharncliffe Woodmoor Colliery site on which the monument originally stood. The contractors, Pugh-Lewis, were based in Chesterfield. The memorial was unveiled by Arthur Scargill, then President of the Yorkshire NUM, in the presence of Roy Mason, MP for Barnsley (Roy Mason, Baron Mason of Barnsley), and Cllr Dancer.
In 2008 Barnsley Councillor Len Picken (Councillor Picken was the Mayor of Barnsley for the municipal year 2007/2008) successfully campaigned to have the old half pulley wheel moved to a more prominent location at the entrance of the Wharncliff Business Park. There was a public appeal that went out via local news media including the BBC. The new memorial was a more emotive piece of work that included the half pulley wheel, a stone frieze, sculptured by Harry Malkin, carved in brick supplied and fired by Ibstock brick company Nostel, Wakefield that depicts two miners searching for their lost colleagues and stands about ten feet by eight. It also includes local news reports from the time of the accident, an information board by local historian Brian Elliot and the names of the Woodmoor victims. The ceremony was led by Councillor Picken and Councillor Roy Butterfield. More than 100 people attended, including numerous relatives and descendants, some with Welsh origins, and representatives from the NUM.
Post-closure and regeneration
The colliery closed in 1966 as a result of the NCB's pit closure programme. The site was a 30ha waste tip and by now surrounded on three sides by council housing. It was eventually reclaimed and landscaped. There was minimal topsoil available on the site and after an initial flush of surface greening, the vegetation on

source: m-a-p/FineFineWeb


text:
|About Us | What's New | Search | Site Map | Contact Us|
This week's theme: verbs.
dehisce (di-HIS) verb intr.
1. To burst open, as the pod of a plant.
2. To gape.
[When a peapod is ripe after a long wait and bursts open, it's yawning, etymologically speaking. The term dehisce comes from Latin dehiscere (to split open), from hiscere (to gape, yawn), from Latin hiare (to yawn). Another term that derives from the same root is hiatus.]
Today's word in Visual Thesaurus.
-Anu Garg (garg AT wordsmith.org)
"Garrison Keillor: Rhubarb is a vegetable, no matter what the government says: a member of the buckwheat family of herbaceous plants including buckwheat, dock and smartweed, which are characterized by having swollen joints, simple leaves, small petalless flowers and small, dry, indehiscent fruit. Indehiscent means 'not dehiscent,' not opening at maturity to release the seed. So "indehiscent" means 'hard, dry, holding onto the seed,' which actually describes Norwegians quite well. Most Norwegians consider dehiscence to be indecent. They hold the seed in. But rhubarb pie comes along in the spring, when we're half crazed from five months of winter -- it's the first fresh vegetable we get, and it makes us dehisce." Carol Stocker; Rediscovering Rhubarb; Boston Globe; May 16, 1996.
I love being a writer. What I can't stand is the paperwork. -Peter De Vries, editor, novelist (_PHONE_)
Contribute | Advertise
© 2013 Wordsmith

source: HuggingFaceFW/fineweb-edu


Calculus How To
Formula vs Function
Share on
Functions > Formula vs Function
 1. What is a Formula?
 2. What is a Function?
 3. Formula vs Function in Excel
Formula vs Function: What is a Formula?
A formula is a mathematical sentence with at least one variable. For example 2 + 4 isn't a formula (there's no variable), but 2x + 4 is a formula, because there's a variable. Formulas are used in math to describe relationships. Variables can be any letter from a to z, but you'll want to follow some general rules for writing formulae:
 - Abbreviate variables to one letter. For example, if you have a variable for weight, shorten that to w, not we or wt. This is because when you have two variables in a formula it means to multiply them, so "wt" means "w * t".
 - Use small letters a, b, c, … z.
 - Omit the multiplication sign (unless you're multiplying two numbers like 2*4). Write 2x, not 2 * x.
 - Put the number first if you're multiplying a variable by a number. Write 2x, not x2.
Formula vs Function: Functions
In general math and beginning algebra, you work with formulas. But in calculus, you work with functions. The difference between formulas and functions is in how they are constructed: functions are a specific type of formula with exactly one output (y) for every input (x).
 - For example, if you put a "2" into the formula y = x2, there's only one output: 4. That's a function.
 - If you put a 2 into the formula x = y2, there are two possibilities for each input (x-value): 8 and -8.
Let's take a look at these graphically:
formula vs function
At x = 2, the blue function y = x2 has one output (blue star), but the formula y = x2 has two outputs (orange stars).
All functions are formulas, but not all formulas are functions.
Formula vs Function in Excel
A "function" in Excel is a predefined formula. All Excel built-in functions are also functions in the traditional sense (i.e. you'll get one output for every input).
As an example, let's say you wanted to add a string of numbers from 1 to 4. All formulas in Excel start with an equals sign "=". So you might type the formula "=1+2+3+4". You could also invoke the built in function SUM to do the same thing: =SUM(1,2,3,4).
When making small calculations like this, there isn't much of a difference between a formula and a function in Excel. Where the big difference comes in is when you're dealing with large amounts of data in cells (something which Excel was designed for). If you had 1,000 numbers in column A, it might take some time to write the formula with all the numbers from 1 to 1,000:
But you can type in a function that will add up all of the numbers between cells A1 and cells A2 in seconds:
Graph created with
Stephanie Glen. "Formula vs Function" From Calculus for the rest of us!
2 thoughts on "Formula vs Function
 1. Michael
 Hi Stephanie, thanks for putting together a great resource here, I may even pick up your book 😉
 I'm just writing to you here as I think I have spotted a typo on your types of functions page:
 I couldn't leave a reply on that particular page so I'm writing it to you here. Anyway at the top of that page it has: "1. What is a Function?
 A function is a type of equation or formula that has exactly one output (y) for every input (x). If you put a "2" into the equation x2, there's only one output: 4. Some formulas, like x = y2, are not types of functions, because there are two possibilities for each x-value (one positive and one negative)."
 I think you meant to put there are two possibilities for each y value (2 and -2), instead of each x-value.
 Kind regards,
Leave a Reply


text:
Changing role of women in education: Dialectic and duality of the organizational power ethos
Canadian Journal of Administrative Sciences, Volume 18 - Issue 3 p. 179- 191
This paper presents an organizational framework of power depicting the relationship between structure and agency within a continuum of the three dimensions of power. The three dimensions of power are integrated into a model through an example of gender and education. The model links power with innovation.

source: openbmb/Ultra-FineWeb


text: This book, which has benefited from professional know-why and know-how of its authors in the United Nations World Tourism Organization and several universities, articulates and debates the concept and methodology of tourism-assisted development. The study examines the theoretical bases of contemporary real-case development projects and illustrates the way tourism can effectively and efficiently focus on development issues, while minimizing undesired impacts on the natural and cultural environments. It analyzes the key role of institutions, both in setting the framework for tourism competitiveness and sustainability and in addressing the main strategic concerns of development. Theoretical considerations on the role of tourism as a tool for development-related public and private policies are followed by a methodological framework for tourism policy and governance and application of these in real-world situations. Several chapters offer practical recommendations, particularly in relation to tourism strategic positioning, competitiveness, and sustainability, and case studies exemplify a range of issues raised in tourism-assisted development.


text:
Introduction: Epidemiological data of NET are mostly classified according to the primary site of the tumor. However, a pathologic classification, irrespective of primary site, might be more informative.
Aim(s): We evaluated the epidemiological and survival data of patients diagnosed with NET stratified by histological grade.
Materials and methods: 42,008 patients with NET were identified by the Netherlands Cancer Registry from _PHONE_. We defined four groups: well-differentiated NET, grade 1 and 2 (G1NET and G2NET), poorly differentiated large and small cell neuroendocrine carcinoma (G3LCC and G3SCC). The relative survival rates (RSR) were given at five years for 1990–1999 and for 2000–2008.
Conference: 8th Annual ENETS Conference (2011)
Presenting Author: MSc Catharina M Korse
To read results and conclusion, please login ...
Further abstracts you may be interested in


text:
Send an E-Postcard of:
(c) Pocumtuck Valley Memorial Association, Deerfield MA. All rights reserved.
Contact us for information about using this image.
Onions were a crop that the Eastern European immigrants, flooding into the mid-Connecticut River Valley of New England, had experience growing. By the 1920s, newly-arrived immigrants were growing acres of onions on riverside land that local residents had dismissed as overused and unproductive. Cultivating and harvesting onions is extremely labor intensive. These men and a young boy diligently weed and thin these onions to ensure a successful crop.
top of page


