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Traditional Skills Strategy
Traditional Building Skills
Traditional Building Skills is a strategy for developing and sustaining traditional building skills in Scotland.
As the largest heritage body in the country, Historic Scotland has a responsibility to lead on ensuring skills, techniques and practices that are integral to the heritage sector are not only supported but encouraged to grow and develop.
The strategy provides for Historic Scotland to increase the work it does in developing stronger and better ways to teach traditional skills, with the aim of ensuring this expertise is readily available across Scotland for many years to come, making a positive contribution to the country's economy.
Traditional Building Skills - A Strategy for Sustaining and Developing Traditional Building Skills in Scotland [pdf, 1.5mb]
Scottish Traditional Building Skills Audit Scoping Exercise (STBSASE)
In partnership with ConstructionSkills Scotland, Scottish Qualifications Authority and Scottish Enterprise, Historic Scotland initiated the Scottish Traditional Building Skills Audit Scoping Exercise (STBSASE) in 2009.
The project report aims to quantify training that is currently available for traditional building skills and to identify gaps in current qualification provision. From this report, a work programme of qualification development will be developed focusing on bolt-on units to supplement the existing Scottish Vocational Qualification provision. This is the first action in the Strategic Partnership Agreement between Historic Scotland, ConstructionSkills and the Scottish Qualifications Authority in identifying and addressing skills and knowledge gaps in traditional building skills and will build on the successful introduction in 2008 of the National Progression Award in Masonry Conservation. This project is part of the Traditional Building Skills Strategy for Historic Scotland.
Scottish Traditional Building Skills Audit Scoping Exercise (STBSASE) [pdf, 2.7mb]


17:52
More generally, in any atomless Boolean algebra, there are no principal ultrafilters. – Joel David Hamkins Jan 27 '11 at 23:04
Here is a type of example coming from Analytic Geometry (in the sense of the second "GA" in Serre's "GAGA").
Consider a domain $D$ in $\mathbb C$. Then every $\mathbb C$-algebra morphism (aka character) $\chi : \mathcal O (D) \to \mathbb C $ is of the form $ev_d:f \to f(d)$ with $d=\chi (z) \in D$. This is completely elementary: just write $f(z)= f(d)+(z-d)g(z)$ and let $\chi$ act on both sides of the equality.[You have to convince yourself that $d$ is in $D$, not just in $\mathbb C$: else $1=(z-d).(z-d)^{-1}$ would lead to 1=0 by applying $\chi$].
[From this Lipman Bers proved in 1948 that, given two domains $D,D'\subset \mathbb C$, a purely algebraic isomorphism $u:\mathcal O (D) \to\mathcal O (D')$ necessarily comes from an analytic isomorphism $f=u(z): D' \to D$.]
A vast generalization is that for any Stein manifold (or even Stein space) X, all characters $\mathcal O (X) \to \mathbb C $ are evaluations at a point of $X$, and yield maximal ideals $ker \chi$ of $X$. This is proved in Grauert-Remmert's book "Theory of Stein spaces" and looking rather superficially at the proof I THINK the axiom of choice is not used. This is certainly not a satisfactory answer to Qiaochu's question (in particular I know nothing of other maximal ideals in $\mathcal O (X)$: do such exist?) but maybe these not so well-known results might interest some reader.
share|improve this answer
You have to be careful about the basic structure of the complex numbers without countable choice. A Cauchy sequence may or may not be constructively Cauchy, and I read that the fundamental theorem of algebra only holds for polynomials whose coefficients are constructively Cauchy numbers. Possibly different definitions of Stein become inequivalent; and how do you know that O(X) even has a character? – Greg Kuperberg Nov 28 '09 at 17:03
Evaluation at a point of X is a character, independantly of X being Stein or not, so I know that O(X) does have a character. I have no idea of what would happen to Stein theory if the fundamental theorem of algebra didn't hold, nor to be frank to the rest of mathematics. – Georges Elencwajg Nov 28 '09 at 17:45
You should take a look at Coquand and Lombardi's "A Logical Approach to Abstract Algebra".
They observe that commutative rings have a purely equational description, and so there are very strong metatheorems that apply to this theory: Birkhoff's completeness theorem for equational logic, of course; and also Barr's theorem, which states that if a geometric sentences is a consequences of a geometric theories with classical logic plus choice, it's also intuitionistically valid. (And all equational theories are also geometric theories.)
They strengthen Barr's theorem a bit, by characterizing the relevant intuitionistic proofs, and then "de-Noetherian-ize" several basic theorems which are typically proved using maximal ideals.
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Your Answer


text:
Individuals wishing to enroll in the Class A CDL program must posses and/or provide the following:
- A completed registration form.
- $150 non-refundable registration fee.
- A completed disclosure and release form.
- A current valid driver's license.
- A High School diploma or GED from an accredited school in the USA. If this is not available you must successfully complete an entrance exam. This exam is given at no cost to you.
- A copy of a current DOT physical.
- A negative Pre-employment DOT drug screen completed within 30 days of the first day of training. The required forms are available at most hospitals and clinics. The cost of the DOT physical/drug screening is the student's responsibility. See the Drug Testing Requirements and providers available in Sioux Falls at the end of the packet.
- A Commercial Driver's Instructional Permit. To obtain a Commercial Driver's Instructional Permit, the following DOT tests are required: General Knowledge; Air Brakes; Combination Vehicles. Copies of the Commercial Driver's Handbook are available free of charge at any DOT testing station.
- Driving tests will be given in South Dakota only. If you hold a driver's license from another state, please check with us for available options.

source: openbmb/Ultra-FineWeb


text:
Most modern spear fishers use one of two types of spear gun. Band-powered models rely on strong elastic bands to fire the spear, while pneumatic spear guns rely on a small quantity of compressed air to send the projectile forth. In both cases, a trigger fires the weapon, by either releasing the bands or discharging a quantity of air. Impaled fish are retrieved via a line attached to the spear, or -- if the water is suitably clear -- by tracking the fish visually.
Pros and Cons
Band-powered spear guns are easier to maintain than pneumatic models are, as they have very few moving pieces and need not be airtight. You can adjust the power of a pneumatic gun, by adjusting how much air is forced inside the tank, but it is easier to adjust the power of a band-powered model. In this case, the spear fisher need only add or subtract bands from the gun. Additionally, while band-powered models are generally silent, pneumatic weapons are noisier. This can startle nearby fish, making it more difficult to achieve success.
- Rostislav Ageev/iStock/Getty Images


My Archive My Future:
my archives-my future
In order to promote the culture of archiving, documentation and preservation of personal possessions among young people at different academic levels, the National Archives launched a nationwide campaign entitled "My Archive My Future". The campaign aims at introducing students to the methods of archiving and documentation of personal credentials in a systemic and modern manner that will enable students to preserve their official and personal possessions using safer and easier modern methods.
Objectives of "My Archive My Future" Project:
 - To promote awareness among students of the value of Emirati identity, documents and heritage as well as the value of pictures and valuable items that are part of the history of the UAE and its culture.
 - To motivate students to value a sense of national and social responsibility and to ensure that these values are transferred to future generations.
 - To promote student awareness of the importance of documents that are not simply pieces of paper but which can be proud fingerprints belonging to the UAE.
 - To educate students from early childhood of the importance of properly archiving their own certificates for future jobs and the need to save them from damage and loss for when they are needed.
 - To promote to students that they are the link between the National Archives and their family and the need for them to be an effective catalyst to ensure their family's history is kept alive.
Activities of "My Archive My Future" Project:
- Organizing "My Archive My Future" Campaign: to promote the culture of preserving personal archives, including various aspects and photographs of the student's life, such as academic certificates and reports, important newsletters and press releases, identification papers and health cards.
- Organizing the "Educational Archive" Competition: to encourage students to participate in interactive competitions, which will ensure their continuous participation in transferring archival knowledge in the educational sector. Awards will be conferred in the following categories:
- The best personal archive award.
- The best school archive award.
- The best archival material award.
Target group:
School and university students in the UAE.