Moonlighting as a Tuition Teacher? Here are 4 Pitfalls to Avoid
Moonlighting as a Tuition Teacher? Here are 4 Pitfalls to Avoid
Most Singaporeans have participated in the billion dollar tuition industry in some way or another—whether by attending tuition classes as a kid, sending their own children for tuition, or moonlighting as private tutors to earn a slice of that billion dollar pie.
But while superstar full-time tutors can rake in over a million bucks a year, there are many rookie and part-time tutors who struggle.
Here are four pitfalls to avoid as a beginning tutor.
Doing too much overtime
It is very, very common for beginning tutors to not be strict with their time and do way too much OT when they're with a student. Sometimes, you just need an extra twenty minutes to go through a student's assignment with him.
The problem is, as a private tutor, you are only being paid for the 1.5 to 2 hours you were hired to be there for. Doing 30 minutes of OT at the end of a 1.5 hour slot is very different from doing 30 minutes of OT at the end of an 8 hour work day. And if you have multiple students, all that OT can really add up and leave you completely exhausted.
No matter how much you care about your students, be strict with your hours unless you are absolutely sure you can spare the extra time without being paid for them. If you have to, break down your lessons into smaller parts so you can allocate different tasks to each—for instance, fifteen minutes of going through homework, half an hour of teaching new material and so on.
And if you consistently find you're not able to finish the lesson within the allotted time, it's time to speak with the parents about adding an extra lesson to the week or extending the lesson duration.
Accepting assignments which require a long commute
Rookie tutors tend to accept any assignments that pay a decent rate. But beware when the student lives very far away from your home/workplace.
If your commute is one hour each way for a 1.5 hour lesson for which you are being paid $45 at a rate of $30/hour, you actually spend 3.5 hours each time you go to that student's home and back. That means you are effectively earning only $12.86 per hour. If you teach multiple students in a single day, a long commute for each one means you are limiting the number of students you can fit in.
For those tutors without their own transport, if a student lives very far away and really wants you to teach him (for instance because you have been highly recommended by his friend), you can try to negotiate a transport surcharge of around $10 to $20 per lesson.
Non-paying clients
Sad to say, many, many private tutors get burnt by non-paying clients. Students usually pay at the end of every four lessons (for one class a week) or eight lessons (for two classes a week). Often, at the very last lesson before the student graduates, sits for his final exam or leaves on vacation, the parent or student will "forget" to bring their fees. Good luck trying to collect it from them now that they no longer need you.
To combat this, some tutors insist on being paid in cash at the end of every lesson. Better still, have the parent pay for the entire month up front at the first lesson of each month. This will also offer you protection in case the student cancels lessons suddenly.
Classes getting cancelled on short notice
Tuition sessions cancelled at the last minute are the bane of every tutor's life. Not only do they not get paid for that session, they also waste a slot they could have fit another student into.
To get around this, draw up a contract whenever you commence teaching a new student and have their parents sign it. You will want to get your students to pay you on a monthly basis. This will enable you to impose a penalty for lessons cancelled less than 24 hours in advance.
Whether you enforce this or not is up to you, but you want to at least be able to do so if a student repeatedly cancels at the last minute just because he prefers to spend his evening playing on his Xbox. Often, just knowing that they will be charged if they cancel at the last minute is enough to make the students respect your time more.
Have you ever worked as a private tutor? Share your biggest challenges in the comments!


Click here to monitor SSC
SQLServerCentral is supported by Redgate

Log in :: Register :: Not logged in

Multi-Select Parameters for Reporting Services
By Adriaan Davel,
After my colleague brought some performance issues to my attention, we thought further investigation was required. After discovering Multi-Select Parameters for SSRS reports, we set out to add this to as many reports as possible, as it really is a cool feature.
We always use stored procedures to extract data for reports as a development standard, which brings a complication to Multi Select Parameters. When more than one option is selected in the parameter drop down the values are concatenated into one string, delimited with a comma. If you are using "SELECT" statements in your report to extract data this works well, as you can simply use an "IN" statement in your "WHERE" clause as it will get concatenated into the correct format. If you use a stored procedure however the concatenated string will be considered a single value, and no records will be returned.
After some searching we found some sample code for a SQL function that takes the concatenated string and splits it into a table, allowing a "JOIN" statement onto the values in the concatenated string. This works very well from a coding perspective, but unfortunately has major performance penalties. We tested this method compared to using a direct "IN" statement and the difference was very big. The "IN" approach completed execution in just over 10 seconds, where the computed table executed over 6 minutes. A heads-up on the "IN" statement, string selections do not have the enclosing single quotation marks and you will need something like:
IN (''' + RTRIM(REPLACE(CONVERT(NVARCHAR(4000), @MultiSelectParameter), ',', ''',''')) + ''')...
I then tried inserting the computed table into a "#TEMP" table before joining it to the main table; this put us to about 3 minutes of execution. Much better but not good enough if compared to 10 seconds. This puts us back to where we started. (We worked off a single table, with a fairly large number of rows, if joins are already being used to other tables the impact of the computed table might be less prominent)
This leaves one more option: the controversial dynamic SQL code.
We tried to avoid using sp_executesql (or its various derivations) as far as possible, but in this situation it seems to be the best option. Two reasons why we feel that dynamics SQL statements are acceptable here are:
 - The interface to the stored procedure does not allow for SQL injection text as only selections from a defined list is allowed
 - Recompiling of the statement has a negligible impact on the system as the report is run infrequently
Apart from the technical reasons for allowing dynamic SQL statements, the overall duration improvement really makes this a good option.
One limitation on the dynamics SQL method to consider is the maximum length of your SQL string. In our case the user could choose from a small range of options, each two characters long. This allowed us to use NVARCHAR(4000) for the SQL string, if you could possibly have a large number of options, or possibly lengthy options you will have to revert to a NTEXT data type, making the dynamics SQL a lot more complex and impractical.
So what we have ended up with is a stored procedure that builds a dynamic SQL "SELECT" statement and executes it in the best performing way we can find!
Happiness!

Total article views: 11558 | Views in the last 30 days: 7

Related Articles
FORUM
sp_executesql dynamic columns in select statement
sp_executesql dynamic columns in select statement
FORUM
select statement
select statement
SCRIPT
Dynamic Select Generator
Query to generate a dynamic Select statement from any table for moving data between servers.
FORUM
Dynamic Connection string
Setting Dynamic Connection string Of Flat File
FORUM
CASE statement versus dynamic Query
CASE statement versus dynamic Query

Contribute


text:
Adults with type 2 diabetes who are diagnosed with an anxiety disorder visit the hospital emergency department more frequently and spend more on hospitalization than those without such diagnoses, according to findings published in Diabetes Care.
"Anxiety disorders are serious. They cause extreme distress and harm people's abilities to live fulfilling lives," Esti Iturralde, PhD, a mental health researcher in the division of research at Kaiser Permanente Northern California in Oakland, told Endocrine Today. "Doctors who treat diabetes might miss the importance of anxiety disorders because these patients often do not appear 'sicker' in a medical sense—but we found that anxiety disorders contribute to problematic health care use that exposes patients to unnecessary medical risks and impacts the whole health care system."
Iturralde and colleagues searched for diagnoses of anxiety disorders such as obsessive compulsive disorder, PTSD and agoraphobia along with diagnoses of depression in electronic health records of 143,573 adults (mean age, 64 years; 48.1% women) with type 2 diabetes who were members of Kaiser Permanente Northern California from 2008 to 2012. A database provided information on ED visit frequency and hospitalization costs in 2012. The researchers defined chronic visitation as three ED visits in each of the previous 3 years.
An anxiety disorder was diagnosed in 12.9% of the study population and 52.9% of those with an anxiety disorder were diagnosed with depression, according to the researchers. Of those with an anxiety disorder, 35.2% visited the ED at least once vs. 23.6% of those without an anxiety disorder (P.001). The rate at which a participant with anxiety would visit the ED was 27% higher compared with those without anxiety (incidence rate ratio [IRR] = 1.27; 95% CI, 1.21-1.34), according to the researchers, who added that the rate at which a participant with depression would visit the ED was 13% higher vs. the rate for a participant without depression (IRR = 1.13; 95% CI, 1.09-1.18).
Chronic visitation was reported in 1.5% of those with anxiety disorders compared with 0.2% of those without such conditions (P.001), with the researchers noting that the risk for chronic visitation was more than double for those with anxiety (OR = 2.55; 95% CI, 1.9-3.44) and 1.66 times higher for those with depression (OR = 1.66; 95% CI, 1.29-2.14). Iturralde added that "anxiety disorder was associated with 255% higher odds of visiting the emergency department multiple times a year for multiple years in a row."
Individuals with anxiety disorders spent an average of $5,790.45 on hospitalization in 2012 while those without such conditions spent an average of $4,105.89 (P.001). According to the researchers, being among the top 20% of spenders in the Kaiser Permanente Northern California system was 29% more likely for those with anxiety (OR = 1.29; 95% CI, 1.23-1.36) or depression (OR = 1.29; 95% CI, 1.24-1.34).
"Anxiety causes physiological symptoms that resemble physical symptoms in diabetes — so it may cause people to overtreat or undertreat their diabetes condition. Anxiety also causes people to engage in unhelpful behaviors, such as avoiding daily diabetes management tasks, or becoming 'burned out' through excessive worrying or even checking their blood sugars too often," Iturralde said. "Therefore, because the two problems are so intertwined, it makes sense for anxiety treatment to be integrated more closely with diabetes treatment." – by Phil Neuffer
For more information:
Esti Iturralde, PhD, can be reached at _EMAIL_.
Disclosures: The authors report no relevant financial disclosures.