text:
Most schools are headed by a principal or someone one in a similar position with a different title. For the most part, these people make a decent salary, especially considering all of the training and experience they have gained over the years. Principals usually start off as teachers, so they already have a wealth of experience in education on which to expand. More training is involved to move up the ladder, though. Educational policies within the country also factor into a high school principal salary.
In the United States, for example, high school principals make an average of $90,410 each year. Principals in Canada make about $92,000.00. In the United Kingdom, they make roughly £55,700 each year, and principals make about $102,482 in Australia. High school principals in Norway make a little over NOK94,000 each year, and those in Switzerland make about CHF 68,000 annually.
There are several factors that go into determining these salaries, including geographical area, job outlook, and work experience. All of these things will be considered below.
High School Principal Salary Influencers
There are some factors that influence the salaries of high school principals. Despite the fact that most of these professionals have different listings for salaries on various websites, they still make a decent wage. Therefore, geographical area has a large impact.
There will always be a need for high school principals. These professionals make different amounts of money depending on whether or not they work in private schools or public schools. High school principals who work in larger schools or in larger metropolitan areas are more likely to make more each year. This factor stands true because their role is much more diverse than the expectations of those principals in rural schools. Furthermore, principals who work at private schools are only going to make as much as their school can afford. Private schools do not have the same funds backing as public schools, so a private school might not be able to pay a principal a larger salary. If the private school belongs to an affluent community, then principals are likely to make more than a public school principal.
2. Geographic Area
|High School Principal Salary||Hourly Wage||Annual Wage|
High School Principal Salary in the United States
High school principals in the United States make about $44.15 an hour. 0r around $90.000 annually. This factor is based mostly on experience and how much training the principal has. The longer this person has been in the education field, the more likely they are to make more money each year. As mentioned previously, the school's location plays a large role, too. Rural schools generally do not have a diverse culture, so the demands on the principal are not as severe. Much the opposite is true in larger cities. Principals have more students and a larger, more diverse population to oversee. Therefore, they will run into cultural and socio-economic situations that complicate their daily tasks. For this reason, they are likely to be paid more.
High School Principal Salary in Canada
Most high school principals in Canada make about C$55,700 each year. This salary falls at the middle of the road in comparison to other countries listed below. A notable difference exists between a teacher's salary and a principal's salary because of the number of students this person interacts with on a daily basis. Additionally, due to government-based healthcare, high school principals will not have to pay for costly health insurance premiums out of their salary.
High School Principal Salary in the United Kingdom
As is true in other industries, high school principals in the United Kingdom make less than their peers in other countries. The average salary is about £55,700 annually. Again, this salary is an average. Depending on experience, a high school principal can exceed this average once they become a pro in their field.
High School Principal Salary in Australia
Most high school principals in Australia make a great deal of money. Over AU$100,000 each year is nothing to discredit. Furthermore, high school principals in Australia have the benefit of generous holiday and leave conditions. For example, they can take leave without pay by simply applying for it through their local district. Some of these leaves without pay can be used for time to study more in their field or to expand their training.
High School Principal Salary in Norway
Norwegian high school principals make a little over NOK94,000 each year on average. These salaries do not include health care benefits due to government-based options that are available. High school principals in Norway are hired mostly based on incentives. There are some areas of the country that offer these incentives to attract high-caliber professionals for the sake of improving their school. In some cases, these districts are in the most need of attention from an outstanding professional.
High School Principal Salary in Switzerland
The previous statement about Europe and educator salaries does not appear to be true in Switzerland. Such professionals only make about CHF33.20 an hour. In other countries, some teachers make that much money once they become seniors in their field. On the other hand, Switzerland is known for having one of the more powerful models of education throughout Europe. Many high school principals in this country have the prestige of being role models for running a school effectively, which is a large attraction for some professionals.
Experience plays a large role in what high school principals can make in various countries. As stated previously, most of these professionals began their careers as teachers. Therefore, many of these professionals can make a decent salary. It is important to note that becoming a principal indicates a need to gain an additional certification than just one for being a teacher. This certification requires more post-graduate classes at a college or university. Some countries have other routes for training, but this one is the most popular. For example, the United States offers alternative routes to take teachers and train them into roles for becoming a principal. This route does not always include college-based classes, but it can from time to time. This element depends solely on what the state's requirements are for holding a principal's position.
Most schools operate only during certain hours for typical classes. In the United States, the average high school starts between 7:30 am and 8:00 am. Therefore, the day ends somewhere around 3:00 pm. However, a school is still open outside of these times for tutoring, extracurricular activities, and clubs. With this situation being the case, a principal is not just available during normal school hours. Most of them arrive to open up the school a few hours before the school day, and depending on what goes on after school, they are at work well into the evening hours. If an event happens on the weekends, they are also likely to be present during this time.
Bonuses and Benefit Packages
Principals who work hard and gain awards as principal of the year for the region are likely to receive some bonus. At the same time, there might be a sign on bonus if the principal decides to work at a school in a socioeconomically depressed area. Their benefits packages can include health benefits and a retirement plan, depending on the country where they work.
As mentioned previously, the need for schools to be in operation is not likely to go away soon. Therefore, the job outlook for most principals is rather strong. However, some jobs are in jeopardy in some countries as school districts start to consolidate for the sake of saving money. Most of this consolidation happens due to smaller student numbers and cuts in funding.
High school principals are likely to be around for some time. Some countries pay these professionals more than others, but they are still likely to make a decent living. The more students come into schools, the more these professionals will be needed in the future, despite consolidation efforts.


Quick Answer: How To Access Java Control Panel?
How do I access Java console?
Opening Java Console on Windows
 1. Open Control Panel, click Programs, then select Java.
 2. Switch to Advanced tab.
 3. Select Show Console.
 4. Click the Apply button and close the Java control panel.
 5. As soon as you run the browser with any Java applet, the console window will appear.
Where are Java Control Panel settings stored?
To store your settings, you have to run the Java Control Panel in administrator mode. Find the javacpl.exe in the bin subdirectory of your JRE installation, and use the context menu to run it as administrator. Any changes you make to the settings should now be saved when you apply and close the window.
How do I open Java console in Windows 10?
You can enable the Java Console for the Windows platform using the Java Control Panel or the Java icon displayed in the Windows system tray. Enable the Java Console in the Java Control Panel
 1. In the Java Control Panel, click the Advanced tab.
 2. Expand the Java console option.
 3. Select Show Console and click OK.
You might be interested: FAQ: How To Compare String In Java?
How do I open Java Control Panel in Linux?
Enabling the Java Console for Linux or Solaris
 1. Open a Terminal window.
 2. Go to the Java installation directory.
 3. Open the Java Control Panel.
 4. In the Java Control Panel, click the Advanced tab.
 5. Select Show console under the Java Console section.
 6. Click the Apply button.
How do I access applet console?
 1. Click Start.
 2. Select Settings.
 3. Select Control Panel.
 4. Double click the Java icon.
 5. Click the Advance tab.
 6. Click on the sign.
 7. Select Show Console and click Apply.
How do I view Java logs?
Logging
 1. Open Java Control Panel.
 2. Click Advanced tab.
 3. Select Enable Logging under the Debugging option.
How do I find my Java settings?
Right-click on the Start button and select the Control Panel option. In the Windows Control Panel, click on Programs. Click on the Java icon to open the Java Control Panel.
How do I check Java security settings?
Setting the Security levels through the Java Control Panel
 1. In the Java Control Panel, click on the Security tab.
 2. Select the desired Security level.
 3. Click Apply.
 4. Click OK to save changes made to the Java Control Panel.
How do I reset my Java settings?
To clear your Java cache in Windows:
 1. Click Start > Control Panel.
 2. Locate and double click the Java icon in the Control Panel.
 3. Click Settings under Temporary Internet Files.
 4. Click Delete Files.
 5. Select all boxes and click OK on Delete Temporary Files window.
 6. Click OK on Temporary Files Settings window.
Is Java installed on Windows 10?
There are multiple ways that we can use to check Java version on Windows 10. Basically, when we say Java version, we mean JRE version. The output means that Java is properly installed on our Windows 10 machine.
You might be interested: Often asked: How To Set Color In Java?
How do I run a JVM file?
Each Java application running uses an independent JVM. You can have n number of application running on single machine/server box, and so as n number of JVM's. Launching multiple java processes will create JVM for you. In all you can have any number of JVM running in your machine, with even different JDK versions.
How do I know if Java is installed on Windows 10?
3.1. Windows 10
 1. In the Search bar, type Control Panel.
 2. Click Programs.
 3. If the Java icon present, then Java is installed.
 4. If not, click Programs and Features, and look for installed versions of Java in the J's.
What is Java control panel?
Java control panel is used to control Java applications that are embedded in browser. This control panel maintains the settings that manage Java application embedded in browser. In Java 9, control panel was rewritten as a JavaFX application and the storage location has changed.
How do I know if Java is installed on Linux?
Method 1: Check the Java Version On Linux
 1. Open a terminal window.
 2. Run the following command: java -version.
 3. The output should display the version of the Java package installed on your system. In the example below, OpenJDK version 11 is installed.
How do I install Java on Linux terminal?
Installing Java on Ubuntu
 1. Open the terminal (Ctrl+Alt+T) and update the package repository to ensure you download the latest software version: sudo apt update.
 2. Then, you can confidently install the latest Java Development Kit with the following command: sudo apt install default-jdk.
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text:
Last year, the amount of telecommunications fee reduction for the vulnerable group of the three mobile communication companies approached 1.2 trillion won. Telecommunications companies such as SK Telecom, KT, and LG U+ emphasized the social contribution effect amid the Corona 19 crisis.
However, some pointed out that it is time for the information and communication technology (ICT) industry to think about the sharing of communication welfare resources as we enter an aging society. The participation of multinational companies such as Google and Netflix is being discussed.
According to the sustainability management reports and internal estimates of the three telecommunication companies on the 25th, the amount of telecommunications fee reduction for the vulnerable group of the three companies has increased to close to 1.2 trillion won in 2022.
Rate reduction for the vulnerable group is for △livelihood medical benefit recipients and housing education benefit recipients △disabled persons and national meritorious persons △lower class △basic pension recipients, etc. In accordance with the Telecommunications Business Act, telecommunications companies charge mobile phone charges (some of the high-speed Internet charges for the disabled, etc.) included) is a discount system.
The amount of rate cuts for the vulnerable has increased by more than 10% from about 1.5 trillion won in 2021. It is estimated that last year, SK Telecom provided about 500 billion won, KT 400 billion won, and LG U+ 300 billion won in support to the vulnerable. It is analyzed that at least 5.5 trillion won has been supported over the past 8 years since 2015 when the Ministry of Science and ICT institutionalized the 'transportation fee reduction service for welfare recipients'. In 2017, the government expanded the rate reduction for basic livelihood recipients and the next lowest class, and in 2018, "basic pension recipients" aged 65 or older were also added to the rate reduction target.
An official from a telecommunications company emphasized, "The telecommunications company is realizing digital welfare by alleviating the burden of communication expenses for the vulnerable and fulfilling its corporate social responsibility."
However, apart from fulfilling social responsibility, some in the telecommunications industry are concerned about an increase in burden due to the entry of a super-aging era and increased economic uncertainty. The telecommunications company is currently offering basic old-age pension recipients over the age of 65 a 50% or 11,000 won discount on monthly rates. As the number of people aged 65 and older is expected to exceed 10 million in 2024 following the 9 million mark last year, the burden of rate cuts and cuts, which directly affect the performance of telecommunication companies, is expected to increase accordingly.
In this regard, discussions are spreading around the world that the communication welfare, which depends on the rate discounts of telecommunication companies, should also be shared by the huge participants in the ICT ecosystem. The United States is promoting a plan to make Google, Netflix, etc. contribute to the Universal Service Fund (USF) through the 'Internet Fair Contribution Act'. The European Union (EU) is also pushing for a universal fund participation policy for Big Tech through the Connected Infrastructure Act.
Reporter Park Ji-seong [email protected]

source: m-a-p/FineFineWeb


the code that does the actual processing in its own functions. For example the stuff in main() in the 2 branches of the if (whichOne == sjf) could go into 2 functions to make it a little cleaner.
Naming
OK, one small thing about naming. Usually a scheduler is scheduling "Processes" not "Procedures". I think of procedures as being functions in an application, whereas the running application itself is a process.
Infinite Loops
In general, I avoid writing infinite loops, at least in cases where there's a very clear stopping criteria. In main() you have 2 of them. You write:
while (true)
{
 if (QueueIsEmpty(entryQueue) && QueueIsEmpty(simulationQueue)) //Loop until both entry and simulation queues are empty
 break;
This is a verbose way of saying:
while (!QueueIsEmpty(entryQueue) || !QueueIsEmpty(simulationQueue))
{
 //... rest of the body
It's easier to read and clearer when the exit condition for the loop is part of the loop construct rather than a sneaky exit in the middle of the loop.
Don't exit() on Failure!
Unless you've been told to do so for this assignment, you shouldn't just call exit() whenever something unexpected happens. It's important to write code that returns errors, and code that handles errors. This code contains a lot of things that could easily be turned into a handy library for re-use elsewhere. But nobody's going to be able to use it if their application can suddenly exit at the first sign of problems. What about unsaved data a user might have in memory? If you just exit, that gets deleted! So I'd err on the side of returning error codes or NULL pointers where appropriate, and having the calling code handle it appropriately. For this simulation it's not a huge problem to quit, but as your code does more complex things, it quickly will become a problem.
Potential Errors
It looks like there may be an error in your SortQueueByArrival() function. Deep inside the inner for loop, you have this code:
 if (currentState == sjf) //If yes , we check the current state we are in (sjf or priority)
 if (firstIterator->serviceTime > secondIterator->serviceTime) //For sjf we check if first iterator's service time is higher than second's. If yes we call swap contents
 SwapContents(firstIterator, secondIterator);
 else
 if (firstIterator->priority < secondIterator->priority) //For priority we check if first iterator's priority is lower than second's. If yes we call swap contents
 SwapContents(firstIterator, secondIterator);
According to the comments, this should do one thing if currentState is sjf and another if it's not. But that's not what the code actually does. If currentState is priority, nothing will ever be swapped. That else if clause is going with the inner if, not the outer one. This is why you should always use braces in your if statements, even if they're only a single line long. You should write it like this:
 if (currentState == sjf) //If yes , we check the current state we are in (sjf or priority)
 {
 if (firstIterator->serviceTime > secondIterator->serviceTime) //For sjf we check if first iterator's service time is higher than second's. If yes we call swap contents
 {
 SwapContents(firstIterator, secondIterator);
 }
 }
 else
 {
 if (firstIterator->priority < secondIterator->priority) //For priority we check if first iterator's priority is lower than second's. If yes we call swap contents
 {
 SwapContents(firstIterator, secondIterator);
 }
 }
\$\endgroup\$
1
 - \$\begingroup\$ Hello and thanks for your reply! For the last part (potential errors) I had already noticed and fixed it. Apart from that though , your tips are really helpful and will keep them in mind for my next project/assignment. Especially the part on how to handle the struct/queue nodes/queue is really clever and saves a lot of code. Thanks again! \$\endgroup\$ – Erotokritos Vallianatos Nov 8 '17 at 14:49
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text:
Humanities and Social Sciences (HASS)
The humanities and social sciences are the study of human behaviour and interaction in social, cultural, environmental, economic and political contexts. The humanities and social sciences have a historical and contemporary focus, from personal to global contexts, and consider challenges for the future.
In the Australian Curriculum, the Humanities and Social Sciences learning area comprises four subjects: History, Geography, Economics and Business, Civics and Citizenship.
Through studying humanities and social sciences, students will develop the ability to question, think critically, solve problems, communicate effectively, make decisions and adapt to change. Thinking about and responding to issues requires an understanding of the key historical, geographical, political, economic and societal factors involved, and how these different factors interrelate.
The humanities and social science subjects provide a broad understanding of the world in which we live, and how people can participate as active and informed citizens with high-level skills needed for the 21st century.
History is a disciplined process of inquiry into the past that develops students' curiosity and imagination. Awareness of history is an essential characteristic of any society, and historical knowledge is fundamental to understanding ourselves and others. It promotes the understanding of societies, events, movements and developments that have shaped humanity from earliest times. It helps students appreciate how the world and its people have changed, as well as the significant continuities that exist to the present day.
History, as a discipline, has its own methods and procedures which make it different from other ways of understanding human experience. The study of history is based on evidence derived from remains of the past. It is interpretative by nature, promotes debate and encourages thinking about human values, including present and future challenges.
The process of historical inquiry develops transferable skills, such as the ability to ask relevant questions; critically analyse and interpret sources; consider context; respect and explain different perspectives; develop and substantiate interpretations, and communicate effectively.
The curriculum generally takes a world history approach within which the history of Australia is taught. It does this in order to equip students for the world (local, regional and global) in which they live. An understanding of world history enhances students' appreciation of Australian history. It enables them to develop an understanding of the past and present experiences of Aboriginal and Torres Strait Islander peoples, their identity and the continuing value of their culture. It also helps students to appreciate Australia's distinctive path of social, economic and political development, its position in the Asia-Pacific region, and its global interrelationships. This knowledge and understanding is essential for informed and active participation in Australia's diverse society.
Geography is a structured way of exploring, analysing and understanding the characteristics of the places that make up our world, using the concepts of place, space, environment, interconnection, sustainability, scale and change. It addresses scales from the personal to the global and time periods from a few years to thousands of years.
Geography integrates knowledge from the natural sciences, social sciences and humanities to build a holistic understanding of the world. Students learn to question why the world is the way it is, reflect on their relationships with and responsibilities for that world, and propose actions designed to shape a socially just and sustainable future.
The concept of place develops students' curiosity and wonder about the diversity of the world's places, peoples, cultures and environments. Students examine why places have particular environmental and human characteristics, explore the similarities and differences between them, investigate their meanings and significance to people and examine how they are managed and changed.
Students use the concept of space to investigate the effects of location and distance on the characteristics of places, the significance of spatial distributions, and the organisation and management of space at different scales. Through the concept of environment students learn about the role of the environment in supporting the physical and emotional aspects of human life, the important interrelationships between people and environments, and the range of views about these interrelationships.
Students use the concept of interconnection to understand how the causal relationships between places, people and environments produce constant changes to their characteristics. Through the concept of sustainability students explore how the environmental functions that support their life and wellbeing can be sustained. The concept of scale helps them explore problems and look for explanations at different levels, for example, local or regional. The concept of change helps them to explain the present and forecast possible futures.
Geography uses an inquiry approach to assist students to make meaning of their world. It teaches them to respond to questions in a geographically distinctive way, plan an inquiry; collect, evaluate, analyse and interpret information; and suggest responses to what they have learned. They conduct fieldwork, map and interpret data and spatial distributions, and use spatial technologies. Students develop a wide range of general skills and capabilities, including information and communication technology skills, an appreciation of different perspectives, an understanding of ethical research principles, a capacity for teamwork and an ability to think critically and creatively. These skills can be applied in everyday life and at work.
Economics and Business
Economics and Business explores the ways individuals, families, the community, businesses and governments make decisions in relation to the allocation of resources. It aims to enable students to understand the process of economic and business decision-making and its effects on themselves and others, now and in the future.
The study of economics and business develops the knowledge, understanding and skills that will inform students about the economy and encourage them to participate in and contribute to it. The curriculum examines those aspects of economics and business that underpin decision-making at personal, local, national, regional and global levels. Students learn to appreciate the interdependence of decisions made, as well as the effects of these decisions on consumers, businesses, governments and other economies.
The Economics and Business curriculum is informed by four organising ideas that help in developing students' economics and business knowledge, understanding and skills: resource allocation and making choices; the business environment; consumer and financial literacy; and work and work futures. At the same time, students are exposed to and encouraged to develop enterprising behaviours and capabilities such as embracing change; seeking innovation; working with others; showing initiative, flexibility and leadership; using new technologies; planning and organising; managing risk; and using resources efficiently. In studying economics and business students will develop transferable skills that enable them to identify contemporary economic and business issues or events; investigate these by collecting and interpreting relevant information and data; apply economic and business reasoning and concepts to make informed decisions; and reflect on, evaluate and communicate their conclusions.
By developing economics and business knowledge, understanding and skills, students will be better placed now and in their adult lives to actively and effectively participate in economic and business activities. This will enable them to contribute to the development of prosperous, sustainable and equitable Australian and global economies, and to secure their own financial wellbeing.
Civics and Citizenship
Civics and Citizenship is essential in enabling students to become active and informed citizens who participate in and sustain Australia's democracy.
Through the study of Civics and Citizenship, students investigate political and legal systems, and explore the nature of citizenship, diversity and identity in contemporary society.
The Australian Curriculum: Civics and Citizenship provides opportunities to develop students' knowledge and understanding of Australia's representative democracy and the key institutions, processes, and roles people play in Australia's political and legal systems. Emphasis is placed on Australia's federal system of government, derived from the Westminster system, and the liberal democratic values that underpin it such as freedom, equality and the rule of law. The curriculum explores how the people, as citizens, choose their governments; how the system safeguards democracy by vesting people with civic rights and responsibilities; how laws and the legal system protect people's rights; and how individuals and groups can influence civic life.
The curriculum recognises that Australia is a secular nation with a multicultural and multi-faith society, and promotes the development of inclusivity by developing students' understanding of broader values such as respect, civility, equity, justice and responsibility. It acknowledges the experiences and contributions of Aboriginal and Torres Strait Islander Peoples and their identities within contemporary Australia. While the curriculum strongly focuses on the Australian context, students also reflect on Australia's position, obligations and the role of the citizen today within an interconnected world.
Through the study of civics and citizenship, students can develop skills of inquiry, values and dispositions that enable them to be active and informed citizens; to question, understand and contribute to the world in which they live. The curriculum also offers opportunities for students to develop a wide range of general skills and capabilities, including an appreciation of diverse perspectives, empathy, collaboration, negotiation, self-awareness and intercultural understanding.
The Civics and Citizenship curriculum aims to reinforce students' appreciation and understanding of what it means to be a citizen. It explores ways in which students can actively shape their lives, value their belonging in a diverse and dynamic society, and positively contribute locally, nationally, regionally and globally. As reflective, active and informed decision-makers, students will be well placed to contribute to an evolving and healthy democracy that fosters the wellbeing of Australia as a democratic nation.
Psychology is the scientific study of how we think, feel and act. This course is designed to integrate the understanding of scientific principles, the acquisition of psychological knowledge and the application of these in an enjoyable and contemporary forum. Students learn about major psychological models and theories and the methods used to investigate within the discipline of psychology. Their understanding of how these models and theories are applied in everyday settings will help them understand themselves and their world. Students are involved in scientific investigations and the analysis of data to illustrate how empirical procedures are used to examine phenomena such as memory, attention, attitudes, personality and group behaviour. Developing this foundation of scientific method and critical thinking are valuable skills students can acquire and apply throughout their study, work and everyday lives.