text:
Robots that can mimic the exact brush strokes of master painters or calligraphers could recreate their work, a Japanese researcher said Tuesday.
"We have been able to teach this robot to successfully copy the brush strokes of a master of calligraphy," said Seiichiro Katsura, an associate professor of system design engineering at Keio University.
A perfect copy of a work by long-dead artists such as Monet or Picasso is not possible, as the robot needs a living model to imitate, applying the same pressure and making the same gestures, Katsura said.
But the technology could be used in complex surgery or mechanics.
"In Japan, where the population is quickly ageing, there are fears that valuable skills may not be handed down to younger generations," said Katsura.
The robot was on display at Asia's biggest tech fair—the Combined Exhibition of Advanced Technologies (CEATEC) exhibition—which opened on Tuesday at Makuhari, near Tokyo.
Explore further: Smartphones control smart homes at Asia tech fair


text:
I attended an engagement party where the couple was toasted, but I don't drink alcohol, so used my water glass with which to toast. My husband thinks that for the toast, I should have had a glass of champagne in hand, and just pretend to drink. What is the protocol for toasting, any other tips?
Dear Faux Pas,
You were fine with toasting with the water glass. When a toast is given, everyone, except the one being toasted, should take part with any glass handy, even an empty one is better than not toasting at all.
Basic tips for toasting are:
1. If you are the guest of honor being toasted, while the toast is being made, do not stand and do not drink to the toast.
2. If you are the guest of honor being toasted, after the toast is made, then you can stand and say thank you to the one who gave you the toast.
3. The first toast should be made by the host.
4. The one offering the toast should stand.
5. The one offering the toast should keep the speech simple and brief, and indicate the end of the toast by raising the glass and saying something such as "Cheers!"
6. Other guests should always take part in a toast using whatever glass is handy.


text:
Report an inappropriate comment
Sun Feb 24 07:17:00 GMT 2013 by Liza
Eric, bacteria convert organic matter to CO2 *after* the organism has died. As long as the plants are alive and growing, they won't get the chance. So: arctic summerair temperature's warm enough to have plants growingbacteria don't touch live plantsplants die (partly) off during arctic winterthe dead parts fall under the live plants, or are the lowest, oldest plant parts anyway, so they're sandwiched between live plants and permafrostthe dead parts are shaded and don't thaw in summerbacteria can't eat them because they're frozenpermafrost accumulates. There may be a small amount of dead material at the surface sufficiently explosed to thaw in summer to get decomposed, but the total balance will be towards accumulation of frozen organic matter.


text:
wind instrument(redirected from Bell of a wind instrument)
Also found in: Thesaurus, Encyclopedia.
1. A musical instrument, such as a clarinet, trumpet, or harmonica, in which sound is produced by the movement of an enclosed column of air, especially the breath, and excluding keyboard instruments such as the organ or accordion. Woodwind and brass instruments are both types of wind instruments.
2. Informal A woodwind instrument, as opposed to a brass instrument.
(Instruments) any musical instrument sounded by the breath, such as the woodwinds and brass instruments of an orchestra
a musical instrument sounded by the breath or other air current, as the trumpet, oboe, or flute.
- organ - Comes from Latin organum, from Greek oganon, "implement, instrument, tool"; it was first a very general term, but was then used for "wind instrument" and "functional part of the body."
- poop - Once had the meaning "to make an abrupt sound, as from a wind instrument."
- bell - The flared open end of a wind instrument.
- tootle - To toot continuously, as notes on a wind instrument.
Switch to new thesaurus
|Noun||1.||wind instrument - a musical instrument in which the sound is produced by an enclosed column of air that is moved by the breath|
bell - the flared opening of a tubular device
brass instrument, brass - a wind instrument that consists of a brass tube (usually of variable length) that is blown by means of a cup-shaped or funnel-shaped mouthpiece
free-reed instrument - a wind instrument with a free reed
kazoo - a toy wind instrument that has a membrane that makes a sound when you hum into the mouthpiece
musical instrument, instrument - any of various devices or contrivances that can be used to produce musical tones or sounds
pipe organ, organ - wind instrument whose sound is produced by means of pipes arranged in sets supplied with air from a bellows and controlled from a large complex musical keyboard
pipe - a tubular wind instrument
post horn - wind instrument used by postilions of the 18th and 19th centuries
whistle - a small wind instrument that produces a whistling sound by blowing into it


text:
California Science CenterEcosystems
Discover how environment affects living things—and vice versa—in a new immersive exhibit. Ecosystems
is divided into eight zones, each of which demonstrates a different ecological principle. In Extreme Zone, visitors feel the heat of a desert ecosystem and the chill of an "ice wall" in a polar ecosystem. Forest Zone includes an underwater kelp forest inhabited by such California coastal creatures as leopard sharks and moray eels. Island Zone, home to lizards and tropical fish, shows the workings of evolution in isolated habitats. Ecosystems
also features a Discovery Room especially designed for children seven and younger.Permanent ExhibitVisit the exhibit website
Credit information can be found on the museum website.


text: In June 2011, Apache AH Mk1 Helicopters of the British Army's 656 Sqn conducted their first raid on Libya, using as their base the Royal Navy's helicopter Carrier HMS Ocean. The Apaches went on to destroy 100 targets over a five month period, all the while based on board the ship. Meanwhile civil operators fly regularly to and from oil platforms and ships in the North Sea, covering large distances overwater, and dedicated naval helicopters are based aboard ships in the most demanding of maritime environments for months at a time. "Marinisation" may be considered the task of making a helicopter platform and its support system capable of operating in the maritime environment, including overwater and to and from ships. This paper explores the stages of marinisation of a helicopter, from the fundamental issues affecting aircraft operating in this environment, to the specification of requirements, through design and testing to declaration of operating limits. A number of case studies are presented showing how different designs have been tailored to meet customer objectives. In addition AWs aspirations for improving maritime operational capability in the future are discussed.


text: An analytic method of constructing high fidelity clustered halftone dots is presented.A phase addressable cell space is created which provides numerically precise 2D edge position information. Exposures are produced with variable intensity modulation to phase shift process direction dot edges, and fine granularity timing is used to adjust fast scan direction edges. This allows symmetrically thresholded halftone dots instead of sequentially thresholded dots. Advantages of this technique are more binary halftone gray levels, reduced labor content, spline based tone correction, device independence, and arbitrary screen angle and frequency. An equation which provides the desired shape and tone response over the intensity range is developed and analyzed. Shape information is extracted which is independent of the target printer characteristics. Highly accurate tone information is obtained by integrating the continuous shape function. A printer-dependent, gray enabled modulator drive function is utilized, and step wedge prints are mae with a nominal tone reproduction curve (TRC). Data from densitometer measurements are converted to spline format, and used to correct the nominal TRC with high relative accuracy. Resulting contourless tone corrected prints show very good linearity and shape definition over the entire intensity range.