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There is no better way to beautify your home during a festive season than adding Flickering Flames Solar. They are usually gorgeous and emit colorful fire-like flames that are environmental-friendly and safe. They usually operate on solar energy and this makes them cost-effective and energy-saving lighting options. In addition to that, they are dustproof, weather-resistance, durable, and deliver long-lasting performance. In this article, we have done some research and compiled the Top 10 Best Flickering Flames Solar reviews for you.
Best Flickering Flames Solar Buying Guide
- Brightness: One of the most important factors to consider when purchasing flickering flames solar is the level of brightness. Many people end up purchasing cheap lights that have low brightness, therefore, you need to look for lights that have a very high lumen rate. Remember that lumens represent the kind of brightness that the lights have. If the flame's solar light has a high lumen, then the brighter it will be.
- Battery Capacity: Another key factor you need to look at is the battery capacity. Look for a model that has a larger battery capacity in order to have a longer duration of lighting up. This is great because you need a light that works throughout the night.
- Solar Quality: Solar panel quality is likewise an essential consideration. How fast will it convert sun energy into usable energy? Higher-efficiency solar panels that are made with the latest technology have high conversion and need small space for definite wattage
- Materials: Look for solar path lights that are made with high-quality and durable materials for them to be strong and able to last long.
List of Best Flickering Flames Solars in 2023
#10. Camabel- 55 inches Tall Solar 4 Pack Torches Lights with Flicking Flame Light
- By: Camabel
- Product Dimensions: 55 x 3.9 x 55 inches
- Item Weight: 9.5 pounds
Are you searching for the best lighting backyard lamps? Camabel- 55 inches lights for outdoor lighting are among the decent choice. It's made with a stainless steel structure with a black finish for solar and will illuminate your wedding, beach, camping, and parties. With its adjustable 23 inches, 39 inches, and 55 inches height, this makes you place your desired height.
The flickering flames solar delivers a 35 lumens output of flickering flames on your patio and provides the appearance of a real fire torch. It's also included with a rechargeable battery that lasts for more than eight hours when fully charged.
- Has three adjustable heights
- 35 lumens output flickering flames
- Easy to assemble
- Bright & durable
#9. Litom 135 LED Solar Torch Light Spotlights with Dancing Flame
- By: Newhouse Lighting
- Product Dimensions: 54 x 5 x 5 inches
- Item Weight: 6.45 pounds
Keep your compound seamlessly illuminated throughout the night after having this Litom 135 LED Solar Torch Spotlights. They deliver a natural flickering and realistic lighting effect and bring great decollation to your beach party, yard, garden, and more. This Spotlight is a perfect alternative to real flame and will save solar energy from the sun and convert it into useful energy.
The Litom lights are made of high-quality materials ABS material that is heatproof, dustproof, waterproof, and can withstand all the harsh weather conditions outdoor. This ensures a long service life. In addition to that, it's easy to install and has no electricity demand. This makes it eco-friendly and money-saving.
- Brings a realistic and natural flickering lighting effect
- Easy to install
- Made of high-quality ABS material
- Longer lighting time up to 16 hours
#8. Newhouse Lighting 4-Pack FLTORCH4-B Island Torch, Black
- By: Permande
- Product Dimensions: 43 x 3.7 x 3.7 inches
- Item Weight: 1.54 pounds
Enjoy fabulous bright garden lamps while preserving the environment. Newhouse Lighting lamps are superb outdoor lights that ensure you get superb illumination during the night. No wiring is needed thus they are easy to install and are powered completely by the sun. You are just needed to attach the provided pole whenever you like. That is to say, you can use it at decks, fences, patios, pools or yard.
This beautiful Led produces mood-enhancing and safe glow that looks like a real frame. The product is also backed with a one-year limited warranty from manufacturer defects thus be confident when buying this product.
- Realistic dancing flame design
- Quick to install and powered sun solar panels
- Dusk-to-dawn lighting
- Looks great in the yard or garden
#7. Permande Flickering Flames Solar Outdoor Waterproof Garden Lights, 2 Pack
- By: 1.54 pounds
- Product Dimensions: 55 x 3.9 x 55 inches
- Item Weight: 9.5 pounds
Decorate your backyard at night by mounting one of the decent performing garden lights. The Permande Flickering garden lights are a real choice for your patio. With its unique flickering dancing flames design, it will make outdoor look great. It also consists of 96 LEDs that cast mood-enhancing and soft glow. Moreover, made using durable and strong ABS polymer material that resists chemicals and heats.
The Garden Lights comes with three option ground spike 1 wall base for a garden, 1 desk base, and 1 ground spike and this makes it be used both indoors and outdoors. It's also dustproof and IP65 water resistant thus no worries to use in weather such as snow, hail, and rain.
- Weather resistance and easy installation
- Application for wide areas
- A built-in Li-ion battery which illuminates 8 – 10 hours
- Made of strong and durable materials
#6. GUORZOM Solar Flame Outdoor Lights 96 LED Garden Lamp
- By: Litom
- Product Dimensions: 14.5 x 13.6 x 5.3 inches
- Item Weight: 2.68 pounds
Anytime you want to decorate your lawn, get yourself the best solar garden lights. The GUORZOM 96 LED garden lamp is perfect for ensuring that your garden looks well illuminated and beautiful during the night. It has an inbuilt large-capacity rechargeable battery that when fully charged, it works for more than 10 hours. The Outdoor Lights has IP 65 Waterproof properties thus cannot be damaged even during rainy days.
Ideally, this Outdoor Lights will deliver a realistic flashing flame that makes a great atmosphere whenever you are having parties in your garden. It's also RoHS and FCC certified to ensure safety.
- Have IP 65 waterproof and dustproof properties
- Built-in large-capacity rechargeable battery
- UV powder prevents damage and extended working time.
- Last for more than 10 hours after fully charged
#5. Meedasy Solar Flickering Flame Outdoor Waterproof Torch Lights, 2 Pack
- By: Meedasy
- Product Dimensions: 12.9 x 7.2 x 5.1 inches
- Item Weight: 2.42 pounds
Enhance your outdoor occasion's atmosphere like camping, Halloween weddings or Christmas with the Meedasy Solar Flickering Torch Light. It usually converts sunlight into useful stored energy that will be used during the night. The lamp has likewise equipped a function that prevents rapid discharge and overcharging for safety. Aside from that, this outdoor lamp is perfect for illuminating front lawns, front lawns, and garden paths.
You can install this Torch Lights anywhere you like as it made with durable and waterproof materials that can withstand any kind of weather. As a matter of facts, No wiring required thus its easy install.
- Waterproof and durable
- Solar panels transform sunlight into stored energy
- Ideal for illuminating garden paths
- No wiring required
#4. CYBERDAX- Solar Torch Light Outdoor /Indoor Fire Dancing Tiki Style Flickering Flames
- By: CYBERDAX
- Product Dimensions: 22 x 12.7 x 6.2 inches
- Item Weight: 7.94 pounds
Decorate your hotel, bar, bedroom, living room, or outdoor gardens using the CYBERDAX- Solar Torch Light. It's made using durable and IP65 waterproof ABS material that will withstand all kind of weather including sun, rain, and snow. The Solar Torch Light can be used both indoor and outdoor and it's easy to install. Additionally, the flickering torch comes with a rechargeable 2200mah Li-on battery that lasts more than an hour when fully charged.
This Torch Light has four installations modes, it can be fixed on the ground, on a home desk/table, insert in ground or wall mounted. All the needed basic accessories are usually provided on the pack.
- Have five flaming modes
- Waterproof and durable
- Ideal for pathways, pool, and garden
- High quality led lights
#3. TomCare 96 LED Solar Powered Lights Waterproof Solar Torches Lights
- By: TomCare
- Product Dimensions: 5.2 x 5.2 x 26.5 inches
- Item Weight: 4.5 pounds
Improve the outdoor atmosphere by introducing the TomCare 96 LED Solar Fire Light Bulbs. Comes with a dancing flames design alongside warm yellow colored light that appears like real flames that bring classical and charming appearance. They are ideal to be placed in your yard, pathway, and garden and will bring great decoration in your home.
Made using waterproof and durable ABS plastic that can withstand all kind of weather conditions thus there is no worry about frosting, snowing and raining. Similarly, equipped with a high capacity battery and high-efficiency solar panels and will light up the areas for more than 8 hours.
- Made of waterproof and durable ABS plastic
- Innovated dancing flames design
- Easy to Install
- Solar-powered thus no additional electrical tools required
#2. Aptoyu- Solar Lights Flickering Flames Solar Spotlights Torch Light, 4 Pack
- By: Aptoyu
- Product Dimensions: 10.1 x 5.9 x 4


text:
Following is my piece of code in which I am assigning my screen width to variable
$width. But when I convert it to integer and echo it,
0 is returned.
$width = ' document.write(window.screen.width); '; //if i echo $width it shows 1366 which is width of my screen $height = ' document.write(window.screen.height); '; echo "The height is = $height"."The width is = ".$width; $a = (int)($width); echo $a;
I am asking for guidenance to make this conversion perfect.


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Numerical Inversion of the Laplace Transform: The Fourier Series Approximation
This Demonstration shows how you can numerically compute the inverse of the Laplace transform of a simple function : and. The selected method is the Fourier series approximation. This method uses the following formula in order to perform the inversion of :
You can select the appropriate values of and that give the correct inverse. This choice must be such that and, where is a measure of the maximum relative error and is the exponential order of.
The red curve is the sine function and the blue dots are the selected numerical values of the inverse of.
You can clearly see how this method may fail to give an accurate inverse if the values of and are not correctly selected. The first snapshot presents a correct inversion result. The next two snapshots show situations where the method gives erroneous data.

source: HuggingFaceFW/fineweb-edu


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What's the correct term?
As Mari-Lou has said, puréed is probably the best term, and the one most often used today:
Baby food is normally puréed.
However, if you want a word with a Germanic root, rather than a loan-word, then you could use mashed:
Baby food is normally mashed.
Older recipe books (printed before the advent of food processors) would probably use mashed instead of puréed, and the term mashed is still used in traditional British cooking. For example: mashed potatoes, bangers and mash.
mash verb [WITH OBJECT]
Reduce (a food or other substance) to a pulpy mass by crushing it:
- 'mash the beans to a paste'
- 'mashed banana'
Mush (or the adjective mushy) is usually the first word that comes to my mind when I think of any baby food. It's a slightly derogatory word that an older child or adult might say if he or she were served with some creamy but tasteless mass of food.
- any thick, soft mass.
If the OP wants the correct descriptive term for baby food, there is only one choice. It is purée or pureed, it is the standard, and positive term that especially describes homemade baby food.
Puree (or spelled purée) is a French loanword that has been used in English for over three hundred years, long before the invention of the electric blender.
1. a cooked food, especially a vegetable or fruit, that has been put through a sieve, blender, or the like.
verb (used with object), puréed, puréeing.
- McGrady pureed organic fruits and veggies for William and Harry
Comparing pureed fruit (blue line), mashed fruit (red), sieved fruit (green), and ground fruit (yellow) Ngram produces the following results.
"to Puree" is the technical term which describes the process of making a substance like baby food.
"Baby food is a Puree" is a true statement no matter how you look at it, is not derogatory and is well know and widely used.
I wouldn't recommend using the word "pap" as I am a native speaker who has a girlfriend with kids and I have never heard it. Also if you were to google it, you might understand how it could be an embarrassing word to be misunderstood using while using it.
No, it's not mush (which applies to many things that are not baby food), and although it is definitely puréed or mashed, so are many other foods.
If you're looking for a word to describe it, that word is
1. Soft or semiliquid food, as for infants.