text:
Sinusoidal oscillators are known to be realized using dynamical systems of second-order or higher. Here we derive the Barhkausen condition for a linear noninteger-order (fractional-order) dynamical system to oscillate. We show that the oscillation condition and oscillation frequency of some famous integer-order sinusoidal oscillators can be obtained as special cases from general equations governing their fractional-order counterparts. Examples including fractional-order Wien oscillators, Colpitts oscillator, phase-shift oscillator and LC tank resonator are given supported by numerical and PSpice simulations. © 2008 IEEE.
Radwan A.G., Elwakil A.S., Soliman A.M.
Fractional-order circuits; Noninteger order systems; Oscillators
IEEE Transactions on Circuits and Systems I: Regular Papers, Vol. 55, PP. 2051 to 2063, Doi: 10.1109/TCSI.2008.918196


text:
I am currently trying to generate random IDs for dwm1001 devices. I've tried the typical way of number generation using srand(time(NULL)), however, I keep getting the following:
I tried to find and try out other solutions, but none of them worked. Is there a way to generate numbers, or to fix this problem?
Looks like you issue isn't with the rand function itself, it's with seeding the random number generator so you don't get the same numbers every time.
Any other semi-random source you could use? If there is any external interaction (user key press, signing on to a network etc…) then they would introduce enough variability that using the time since startup in microseconds or any smaller units would work. You could even read the current time from the DW1000, that will give you a high rate clock that it doesn't take much of a difference in startup time to get a different value from.
If you have an analog input then set it to roughly mid rail using some large resistors so the result is noisy. Read it 32 times, use the least significant bits from each reading to generate a number to seed rand() with.
I tried using the clock ticks as the seed and performing some operations on it, but I kept on getting the same results. Giving an input is not really ideal for my case, since i want to connect the devices to external power sources. One thing I am currently trying to do is generate an ID on the initiator's side, and sending it back to the responders.
Without some external source to give you randomness it can be tricky to get a random number. It's almost as if they want computers to be repeatable and deterministic.
Maybe look for variabilities in crystal frequencies. Read the DW internal time, wait a fixed time on your processor clock (longer is better if possible) and then read the DW time again. Take the difference in the two DW times. (Or maybe just read the DW time once, you may get some variability due to PLL lock times being different).
While the difference won't be huge you should get some small variation each time you do this process due to the two clocks running at very slightly different speeds and that speed difference being related to things like the temperatures of the two crystals. The same unit won't see much variation each time but you should get a bigger variation between two units.
You'd need to test to see how much variability this gives but it should be good for a few bits of randomness in the least significant bits. Then repeat a couple of times to give more bits.
Thats quite an interesting way to approach this problem. I'll be sure to give it a try if my other solution is not too practical.
Thank you for this information and for your help!


Hatching Chickens
What You Need
 - Calendar
 - Newspaper
 - Chick food prop
 - Water prop
Hatching Chickens
To help children understand the importance of carefully observing and caring for eggs and chickens in the classroom.
This lesson is intended to help students realize that they can learn a lot about chickens—and animals in general—through close observation. They also should come to understand that it is important to learn about the special needs of eggs/chicks in order to take care of them, whether on a farm or in a classroom hatching project.
This lesson can be used as an orientation for students before doing a chicken-hatching unit in class. It may also be used in conjunction with the unit to emphasize the importance of the proper care for eggs/chicks.
Students begin the lesson by expressing what they know about chickens in general and then are encouraged to think and talk about how eggs hatch into chicks and the kinds of special things that are needed to care for eggs/chicks. Students then watch a short movie of a chick hatching from an egg. They discuss what they observe to help reinforce and broaden what they are learning. Then students are prompted to think about what they would need (and how they should behave) if they were to have an egg-hatching project in their classroom. To help reinforce their ideas, they read about one kindergarten classroom's egg-hatching project and close the lesson by depicting the materials and acting out the processes and behavior that would be needed to successfully hatch eggs and take care of newborn chicks in a classroom.
In teaching students at this early level, it would be helpful if they walked away from this lesson with an understanding that they can learn a lot about the animals, plants, and other worldly things around them simply by observing and exploring. (Benchmarks for Science Literacy, p. 333.) When possible, it is recommended that students work in small teams to ask and answer questions about their surroundings and to share their findings with classmates. It is also important to foster scientific values by recognizing instances of them in the work of individual students and student groups. For example, praise should be given simply for curiosity and creativity. (Benchmarks for Science Literacy, p. 15.)
In lessons involving the collection and housing of live animals in a classroom for observation, it is important to remember that, while most children want to treat animals carefully, not all do, and that some children can be cruel. Nevertheless, students at this early level should have opportunities, in the context of science, to interact with living things in ways that promote respect. If you are not already familiar with the National Science Teachers Association's Guidelines for Responsible Use of Live Animals and Dissection in the Science Classroom, please familiarize yourself with them. (Benchmarks for Science Literacy, p. 15.)
Planning Ahead
Background Reading:
You may wish to read Hatching Eggs: A Step by Step Guide, which details how to properly incubate eggs and care for newly hatched chicks in a classroom environment.
Another more detailed and science-related resource that is worth reading is Hatching Eggs in the Classroom: A Teacher's Guide.
As a fun and interesting way to get the class thinking and talking about chickens, ask a number of basic orientation questions like these:
 - What can you tell me about chickens?
 - What do they look like?
 - What kinds of sounds do they make?
 - Where do they (usually) live?
 - What kinds of things do they do? Eat? Need to survive?
Once students are tuned into the lives of chickens, get them to start thinking about how baby chicks are born and the kinds of special circumstances necessary for chicks to be hatched successfully. Ask questions like these:
 - How are baby chickens or "chicks" born?
 - How long do you think it takes for an egg to hatch?
 - What kinds of things do eggs need to hatch?
 - What happens to an egg if it doesn't get these things?
 - Once a chick is born, what kinds of things does it need to grow up healthy?
 - Can you think of any other animals that are hatched from eggs?
Having students think about these and other related egg-hatching questions will help them develop a better understanding of what chicks need to hatch from eggs (and the kind of special measures that would be needed if they were to do their egg-hatching project in class).
Begin this section of the lesson by asking the class this question:
 - Would you like to see a baby chick being hatched?
With that, have students use their Hatching Chickens student esheet to watch Baby Chicks Hatching, a movie of an egg being hatched in an incubator, from the Museum of Science and Industry. Students can play the short movie over again and again so they can see and discuss all the different aspects of what they are observing. This would include identifying and talking about: the incubator and its purpose; how the chick uses its beak to peck out of the shell; and the look and condition of the tired, wet newborn once it has been fully hatched. This can be done by asking questions like these:
 - Where is the hatching taking place?
 - What is the chick doing during the hatching process?
 - How does the chick look?
Make sure to emphasize the special needs and delicacy of the hatching process. Also, as noted on the website, make sure students understand that, even though the movie doesn't show it, the chick spends about 5 minutes pecking at the shell, followed by about 15 to 20 minutes of rest.
Optional Activity:
Now that students have a better idea of the birthing process and the special conditions necessary for its success, you may wish to have students do the Egg Poem and Chick Song student sheet. Students can chorally read/sing along with these works to further reinforce what they have just watched and learned about what eggs need to enable chicks to hatch.
Next, have students imagine that they have the job of taking care of and hatching some chicks in their classroom. Have them brainstorm about what the classroom would need in order to properly take care of an egg, what they would need to hatch it, and how they would care for a chick once it is hatched. Have them address key questions such as these:
 - What would we need to do this project?
 - What would we need to do (or not do) to help the eggs hatch?
 - What would we need to do to help the chicks survive once they are born?
To get a better idea of the kinds of things (and measures) that would be needed in an actual classroom hatching project, have students use their student esheets to visit Mrs. Baston's Kindergarten Web Page. This colorful resource has pictures of a kindergarten classroom's egg-hatching project. Take time to look at each picture and read each caption to give students a better idea of the stages involved in the egg/hatching/chick caretaking process. During the exploration and discussion, emphasize key points like:
 - It takes 21 days for a chick to grow inside an egg.
 - Eggs need to be warmed in an incubator.
 - After being hatched, chicks will need to be housed in a separate "chick house" with plenty of food, water, and warmth.
 - Chicks can be held after a couple of days. People need to be very gentle when handling them.
 - The chicks will need to be taken to a farm or other place where they have room to roam about and continue to grow big and healthy.
This can be done by asking these questions, which are posed on the student esheet:
 - How long does it take for a chick to grow inside an egg?
 - Where did the class keep the eggs before they were hatched? Why?
 - Where did the class put the chicks after they were hatched?
 - What is important to remember when handling a chick?
 - Where did the chicks go after Mrs. Baston's class?
Make sure students understand that, although all 14 eggs in Mrs. Baston's class hatched, often some eggs do not hatch. Have students think about why this may happen. Answers may include because an egg is not healthy or doesn't get enough warmth.
Depending on your preference, student understanding of the lesson can be assessed using one of the two activities below:
Option 1: This Is How We Hatch an Egg
As a way to review the lesson material, divide the class into four main groups:
 1. The Eggs—two to four students who portray eggs, which hatch and become chicks
 2. The Incubator—four to five students hold hands in a circle to warm the incubating eggs
 3. The Chick House—four to five students hold hands in a circle housing the newborn chicks
 4. The Caretakers—the rest of the class watch over the eggs, transfer the chicks to the chick house, and provide food, water, and warmth
As suggested above, the eggs can be placed inside the hand-holding incubator group to be warmed. The caretakers can use a calendar and pretend to count off the 21 days needed for the eggs to hatch. When the special time comes, the eggs can begin to peck at their eggshells and pretend to be newborn chicks. (It might be fun to have the class sing the short "I'm a Little Chicken" song they may have performed earlier as a way to celebrate this remarkable hatching process.) Once the chicks have hatched, the caretakers will need to set up the chick house, having group members form a circle holding hands, and providing props—real or portrayed