text:
Oprah's Definition of Luck: Where opportunity and preparation meet.
Every year the Emperor Penguin goes through an incredible ordeal in preparing for the season of mating opportunity in Antarctica. With no certainty that their attempt will produce offspring, the male and female emperor penguins travel between 31 and 75 miles inland at −40 °F to conduct courtship and mate. The female then lays the egg and carefully transfers it to the underbelly of the male before returning to the sea to feed for two months. The male penguin stays behind with the egg for two months without ever allowing the egg to touch the ice below, keeping both him and the egg warm by huddling against all of the other male penguins. The male endures about 115 days of fasting and the loss of roughly 40 pounds of body weight with no guarantee that the egg will actually hatch. Around the time that the egg is supposed to hatch, the mother returns and takes over care and feeding of the hatchling while the father walks back to the ocean and feeds himself back to health. If the egg does not hatch, the couple dissipates and each returns back to the ocean in preparation for the next mating season.
Let's take a moment to really think about this awe-inspiring act: two penguins spending roughly four months in the below-freezing Antarctic winter and losing up to 45% of their body weight in order to breed and hatch an egg. The journey is so perilous that many attempts at breeding are not successful, and yet they continue to put themselves through this journey year after year. Would you be willing to do so?
Oprah's Definition of Luck
Preparing for something that is guaranteed in the near future is not difficult because you know that your energy and time spent in preparation will not be wasted. But focusing time and energy on something that may or may not happen is a much more difficult feat. After all, no one wants to waste their limited resources.
Oprah's definition entails preparing for an opportunity that may or may not come. Yet preparation for the unknown in our lives is so important. Think about all of the ways that we prepare for the future: we educate ourselves for that future career, we save money for our future lives, and we invest in a retirement fund that will not occur for another 20, 30, even 40 years from now. We do all of this because, as Oprah points out, without proper preparation we may not be able to take advantage of the opportunities that do come our way. But in order to continue to prepare for the opportunities that will come our way—thus making us "lucky"—we need something more. We need a motivating force.
The Missing Element
While we cannot necessarily control opportunity, we can control the amount of preparation that we do in our lives. Yet, who would be willing to do the same thing day in, day out, year after year, without some sort of motivation other than preparing for future opportunities that may never come? The penguins may be driven in their preparation out of a primal instinct, but where is the drive to make people endure seemingly aimless preparation when an outcome is not guaranteed? The missing element to Oprah's definition of Luck is truly the human element to all of this. It is hope. Hope is an integral part to this equation as it is the motivating factor for us to do our part to ensure that 'Luck' finds us. Without hope, we lose sight of everything that we want, everything that we are willing to sacrifice, and we stop doing the work. Opportunity may finally come one day, but the preparation will not be there and so once again we will label ourselves as "unlucky". Without it, we may not even be able to recognize the opportunities that do come our way, much less feel that we can take advantage of them. Hope is what keeps our engines running.
There are beautiful examples of this motivating force everywhere, both among people and in nature. Hope is what kept the trees in our front yard—slowly dying from the exceptional drought last year—poised towards the sky with several buds that were ready to burst open and germinate should the rains come (and they eventually did). It's what keeps working parents driving their children to music lessons or soccer games or spelling bees after working full-time and surviving their commutes. Hope is setting up social media buttons on blogs that only our mother and father currently read in preparation that when we write something one day that is so unique and wonderful, the tools are there to make our work go viral. Hope is getting ourselves out of debt so that we can open ourselves to the opportunity of helping others in the future, or to the many other opportunities that will surely come our way.
Hope will lead us towards our luck.
Do you have hope for your future? What kind of preparation are you doing in your financial life to be able to take advantage of future opportunities when they come your way?


text: The increased demand for water from Lake Sibayi and the associated groundwater system combined with decreasing rainfall has resulted in a significant reduction in lake levels over the past decade. Moreover, extensive Eucalyptus and pine plantations in the catchment transpire large quantities of groundwater, adding extra pressure on the already stressed water resource. Groundwater recharge was calculated using the chloride mass balance (CMB) method and the results correlated with results obtained from published maps. The methods gave an average recharge estimate of 112.7 mm/a (12% of MAP) and 94.5 mm/a (10% MAP), respectively. The total evaporation and evapotranspiration from the lake and its catchment was estimated at 1 491 mm/a and 1 090 mm/a respectively. A 15-year water balance for the catchment was undertaken to determine the impact of various components on the system. The water balance of Lake Sibayi shows that lake levels fluctuate in response to varying amounts of groundwater and surface water inflow into the lake, seepage loss through the coastal dune, abstraction, and evaporation from the lake. The hydrochemical compositions of the 33 samples collected from various water sources are similar, with the shallow aquifers dominated by Na-Cl and the deep aquifers dominated by a Na-Ca-HCO3 hydrochemical facies, respectively.


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Nationwide 3D Dataset for noise simulations available
For the calculation of noise levels produced by road and rail traffic and industry, a noise expert uses a 3D model of the environment. This 3D model contains information about the height of the terrain, buildings and sound-reflection/absorption properties of the soil. It can be a cumbersome process to create this 3D model. Since last year, noise experts in the Netherlands can use an automatically generated country-wide 3D dataset for noise simulation that was co-developed by the 3D Geoinformation research group, Department Urbanism.
This 3D dataset has recently been renewed. All buildings in the Netherlands that have been built, rebuilt or demolished until January 1st, 2021, have been incorporated in the new dataset and other information has also been updated. In addition, improvements have been made. The dataset is available through the governmental open geodata portal: PDOK (Publieke Dienstverlening Op de Kaart), in a format that allows noise experts to use it directly in noise simulations.
The technique behind the 3D model for simulation has been developed by the 3D Geoinformation research group, Urbanism Department led by Prof. Jantien Stoter in cooperation with RIVM and Kadaster commissioned by the Ministry of Infrastructure and Water Management. This research group also developed the technique behind the 3D BAG dataset (Basisregistratie Adressen en Gebouwen) containing 3D models of all 10 million buildings in the Netherlands.
Interested in the 3D noise dataset at PDOK? Go to the project page of the Kadaster/PDOK.


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Ambient Humidity Corrector
SILISEC is a product with a high hygroscopic power. Therefore, its application drastically reduces both environmental humidity and possible condensations at foliar levels.
SILISEC eliminates the high relative humidities that favor the proliferation of fungal diseases such as rotting (Botrytis cinerea), mildew, etc. In addition, SILISEC, after its absorption is deposited in amorphous form in the cellular walls contributing to the mechanical properties of the wall improving its rigidity and elasticity, thus protecting the crop against possible infections.
Silicon is an element that is usually ignored, although depending on the type of crop, between 40 and 300 kg of silicon per year is absorbed from the soil. What causes a necessary supplement to avoid the degradation of both the crop and the terrain.
Dosage and Applications
Citrus and fruit trees: 400-700 g/hl.
Vegetables: 400-700 g/hl.
Flowers and ornamental plants: 400-600 g/hl.
Citrus and fruit trees: 4-10 kg/ha. Apply weekly in high humidity periods.
Vegetables: 4-10 kg/ha. Apply weekly in high humidity periods.
Flowers and ornamental plants: 4-9 kg/ha. Apply weekly in high humidity periods.
Tropical fruit trees: 4-8 kg/ha. Apply weekly in high humidity periods.
Sprinkling: 7-15 kg/ha.
It is very important the use of protective mask and eye protection during application. Store in a dry place. No incompatibilities have been reported.
Maintain out of the reach of children.
Maintain away from foodstuffs, beverages and animal feed.
5 kg and 25 kg containers.


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Denmark's history and pioneering past
The first people to arrive in the Denmark area
were Aborigines, thought to be about 40,000 years ago.
has been found, such as fish traps in Wilson Inlet and carbon from Aboriginal
cooking fires identified in the sand from a cave near Ocean Beach.
Thomas Braidwood Wilson, a Scottish navy surgeon,
discovered this area in 1829 when conducting an expedition from Frederickstown -
later to become Albany. He came across the river here and named it the Denmark
River, after Dr Alexander Denmark RN, his friend and former tutor at Naval
Medical College in England.
The town grew around the banks of the river and was
initially known as Denmark River, but the word 'river' was later dropped. The
town's name, you see, has nothing to do with the country of the same name.
The first European land use was by graziers
and, in 1893, the Millar brothers set up a sawmilling operation on the Denmark
River to meet the needs of the Goldfields which used huge amounts of timber …
and here the story of the town of Denmark began.
The timber industry lasted a mere decade, leaving in its wake only a few hardy settlers. Following
World War II, improvements in agriculture and a revival in timber cutting rejuvenated the district, and the population has grown at
an average 4% per year since the mid-1980s, supporting new settlers and innovative industries.
Pictured above right is The Waiting House - read more about its background on our Historic Walk page.
Denmark Historical Museum 9848 1781. Mitchell Street, Denmark. Town Centre Map
Treat yourself to a slice of Denmark's history! This wonderful little museum is located close to the centre of town.
Open Tuesdays 2pm - 4pm. Thursdays 10am - 12pm and 2pm - 4pm. Sundays 2pm - 4pm.
Enjoy a walk around Denmark, taking in some historic sites
Here, for your enjoyment, is a short, self-guided walk historic walk which takes in some of Denmark's
To accompany you on your walking tour, Denmark Tourist
Bureau staff and volunteers have compiled some brief notes on your route and
what you will see along the way.
Please feel free to
download this information.
... and the Denmark-Nornalup Heritage Rail Trail
Learn more about Denmark's history - and the railway line which served the area - whilst enjoying some pleasant exercise and wonderful scenery.
mountain bikes, horses and walkers, this section of former railway reserve
features renovated bridges, steep embankments and cuttings, and constantly
Shown left (courtesy Denmark Historical Society) is a train crossing the old rail bridge near the Denmark River mouth.
Read more about the Denmark-Nornalup Heritage Rail Trail.
More living history in nearby Albany
Take a day trip to nearby Albany, Western Australia's earliest settlement, for more living history, including Albany Convict Gaol and the Brig Amity - see our Attractions page.
See more images of Denmark


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Simple climate model Name Course Institution Date Simple climate model Taking the formula ESOLOR=0.25S(1- alfa) where S= 1360 and the Alfa value as 0.3 which refers to albedo constant the of energy received by the earth can be calculated. Thus using the Microsoft Excel the value E solar = 238 From the fact that the amount of the energy absorbed by the earth is equal to the quantity of energy that the earth releases the average value of the Earth service is calculated by the following formulae ESOLAR= S(1-f)/4 +S(1-0.5f)/4 From the above formulae the average temperature* budget for the earth can be calculated. From the values obtained from the Microsoft Excel application; we can see that as the value of f increases the temperature budget decreases.left857250Temperature (K) 00Temperature (K) Thus the graph of temperature against f curves downwards. References Montgomery C. W. (2003). Environmental geology. Boston: McGraw-Hill. Taylor F. W. (2005). Elementary climate physics. New York: Oxford University Press. [...]
Hello! For this assignment there is a PDF reading (Dessler) attached which is a "guide" for the assignment which involves mathematical problems to solve. It involves creating an excel file in which there is a model formation. Please only accept if you know how to work in excel. To sum up I need the following -Excel file -A 2-page document that describes the model and variables, shows your algebraic work/reasoning, and that addresses the questions above, including the graph.


strategy picks a random slave server once and continues using the slave for the rest of the PHP web request. Random once is a default, if load balancing is not configured through a filter.
If the random filter is not given any arguments, it stands for random load balancing policy.
Example #15 Random load balancing with random filter
{
 "myapp": {
 "master": {
 "master_0": {
 "host": "localhost"
 }
 },
 "slave": {
 "slave_0": {
 "host": "192.168.78.136",
 "port": "3306"
 },
 "slave_1": {
 "host": "192.168.78.137",
 "port": "3306"
 }
 },
 "filters": [
 "random"
 ]
 }
}
Optionally, the sticky argument can be passed to the filter. If the parameter sticky is set to the string 1, the filter follows the random once load balancing strategy.
Example #16 Random once load balancing with random filter
{
 "filters": {
 "random": {
 "sticky": "1"
 }
 }
}
Both the random and roundrobin filters support setting a priority, a weight for a server, since PECL/mysqlnd_ms 1.4.0. If the weight argument is passed to the filter, it must assign a weight for all servers. Servers must be given an alias name in the slave respectively master server lists. The alias must be used to reference servers for assigning a priority with weight.
Example #17 Referencing error
[E_RECOVERABLE_ERROR] mysqli_real_connect(): (mysqlnd_ms) Unknown server 'slave3' in 'random' filter configuration. Stopping in %s on line %d
Using a wrong alias name with weight may result in an error similar to the shown above.
If weight is omitted, the default weight of all servers is one.
Example #18 Assigning a weight for load balancing
{
 "myapp": {
 "master": {
 "master1":{
 "host":"localhost",
 "socket":"\/var\/run\/mysql\/mysql.sock"
 }
 },
 "slave": {
 "slave1": {
 "host":"192.168.2.28",
 "port":3306
 },
 "slave2": {
 "host":"192.168.2.29",
 "port":3306
 },
 "slave3": {
 "host":"192.0.43.10",
 "port":3306
 },
 },
 "filters": {
 "random": {
 "weights": {
 "slave1":8,
 "slave2":4,
 "slave3":1,
 "master1":1
 }
 }
 }
 }
}
At the average a server assigned a weight of two will be selected twice as often as a server assigned a weight of one. Different weights can be assigned to reflect differently sized machines, to prefer co-located slaves which have a low network latency or, to configure a standby failover server. In the latter case, you may want to assign the standby server a very low weight in relation to the other servers. For example, given the configuration above slave3 will get only some eight percent of the requests in the average. As long as slave1 and slave2 are running, it will be used sparsely, similar to a standby failover server. Upon failure of slave1 and slave2, the usage of slave3 increases. Please, check the notes on failover before using weight this way.
Valid weight values range from 1 to 65535.
Unknown arguments are ignored by the filter. No warning or error is given.
The filter expects one or more servers as input. Outputs one server. A filter sequence such as random, roundrobin may cause a warning and an error message to be set on the connection handle when executing a statement.
List of filter arguments.
Keyword Description Version
sticky
Enables or disabled random once load balancing policy. See above.
Since 1.2.0.
weight
Assigns a load balancing weight/priority to a server. Please, see above for a description.
Since 1.4.0.
Filter: roundrobin object
If using the roundrobin filter, the plugin iterates over the list of configured slave servers to pick a server for statement execution. If the plugin reaches the end of the list, it wraps around to the beginning of the list and picks the first configured slave server.
Example #19 roundrobin filter
{
 "myapp": {
 "master": {
 "master_0": {
 "host": "localhost"
 }
 },
 "slave": {
 "slave_0": {
 "host": "192.168.78.136",
 "port": "3306"
 }
 },
 "filters": [
 "roundrobin"
 ]
 }
}
Expects one or more servers as input. Outputs one server. A filter sequence such as roundrobin, random may cause a warning and an error message to be set on the connection handle when executing a statement.
List of filter arguments.
Keyword Description Version
weight
Assigns a load balancing weight/priority to a server. Please, find a description above.
Since 1.4.0.
Filter: user object
The user replaces mysqlnd_ms_set_user_pick_server() function, which was removed in 1.1.0-beta. The filter sets a callback for user-defined read/write splitting and server selection.
The plugins built-in read/write query split mechanism decisions can be overwritten in two ways. The easiest way is to prepend a query string with the SQL hints MYSQLND_MS_MASTER_SWITCH, MYSQLND_MS_SLAVE_SWITCH or MYSQLND_MS_LAST_USED_SWITCH. Using SQL hints one can control, for example, whether a query shall be send to the MySQL replication master server or one of the slave servers. By help of SQL hints it is not possible to pick a certain slave server for query execution.
Full control on server selection can be gained using a callback function. Use of a callback is recommended to expert users only because the callback has to cover all cases otherwise handled by the plugin.
The plugin will invoke the callback function for selecting a server from the lists of configured master and slave servers. The callback function inspects the query to run and picks a server for query execution by returning the hosts URI, as found in the master and slave list.
If the lazy connections are enabled and the callback chooses a slave server for which no connection has been established so far and establishing the connection to the slave fails, the plugin will return an error upon the next action on the failed connection, for example, when running a query. It is the responsibility of the application developer to handle the error. For example, the application can re-run the query to trigger a new server selection and callback invocation. If so, the callback must make sure to select a different slave, or check slave availability, before returning to the plugin to prevent an endless loop.
Example #20 Setting a callback
{
 "myapp": {
 "master": {
 "master_0": {
 "host": "localhost"
 }
 },
 "slave": {
 "slave_0": {
 "host": "192.168.78.136",
 "port": "3306"
 }
 },
 "filters": {
 "user": {
 "callback": "pick_server"
 }
 }
 }
}
The callback is supposed to return a host to run the query on. The host URI is to be taken from the master and slave connection lists passed to the callback function. If callback returns a value neither found in the master nor in the slave connection lists the plugin will emit an error of the type E_RECOVERABLE_ERROR The error may read like (mysqlnd_ms) User filter callback has returned an unknown server. The server 'server that is not in master or slave list' can neither be found in the master list nor in the slave list. If the application catches the error to ignore it, follow up errors may be set on the connection handle, for example, (mysqlnd_ms) No connection selected by the last filter with the error code 2000 and the sqlstate HY000. Furthermore a warning may be emitted.
Referencing a non-existing function as a callback will result in any error of the type E_RECOVERABLE_ERROR whenever the plugin tries to callback function. The error message may reads like: (mysqlnd_ms) Specified callback (pick_server) is not a valid callback. If the application catches the error to ignore it, follow up errors may be set on the connection handle, for example, (mysqlnd_ms) Specified callback (pick_server) is not a valid callback with the error code 2000 and the sqlstate HY000. Furthermore a warning may be emitted.
The following parameters are passed from the plugin to the callback.
Parameter Description Version
connected_host
URI of the currently connected database server.
Since 1.1.0.
query
Query string of the statement for which