Stress causing psychosomatic illness among nurses
Indian J Occup Environ Med. 2009 Apr;13(1):28-32. doi: 10.4103/0019-5278.50721.
Abstract
Stress in nurses is an endemic problem. It contributes to health problems in nurses and decreases their efficiency. Documenting the causes and extent of stress in any healthcare unit is essential for successful interventions
Aim: Establishing the existence and extent of work stress in nurses in a hospital setting, identifying the major sources of stress, and finding the incidence of psychosomatic illness related to stress.
Materials and methods: This study used a questionnaire relating to stressors and a list of psychosomatic ailments. One hundred and six nurses responded and they were all included in the study. Stressors were based on four main factors: work related, work interactions, job satisfaction, and home stress. The factors relating to stress were given weights according to the severity. The total score of 50 was divided into mild, moderate, severe, and burnout.
Results: Most important causes of stress were jobs not finishing in time because of shortage of staff, conflict with patient relatives, overtime, and insufficient pay. Psychosomatic disorders like acidity, back pain, stiffness in neck and shoulders, forgetfulness, anger, and worry significantly increased in nurses having higher stress scores. Increase in age or seniority did not significantly decrease stress.
Conclusion: Moderate levels of stress are seen in a majority of the nurses. Incidence of psychosomatic illness increases with the level of stress. Healthcare organizations need to urgently take preemptive steps to counter this problem.
Keywords: Burnout; nursing shortage; nursing stress; psychosomatic illness; shift work.


text:
What is the name of the mountains between Spain and France?
- The Pyrenees
In Spanish they are called the Pirineos. In French, they are the Pyrénées. We know them as the place those fluffy white dogs come from. The Pyrenees mountains extend from the Bay of Biscay to the Mediterranean Sea, a distance that runs about 270 miles. We think it's pretty important that the American people know a little bit about these mountains, especially those in Township, Minnesota. They just elected a Great Pyrenees as their mayor! Source: The World Atlas
- The Alps
- The Ore Mountains


Minecraft: Xbox 360 Edition Wiki
Dragon Egg
282pages on
this wiki
Minecraft enderdragon egg
A Dragon Egg is a block that spawns on top of the bedrock portal created by the defeat of the Ender Dragon in The End. When they are clicked by the player, it will teleport several blocks away. They currently have no explicit purpose, but are tricky to collect. One of the ways to collect them is to make them teleport off the bedrock they spawn on, dig the block underneath the block the egg is on top of, place a torch in that place and break the block underneath the egg; it will drop as an item. Another way to obtain the egg is placing a piston facing the dragon egg and then pushing the dragon egg. Be careful not to let the dragon egg fall into the portal. And as last you punch a block near the dragon egg and then slowly move to the dragon egg without releasing the mouse button. Punching with the hand is enough to break it.
They currently serve no purpose, other than as a trophy or decoration.
Clicking on the egg in survival or creative causes it to teleport to a place nearby (up to seven blocks vertically and fifteen blocks horizontally), creating the same particles as Endermen, Nether Portals, and Ender Chests. It may teleport into the air and subsequently fall to the ground.
Like Sand, Gravel, primed TNT, and Anvils, Dragon Eggs fall when unsupported (due to the fact that they are affected by gravity), and if they land on a non-solid block, (such as a Torch, Slab or Tall Grass) they will drop as an obtainable item. They cannot suffocate the player from falling onto them.
To obtain the dragon egg, the player may push it with a piston or place any non-solid block (like a torch) under the block the egg rests on and then destroy that block so the egg falls onto it. It is possible for the player to hit one while it is still moving to the point it breaks, however this is difficult. You may also use a parried sword to break the egg and get it that way. It is also possible to obtain a dragon egg in Creative by defeating the dragon.
The dragon egg will not burn in the lava upon teleportation or falling.
Around Wikia's network
Random Wiki


text:
In order to highlight the benefits of an IPv6-based IoT, in this page we present three different use cases that have been implemented in the context of the IoT6 project. They show well how it is possible to interconnect different devices, and create interactions between different services. In detail, first, we illustrate the integration of legacy building automation devices into a homogeneous IoT IPv6-based smart office. Then, an advanced scenario regarding building safety is described. And finally, in the last use case, focused on building maintenance, we describes the replacement of a faulty device.
Use case 1: Smart Office and legacy devices Integration
As there still exists a heterogeneous landscape and large variety of legacy devices and networks in the building automation domain, their integration into the Internet through a single interface is still a challenge to face. But, actually it can be addressed by IPv6 and the IoT. In the presented Smart Office scenario, several automation devices of different legacy networks (i.e., BACnet, KNX) are integrated through a gateway which is responsible for translating legacy protocol messages into IPv6 packages and providing a homogeneous view on the underlying heterogeneous networks and associated devices.
Figure - Use case 1: smart office presence detection
The Smart Office use case starts when an employee enters the building and presents his/her RFID badge to the system's RFID reader. As the RFID reader is IPv6-enabled it may directly communicate with the CMS using IPv6. The CMS subsequently chooses the employee's comfort profile for his/her office and sends settings and commands to the IoT6 GW which integrates devices of the particular office into the IoT. The IoT6 GW controls a variety of different devices from heterogeneous building automation
networks and masks this heterogeneity by providing a uniform IPv6 interface for all devices. The IoT6 Gateway can in further consequence be used to set user-defined preferences for the employee in his/her office. In the example case, the heating actuator setpoint (H) and two brightness actuators (L) integrated through a BACnet network are adjusted. At the same time, also the position of the sunblind (B) which is controlled via a KNX network is adapted according to user preferences. For the CMS, the idiosyn-crasies of the different underlying legacy networks make no difference as the IoT6 Gateway transparently integrates these devices into the IoT allowing to adjust them in a uniform way.
A similar situation to the one illustrated in Figure can be observed when the employee leaves the office building. As soon as he/she provides his/her RFID badge to the RFID reader, the CMS is informed that the employee is about to leave the building. In this case, the CMS can execute an energy-saving rule which turns off all devices in the employee's office. Alternatively, a presence sensor in the office combined with a time-out could be used to detect absence and initiate the energy-saving scenario.
Use Case 2: Safety alert and dynamic routing
The second use case, slightly more complex than the first one, is focused on an emergency situation and the capabilities of an IoT architecture to deal with this. As initial setup for this use case, an IPv6-enabled temperature sensor (S) is considered which periodically sends an update of the sensed temperature value to a Control and Management System (CMS) available as service in the IoT. The starting point for this use case is a sensor that reads a temperature which is too high (i.e., outside the boundaries of usual operation). The Control and Management System detects this abnormality and flags the received message as an alert message. It sends the value to a smart router which is a component in the IoT that according to the type of the message may take different routing decisions. If a normal temperature message is received the smart router sends the temperature messages to a Building Energy Management Server (BEMS) that may be responsible for logging and reporting the energy demand of a building. In the present case (excessive temperature), however, the smart router detects the priority of the message (alert) and according to the tagging carried out by the CMS forwards the value to a specific Safety Server (StS) which is responsible for handling alert situations. As the StS receives the abnormal value it firstly contacts the Global Resource Directory (GRD) to gather information about the location of the sensor. If the StS already has a list of alarm devices with their location it can compare the location of stored devices with the location of the temperature sensor to directly turn on an IPv6-enabled alarm device (A) in the vicinity of the alert situation. If the StS has no pre-stored alarm devices for the area for which the alarm was reported, it is possible to issue another query to the GRD service requesting alarm devices that are in the vicinity (e.g., found in 15 meters radius) of the alert. Any device capable of signaling an alarm which is found can subsequently be switched on. Further, the StS may have a list of mobile phones of persons in charge for alert situations (e.g., fire wardens, system engineers). In this case, the CMS has to gather information about the current location of the IPv6-enabled mobile phones from the Global Resource Directory through an additional query. After it received this information, the CMS can inform responsible persons near the area of interest about the alert situation via their mobile phones. As shown in the Figure, all communication is handled via IPv6 which emphasizes the diversity of devices and components that may be integrated in the IoT. If legacy devices are involved, either on the sensor or on the actuator side, again an IoT6 Gateway can be used for integration as described before.
Figure - Use case 2: safety alert
Use case 3: Building maintenance
The third use case is related with building service maintenance. It involves a variety of IoT components and demonstrates how these components in combination with IPv6 communication can be used to detect device failures in a building and investigate as well as fix the cause. In the shown case, a number of sensors are connected to the IoT through an IoT6 gateway (IoT6 GW) which assures that all legacy sensors can be accessed in a uniform way through IPv6 communication (as in the Use Case 1). This use case starts with the failure of a legacy component in the subnet controlled by a specific IoT6 gateway, e.g., a temperature sensor. Usually, a Control and Management System (CMS) observes the value of a temperature sensor to, for example, detect safety situations or perform energy reporting (as in Use Case 2). In the case an observed sensor silently fails, a time-out occurs at the CMS, indicating that something is wrong with the device. A message is generated at the Control and Management System and sent to the Maintenance Tool (MaT) for further examination. In its simplest form, the Maintenance Tool could also run on a local CMS but presently is pictured as global service in the IoT cloud. As soon as the MaT gets the message about the failure of a device, it creates an alert ticket and sends out failure notifications to a variety of mobile phones of responsible persons (e.g., system engineers). The group of recipients may again be based on the current location of the mobile phones for which a lookup call to the Global Resource Directory would be necessary (as in Use Case 2). A person associated with one of the contacted mobile phones seeks out the faulty device and uses a maintenance app on the mobile phone to scan its RFID tag. The information is relayed to the MaT which needs to find out the device which is associated to the respective RFID tag. Therefore, it queries the Global Resource Directory (GRD) for the location of the Smart Things Information Service (STIS), a database-like service that keeps associations between RFID tags and devices. The MaT further sends back information to the maintenance app running at the mobile device providing the system engineer with more information about the device. With the help of this information, the engineer has the possibility to run diagnostics on the device. In this case, the CMS further acts as an intermediary between Maintenance Tool and the IoT6 Gateway, accepting and relaying messages from the Maintenance Tool to the IoT6 Gateway. In case the device's defectiveness is confirmed, a replacement order needs to be made. This order can again be performed using the MaT. The information previously retrieved from the STIS may in this case further be used to directly order the spare part from an Inventory Management System (IMS), another service in the IoT. If the address of the IMS is not yet known by the MaT, it first again has to issue a request to the GRD. Alternatively, the IMS may be part of the maintenance tool in which case the separation of the two services can be omitted.
Figure - Use case 3: building maintenance


text: - Explore HMS Belfast's nine decks to discover the stories of life on board this warship during Arctic convoys, D-Day and beyond. Imagine sleeping in one of the tightly packed hammocks during duties in Arctic waters, or being stationed deep in the bowels of the ship when she opened fire in support of Allied troops on D-Day. Venture into the interactive Operations Room, and immerse yourself in the midst of a battle in our Gun Turret Experience. HMS Belfast was ordered by the Admiralty in 1936 and was built by Harland and Wolff at their dockyard in Belfast at a cost of just over £2 million. The vessel was launched by Mrs Neville Chamberlain, wife of the then Prime Minister, on St Patrick's Day, March 17 1938. HMS Belfast was commissioned into the Royal Navy on August 5 1939. Now a branch of the Imperial War Museum, HMS Belfast has been carefully preserved to reflect the different decades of her service and the campaigns that she served in, from the Arctic Convoys and D-Day to the Korean War and the beginning of the Cold War. HMS Belfast played an important role during the Second World War. She played a key role in the sinking of the German battle cruiser Scharnhorst and opened fire on the D-Day beaches at 05.30am, 6 June 1944, supporting the landing of British and Canadian troops on Gold and Juno beaches. D-Day ultimately provided the turning point in the Second World War and led to victory in Europe. HMS Belfast weighs an incredible 11,553 tons or almost 12 million kilos, and at over 613ft/187m long is the length of nineteen London buses parked end to end. With its nine decks of living history, HMS Belfast appeals to all ages and provides hours of interest, from the Captain's Bridge down to the boiler and engine rooms way below the ship's waterline beneath the surface of the Thames.


text:
Background: Previous studies identifying patients with inflammatory bowel disease using administrative codes have yielded inconsistent results. Our objective was to develop a robust electronic medical record–based model for classification of inflammatory bowel disease leveraging the combination of codified data and information from clinical text notes using natural language processing.
Methods: Using the electronic medical records of 2 large academic centers, we created data marts for Crohn's disease (CD) and ulcerative colitis (UC) comprising patients with ≥1 International Classification of Diseases, 9th edition, code for each disease. We used codified (i.e., International Classification of Diseases, 9th edition codes, electronic prescriptions) and narrative data from clinical notes to develop our classification model. Model development and validation was performed in a training set of 600 randomly selected patients for each disease with medical record review as the gold standard. Logistic regression with the adaptive LASSO penalty was used to select informative variables.
Results: We confirmed 399 CD cases (67%) in the CD training set and 378 UC cases (63%) in the UC training set. For both, a combined model including narrative and codified data had better accuracy (area under the curve for CD 0.95; UC 0.94) than models using only disease International Classification of Diseases, 9th edition codes (area under the curve 0.89 for CD; 0.86 for UC). Addition of natural language processing narrative terms to our final model resulted in classification of 6% to 12% more subjects with the same accuracy.
Conclusions: Inclusion of narrative concepts identified using natural language processing improves the accuracy of electronic medical records case definition for CD and UC while simultaneously identifying more subjects compared with models using codified data alone.


Meteorological Instrument Performance Characteristics
General Characteristics of Measurements » Uncertainty Associated with Representativeness
Uncertainty can also arise from issues with measurement representativity. Errors associated with representativeness more often appear as random errors except in cases where the correlation between a specific feature (e.g., large upwind body of water) and the measurement (wind direction, for example) introduces a systematic effect in the measurement. In this example, the directional persistence of the wind moving over the body of water will bring cooler and more moist conditions which would reveal a directional bias in the data.
Off-shore winds moving over the river adjacent to a city may cause directional bias in measurements.
Off-shore winds moving over the river adjacent to a city may cause directional bias in measurements. Image from NCAR/EOL
Representativeness requires an interpretation of the natural spatial-temporal variability of the measurand. For example, where was an air parcel earlier, what changes occurred during its advection to the observation site, and how is the value of the measurand correlated with its values at other times and locations? Such correlations must be considered when estimating uncertainty because measurements cannot be considered independent in the presence of such correlations.
Exploratory statistical correlations for paired data can be very useful in determining correlations arising from representativity. The Ordinary or Pearson Correlation coefficient is given by
equation
where Cov(x,y) is the covariance of x and y and sx and sy are the sample standard deviations. For testing temporal representativity, the autocorrelation function can be used to compute correlations for various lags. The autocorrelation for a time lag of 𝜏 samples is given by
equation
Where Cov(x,y) = E(x-x̄)(y-ȳ), where E denotes the expected value.
Let's consider an example in which we measure component winds (u, v, w) for an hour with a sonic anemometer at 20 Hz. This sampling frequency would yield 72,000 measurements. The autocorrelation shows that the measurements have a correlation time of 0.5 minutes, that is, the e-folding time for the autocorrelation coefficient to decrease to 0.37 is 0.5 minutes.
Question
In this situation, how many independent measurements do we have? Select the best answer.
The correct answer is b.
In this situation, we get an independent measurement every 0.5 minutes, so will have 120 independent measurements instead of 72,000.
Please make a selection.
For measurements to be representative, atmospheric processes in general must be relatively homogeneous, or vary linearly, across the spatial and temporal domains of an instrument network. Representativeness cannot be defined by an observation or a specific parameter, but results from an assessment of the instrumentation, sampling frequency, exposure, and the application.


Apples Green - Chemical Free
Apples Green - Chemical Free
Regular price $7.50
Chemical Free*
Juicy and chemical free Green Apples. Green Apples, as the name suggests, have an even, bright green skin, sometimes greenish-yellow with a round-conical shape. Compared with their Red Sisters, Green Apples have an acidic flavour with just a hint of sweetness. Green apples are juicy, crispy-crunchy and off course, delicious!
Commonly eaten raw, they are also good for smoothies, sauces, slaws, baking, stewing, dehydrated or cooking in recipes that require an acidic apple variety. The green apple makes for a perfect snack or can be, thinly sliced throughout salads, used in curries, sauces or baked in cakes, whole baked and stuffed for a warm winter treat.
Delicious combinations include, green apple and peanut butter, green apple and blue cheese, green apple and sandwich/wrap and of course green apples in pies, crumbles, cakes and pastries.
Green Apples are usually available all year round.
Green Apples are a great source of Vitamins (A and C), nutrients, dietary fibre and naturally low in fat and sugar, and no cholesterol, they are also a good source of potassium.
The antioxidants and flavonoids in apples help prevent respiratory disease, while the fibre helps with digestion and reduces the risk of developing diabetes.
Pick apples unblemished, unbruised end with thick skin, bruised or cut apples will oxidate and discolour quite quickly.
Store apples in your refrigerator in the crisper. Be mindful that they are odour-absorbent, so keep them away from onions, potatoes, and other strong-flavoured items. Apples can also be dehydrated (with cinnamon sprinkled on top) and stored in a Ziplock bag!
You don't need to cut them until you're ready to eat them. Keep them whole as you store them.
If you are going to consume your apples quickly you can store them outside of the fridge. Just make sure to keep apples away from other produce, as apples release ethylene gas that speeds up the ripening of other produce. Therefore it is important to keep your apples separated from each other and from other fruits and vegetables
To avoid contact between them, you can wrap them in brown paper bags individually and stack them in your fridge.
Apples can be frozen. Simply wash, peel, core and slice apples, removing any brown spots. Add ascorbic acid to prevent them from browning. Place in a freezer-safe plastic bag, removing as much air as possible. Then freeze!


Tuesday, 6 December 2016
Aligning an LG Mode Sorter
The so-called "mode sorter" is a great optical device that allows for easy separation of Laguerre-Gaussian (LG) modes [Berkhout2010]. Combined LG modes, which contain Orbital Angular Momentum (OAM) are input to the one end of the mode sorter and on the other end they are output as "spots" which can be detected with a camera, fibre array, etc. This naturally has many uses in optical communications and physics in general.
I have been working with one of these devices and since the alignment is very tricky, I felt that it would be useful to document it here for my own reference and hopefully that of others!
 1. The first thing to make absolutely sure of is the incoming beams' level. This beam must be perfectly parallel to the axis of the mode sorter, otherwise getting the alignment right after the installation of the mode sorter is close to impossible. I find it useful to mount the mode sorter in a pair of lens mounts. Before installing the sorter, use one of the mounts at the desired height to ensure the beam is level.
 2. It's a good idea to place 2 separate mirrors before the mode sorter for dedicated alignment.
 3. Place the mode sorter in the path of the beam. Try to line it up with the center of the beam and make sure it isn't tilted.
 4. Using a card, check the shape of the beam at the output of the sorter. The beam needs to be "walked" into alignment. The beam should be a horizontal line that has no bumps, twists, etc. It will continue to be a line as you move the card away from the sorter to any distance. The beam will not be perfect when you first install the sorter...
 5. We label first mirror the beam hits on it's way from the source to the sorter is M1, and the second mirror is M2. (Do this in your mind...)
 6. Adjust M1 to make a flat line with the card ~2 cm from the end of the sorter. Now check the beam ~30 cm or more from the sorter. Adjust M2 to make it flat. Repeat this process until the beam is always flat (horizontal).
An aligned mode sorter showing the beam close to the end of the sorter (left), far from the sorter (middle) and an unaligned sorter (right).
There is a pattern to errors in mode sorter alignment. If the beam looks like the right hand image, above, then the vertical alignment is off. Let's call this a "W" shape. In this case, since the card is far from the sorter, M2 must be adjusted. Any "peaks" in the line are due to vertical errors in my experience. If the line looks like an "S" on it's side then there is horizontal error that will probably result in a W when it's fixed. If there are 2 separate blobs of light, you are way off and should probably start from scratch.
When you are finally happy with the beam, you can install a long focal length lens and a camera at the focal point so that you can decompose your beams! At least 500 mm is typically required. The paper referenced above has more detailed calculations as to the focal length of this lens. It is not necessary to place the lens directly after the mode sorter. Anywhere along the horizontal beam is ok - but normally space is at a premium and so mounting is a few cm away is the norm.
This entire process will probably take you an hour or more the first time :) Good luck!
1 comment:
Home Assistant Hue Emulation
My Home Assistant setup uses nginx to proxy the web interface to HTTPS. I bought a Google Assistant for black friday and I want it to be abl...


�, and 𝐴(𝑋,𝑌,𝑇)=𝐴(𝑥,𝑦,𝑡)/𝜖, as𝜆0𝜕𝐴𝜕𝑡𝜆1𝜕𝑖𝜕𝑥2𝑞sc𝜕2𝜕𝑦22𝐴𝜖2𝜆2𝐴+𝜆3||𝐴||2𝐴=0.(66) In order to study the properties of a structure with a given phase winding number 𝛿𝑘, we substitute𝐴(𝑥,𝑦,𝑡)=𝐴1(𝑥,𝑦,𝑡)𝑒𝑖𝛿𝑘𝑥,(67) into (66) and we obtain𝜆0𝜕𝐴1=𝜖𝜕𝑡2𝜆2𝜆1(𝛿𝑘)2𝐴1+2𝑖𝜆1𝜕𝛿𝑘𝑖𝜕𝑥2𝑞sc𝜕2𝜕𝑦2𝐴1+𝜆1𝜕𝑖𝜕𝑥2𝑞sc𝜕2𝜕𝑦22𝐴1𝜆3||𝐴1||2𝐴1=0.(68) The steady-state uniform solution of (68) is𝐴1=𝐴1𝑜=𝜖2𝜆2𝜆1(𝛿𝑘)2𝜆311/2.(69) Let ̃̃𝑢(𝑥,𝑦,𝑡)+𝑖𝑣(𝑥,𝑦,𝑡) be an infinitesimal perturbation from a uniform steady-state solution 𝐴1𝑜 given by (69). Now substituting 𝐴1=𝐴1𝑜=𝜖2𝜆2𝜆1(𝛿𝑘)2𝜆311/2̃+̃𝑢+𝑖𝑣,(70) into (68) and equating real and imaginary parts, we obtain 𝜆0𝜕̃𝑢=𝜖𝜕𝑡22𝜆2𝜆1(𝛿𝑘)2+𝜆1𝜕2𝜕𝑥2+𝛿𝑘𝑞sc𝜕2𝜕𝑦214𝑞2sc𝜕4𝜕𝑦4̃𝑢2𝜆1𝜆𝛿𝑘1𝑞sc𝜕2𝜕𝑦2𝜕̃𝑣,𝜆𝜕𝑥0𝜕̃𝑣=𝜕𝑡2𝜆1𝜆𝛿𝑘1𝑞sc𝜕2𝜕𝑦2𝜕̃𝑢𝜕𝑥+𝜆1𝜕2𝜕𝑥2+𝛿𝑘𝑞sc𝜕2𝜕𝑦214𝑞2sc𝜕4𝜕𝑦4̃𝑣.(71) We analyze (71) by using normal modes of the form̃𝑢=𝑈𝑒𝑆𝑡𝑞cos𝑥𝑥𝑞cos𝑦𝑦,̃𝑣=𝑉𝑒𝑆𝑡𝑞sin𝑥𝑥𝑞cos𝑦𝑦.(72) Putting (72) in (71) we get, 𝜆0𝜖𝑆+22𝜆2𝜆1(𝛿𝑘)2+𝜒1𝑈+𝜆1𝑞𝑥𝜒2𝜆𝑉=0,1𝑞𝑥𝜒2𝜆𝑈+0𝑆+𝜒1𝑉=0.(73) Here 𝜒1=𝜆1[𝑞2𝑥+(𝑞2𝑦𝛿𝑘)/𝑞sc+𝑞4𝑦/4𝑞2sc], 𝜒2=(2𝛿𝑘+𝑞2𝑦/𝑞sc). On solving (73) we get,𝜆20𝑆2+2𝑆2𝜆0𝜖2𝜆2𝜆1(𝛿𝑘)2+𝜆0𝜒1+2𝜖2𝜆2𝜆1(𝛿𝑘)2+𝜒1𝜓1𝑞2𝑥𝜆1𝜒2=0,(74) whose roots (𝑆±) are real. Here (𝑆±) is defined as1(𝑆±)=𝜆202𝜆0𝜖2𝜆2𝜆1(𝛿𝑘)2+𝜆0𝜒1±2𝜆0𝜖2𝜆2𝜆1(𝛿𝑘)22+𝜆21𝑞2𝑥𝜒221/2.(75) Solution 𝑆() is clearly negative, thus the corresponding mode is stable and if 𝑆(+) is positive then rolls can be unstable. Symmetry considerations help us to restrict the study of 𝑆(+) to a domain 𝑞𝑥0,𝑞𝑦0.
4.2.1. Longitudinal Perturbations and Eckhaus Instability
Inserting 𝑞𝑦=0 into (75), we get𝜆20𝑆2+2𝑆2𝜆0𝜖2𝜆2𝜆1(𝛿𝑘)2+𝜆0𝜆1𝑞2𝑥+𝜆1𝑞2𝑥2𝜖2𝜆23𝜆1(𝛿𝑘)2+𝑞2𝑥=0,(76) since the roots are real and their sum always negative, the pattern is stable as long as both roots are negative, that is, their product is positive. The cell pattern becomes unstable when the product is negative, that is, when 𝑞2𝑥23𝜆1𝛿𝑘2𝜖2𝜆2,(77) for this requires |𝛿𝑘|(𝜖2𝜆2/3𝜆1), this condition defines the domain of Eckhaus instability. The above condition implies that the most unstable wave vector tends to zero, when |𝛿𝑘|(𝜖2𝜆2/3𝜆1).
4.2.2. Transverse Perturbations and Zigzag Instability
Let us consider 𝑞𝑥=0 into (75), we get𝜆20𝑆2+2𝑆2𝜆0𝜖2𝜆2𝜆1(𝛿𝑘)2+𝜆0𝜒𝑦1+2𝜖2𝜆2𝜆1(𝛿𝑘)2+𝜒𝑦1𝜒𝑦1=0,(78) where 𝜒𝑦1=𝜆1(𝑞2𝑦𝛿𝑘/𝑞sc+𝑞4𝑦/4𝑞2sc). The two eigenmodes are uncoupled and we have 𝑆(),𝜖𝑆()=22𝜆2𝜆1(𝛿𝑘)2𝜆1𝑞sc𝛿𝑘𝑞2𝑦𝜆14𝑞2sc𝑞2𝑦<0,(79) for one of them. The other is amplified when 𝑆(+)=𝜆1𝑞2𝑦𝑞𝛿𝑘+2𝑦4𝑞sc>0.(80) This implies that 𝛿𝑘<0, the above condition defines the domain of the Zigzag Instability. When 𝛿𝑘0 from below the wave vector 𝑞𝑦


text:
I was thinking about Hydrogen balloons and that large ones which are used for weather balloons which sometimes go up to 100,000 ft (approx 30km). Then I was wondering, how much potential energy has the balloon gained with the balloon and the weight it carries to get up to 100,000 ft. It seems the object would have a lot of potential energy at that height. If the object was rolled down a ramp from that height, it would generate a lot of energy going down a 30km height ramp. Then how much energy was used to get it to lift, to produce the hydrogen in the first place?
So my question is, could there be any situation where the potential energy the balloon and its cargo gained exceed the energy it took to make the hydrogen in the first place? Then, if so, how could a cycle be set up where the lifting energy of the hydrogen is used to liberate more hydrogen and produce energy.
Here is another idea, what if the balloon started at the bottom of the ocean, a Electrolysis device is separating hydrogen and oxygen from the water down there. A balloon collects the hydrogen and oxygen and pulls upwards. The balloon is attached to a string which it pulls up and turns a pully (wheel) at the bottom as it goes up. Could the rotation of the wheel gain more energy than the cost to extract the hydrogen. I guess the weight of the string would be a factor to consider as well.
My thought is that all of this is very unlikely, as it seems like a perpetual motion device, as the hydrogen and oxygen could be re-combined and it would fall back downwards as water and the cycle would be repeated. The question would be, where does the energy come from? it has to come from somewhere, so this seems very unlikely. I cannot think of where the energy comes from.
But can anyone work out the calculations even for a very basic calculation?


text:
Is Katniss' journey in The Hunger Games another version of the Hero's Journey? Is that why the Hunger Games is so captivating? Joseph Campbell identified the pattern that he entitled the hero's journey in a variety of media. It can be found today in mythology, literature, movies, television and much more. A great summary of the hero's journey can be found here: _URL_
Using your knowledge of the hero's journey and based on the events in The Hunger Games, students complete the attached chart.
Can be adapted for almost any adventure novel or story.


Simon deMaid: What can employers do to ensure bereavement leave policies are effective?
Simon deMaid bereavement
The death of a child can have devastating effects on mental and physical wellbeing, yet there is currently no legal requirement in the UK for employers to provide paid leave for grieving parents. It must, therefore, come as no surprise that campaigners have petitioned so forcefully to change the law on this issue.
The introduction of the new Parental Bereavement (Leave and Pay) Act 2018, due to come into force in 2020, will give all employed parents a day one right to two weeks' leave if they lose a child under the age of 18, or suffer a stillbirth from 24 weeks of pregnancy. Employed parents will also be able to claim pay for this period, subject to meeting eligibility criteria.
As a result of these changes, employers may need to review and update their bereavement leave arrangements. There is no one-size-fits-all approach when trying to manage the needs of a bereaved employee. However, implementing a clear, written bereavement policy will ensure a consistent approach and provide employees with certainty and security as to their rights in such challenging circumstances.
The policy should be easy to follow, widely accessible, and a copy should be provided to all employees.
In conjunction with an effective bereavement policy, employers should adopt a holistic approach when considering what support systems they can implement to help bereaved employees.
It is common for grieving parents to suffer both physically and emotionally. Employers should be alert to any change in absence, performance or behaviour and deal with such issues carefully and sensitively. Managers and HR personnel should be provided with relevant training to understand the importance of using discretion and sensitivity when dealing with bereaved employees.
The effects of grief do not always manifest immediately, so it is important that employees are provided with ongoing support; this may include access to an employee assistance programme (EAP) or the provision of counselling services.
Simon DeMaid is an employment law partner at Howes Percival


text:
Sphinx Fine Art
Thomas Allom was an English artist, topographical illustrator and architect, and one of the founder members of what eventually became the Royal Institute of British Architects (RIBA).
He was born in Lambeth, south London, the son of a coachman from Suffolk. In 1819, he was apprenticed to architect Francis Goodwin for whom he worked until 1826. He then studied at the Royal Academy School. His designs for churches shown at exhibitions in 1824 and 1827 aroused considerable interest, and he later designed many buildings in London (including a workhouse in Marloes Road, Kensington (1847), the Church of Christ in Highbury in 1850, the Church of St Peter in Notting Hill in 1856, and the elegant Ladbroke Estate in west London). Further afield his works included workhouses at Calne, Wiltshire (1847) and in Liverpool, design of the William Brown Library, also in Liverpool, (_PHONE_), and the tower of the church of Basford St. Leodegarius, near Nottingham (1860). He also worked with Sir Charles Barry on numerous projects, including the Houses of Parliament and the remodelling of Highclere Castle.
However, Allom is known chiefly for his numerous topographical works, which were used to illustrate books on travel. From the 1820s onwards, he travelled extensively throughout the UK and mainland Europe. In 1834 he arrived in Istanbul, Turkey, and produced hundreds of drawings during journeys through Anatolia, Syria and Palestine. The results of this expedition were published in 1838 in Constantinople and the Scenery of the Seven Churches of Asia Minor published in two volumes with text by Robert Walsh. Emily Reeve's Character and Costume in Turkey and Italy, published in London in 1840, was also illustrated with engravings by Allom. He is also remembered for numerous illustrations of China, published in China Illustrated in 1845.
Allom suffered from a heart condition in his later years, and although he only retired in 1870, his artistic and architectural output slowed during the 1860s. He designed Holy Trinity Church, Castelnau (in south west London) in 1868 – his local church to which he contributed £50 towards the cost of construction. In 1865 he was commissioned to design a mausoleum for former MP George Dodd in West Norwood Cemetery. Dodd, who died on 15 December 1854, was one of the Gentlemen of Her Majesty's privy chamber from 1844, and MP for Maidstone from 29 June 1841 to May 1853.
Allom died aged 68 in Barnes, and was buried in Kensal Green Cemetery.
Allom is represented in the following collections: Tate Gallery, London; Courtauld Institute of Art, London; Royal Academy of Arts, London; National Library of Australia, Canberra; Indianapolis Museum of Arts, Indiana; Christchurch Art Gallery Te Puna O Waiwhetu, New Zealand; Tyne and Wear Museum, UK, amongst others.


How You Study as a Postgraduate
Studying at postgraduate level can introduce you to new ideas, up-to-date research, and critical thinking skills, while developing advanced specialist knowledge of a particular subject. This learning can enhance your current career ambitions or even enable you to embark on an entirely new path.
Postgraduate students have the opportunity to experience a challenging and engaging balance of teaching and research. It can include seminars, tutorials, laboratory work, and research activities.
Postgraduate study at the University of Lincoln is divided into two areas, taught and research programmes, and the route you choose may have a great impact on how you learn.
Teaching and Learning During COVID-19
Taught Programmes
Taught postgraduate programmes comprise three main stages. The first two stages are Postgraduate Certificate and Postgraduate Diploma, which consist of a number of primarily taught modules that are individually assessed. The third stage, the Master's, usually consists of an individual research-based project supervised by an academic with expertise in the subject area.
Taught programmes typically last from one year full-time to two or three years part-time. More course-specific information can be found on individual course pages.
Research Programmes
MA/MSc by Research courses offer a tailored, supervised research programme and are suited to students wishing to undertake a research degree of specific interest in a niche area. These normally take one year full-time or two years part-time to complete.
An MPhil qualification requires you to use your critical investigation skills and show a comprehensive understanding of appropriate research methodologies in your field. Subject to satisfactory progress on the MPhil, students often continue to PhD-level study.
A PhD is often seen as the pinnacle of academic achievement. To receive a PhD you must produce a thesis which makes a distinct and original contribution to knowledge in an area of specific interest to you. Completion usually takes three years full-time or five to six years part-time.
Contact Us
If you would like to find out more about postgraduate study at the University of Lincoln or have any questions, please contact our Enquiries team.
Postgraduate Enquiries
University of Lincoln
Brayford Pool
+44 (0)1522 886644