two people speaking in a video conference
Technology can help you to make a Will during the current measures to manage the coronavirus outbreak.
Here are some things to think about.
Video conferencing
This is certainly one way that technology can help you to prepare your Will. It's so much easier to discuss things when you can see someone.
The process, known as 'taking instructions', can be done via a video conference, and your Will can then be drafted and sent via email or post. Once you have reviewed your draft Will you can have another video conference to go through it in detail and to agree any amendments before the final version is sent to you.
Before taking part in a video conference with your Will writer it is a good idea to collect as much information as you can. This could include a list of your assets such as property, your car, any collections of jewellery or art for example. It's also worth checking your bank accounts, ISAs, investments and savings, because many of us forget what we have.
You will need to appoint someone as your executor to carry out the terms of your Will. Think about who this should be and, ideally, check with them to make sure they are happy to act on your behalf.
Write down any questions you would like to ask, so that you can tick them off as they are covered in the video conference, and so that you remember to ask them at the end if they haven't been answered.
However, your Will can't be witnessed during a video conference. Your witnesses must by physically present when you sign your Will.
Validity of your Will
This is the part of the process that can't yet be replaced by technology. To make a valid Will you must sign and date it and this must be witnessed by two people who are present at the same time. While there have been discussions about changing this requirement during the coronavirus outbreak, it hasn't yet been changed.
Your witnesses must be independent and not related to you. If beneficiaries of your Will or their spouses or civil partners are witnesses, they will lose their inheritance.
However, there are a lot of different ways to make sure your Will is properly signed and witnessed while still following the social distancing rules
Proof of identity
Whoever is helping you to prepare your Will must confirm your identity. This might involve sharing the details of your:
birth certificate
driving licence
armed forces ID card
HM Revenue & Customs (HMRC) tax document (such as a self-assessment tax return)
police or other government department ID card
benefit book or notification letter outlining your right to benefits.
They will also need proof of residency. As long as you haven't already used them as proof of your identity, you can do this with:
a household utility bill (gas and electricity, dated within the last three months)
driving licence
bank statement
benefit book or notification letter, outlining your right to benefits
house or car insurance certificate
Council Tax statement
local authority rent card or tenancy agreement.
While it's important that you can prove who you are and your address, this information could also be used by criminals to steal your identity, so you must be confident that you are working with a legitimate, trained and regulated professional. Check the company's registration at Companies House and look for independent reviews and testimonials.
If you or anyone you know would like more advice on creating or amending a Will during the coronavirus outbreak, please do get in touch
Tagged as: coronavirus, Wills
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Healdton
Oklahoma, USA
Long-term weather forecast
Long-term weather forecast
June weather forecast and climate
Healdton, OK
June, the first month of the summer, in Healdton, is a tropical month, with average temperature varying between 90.1°F (32.3°C) and 65.7°F (18.7°C).
Temperature
In June, the average high-temperature marginally rises, from a moderately hot 82.9°F (28.3°C) in May, to a tropical 90.1°F (32.3°C). The average low-temperature, in Healdton, Oklahoma, is 65.7°F (18.7°C).
Rainfall
In Healdton, in June, 4.2" (106.7mm) of precipitation is typically accumulated. Throughout the year, in Healdton, Oklahoma, 35.3" (896.7mm) of rain is accumulated.
Daylight
June has the longest days of the year in Healdton, with an average of 14.4h of daylight.
What is the temperature in June in Healdton?
In June, in Healdton, the average high-temperature is 90.1°F (32.3°C), and the average low-temperature is 65.7°F (18.7°C).
How much does it rain in Healdton in June?
During June, Healdton regularly aggregates up to 4.2" (106.7mm) of precipitation.
When are the longest days in Healdton?
The month with the longest days in Healdton is June, with an average of 14.4h of daylight.
What is the average length of the day in June in Healdton?
The average length of the day in June in Healdton is 14.4h.
Average temperature in June - Healdton, OK
 - Average high temperature in June: 90.2°F
The warmest month (with the highest average high temperature) is July (96.3°F).
The month with the lowest average high temperature is January (52.5°F).
 - Average low temperature in June: 65.7°F
The month with the highest average low temperature is July (69.5°F).
The coldest month (with the lowest average low temperature) is January (26.2°F).
Average rainfall in June - Healdton, OK
 - Average rainfall in June: 4.2"
The wettest month (with the highest rainfall) is May (5.1").
The driest month (with the lowest rainfall) is January (1.4").
Average daylight in June - Healdton, OK
 - Average daylight in June: 14.4h
The month with the longest days is June (Average daylight: 14.4h).
The month with shortest days is December (Average daylight: 9.9h).


text:
The next time you're fighting with someone at work about the office temperature, you might have a holier-than-thou trump card.
A new analysis from Retroficiency, a developer of energy efficiency software, predicts that changes in building temperature as small as one degree could save millions of dollars in urban energy costs per year.
That insight is one of several that surfaced in a recent examination of commercial real estate in New York City, part of a broader data-analysis effort that Boston-based Retroficiency is calling the Building Genome Project.
By marrying publicly available data about building design and energy use with its in-house analytics, the company says it hopes to identify big opportunities for efficiency savings in the largest cities around the country.
"We want the genome to be an open project," CEO Bennett Fisher said. "We absolutely encourage others to provide their input on what cities we should do next, what other energy efficiency scenarios we should model, and any other data that can help us to make this project more inclusive and more useful."
In its analysis of more than 30,000 commercial buildings in New York, Retroficiency says it found that small, seasonal changes in building temperatures could save $145 million, or about 2 percent of the energy consumed across the entire group being studied.


Bárány chair
From Wikipedia, the free encyclopedia
 (Redirected from Barany chair)
Jump to: navigation, search
Bárány chair
Demonstration of Bárány chair.jpg
A test person is sitting in a swivel chair. A second person has just stopped the rotation of the chair. The disoriented test person points at a sign held up by a third person.
ICD-9-CM 95.45
The Barany chair or Bárány chair, named for the Hungarian physiologist Bárány Róbert, is a device used for aerospace physiology training, particularly for student pilots.
The subject is placed in the chair, blindfolded, then spun about the vertical axis while keeping his head upright or tilted forward or to the side. The subject is then asked to perform tasks such as determine his direction of rotation while blindfolded, or rapidly change the orientation of his head, or attempt to point at a stationary object without blindfold after the chair is stopped. The chair is used to demonstrate spatial disorientation effects, proving that the vestibular system is not to be trusted in flight. Pilots are taught that they should instead rely on their flight instruments.
The device is also used in motion sickness therapy.
Nobel Prize[edit]
Bárány used this device in his ground-breaking research into the role of the inner ear in the sense of balance, which won him the 1914 Nobel prize.
See also[edit]


text:
Category: Feature of Size
Maximum Material Condition or for short, MMC, is a feature of size symbol that describes the condition of a feature or part where the maximum amount of material (volume/size) exists within its dimensional tolerance. The callout also removes GD&T Rule#2 which states that all geometry tolerances are controlled independently of the feature size.
When you have a feature that Geometric Dimensioning and Tolerancing is called on:
If it is a hole or internal feature: MMC = smallest hole size
If it is a pin or external feature: MMC = largest size of the pin
In each of these cases, the part will have the maximum amount of material that would be allowed within the part tolerances.
Max Material Condition is one of the dimensional limits on a part. The other side of the tolerance range would be the Least Material Condition.
The only GD&T Symbols where Max Material Condition can be applied are:
Reason for Use:
If you want to ensure that two parts never interfere, or limit the amount of interference between the parts when they are at their worst tolerances, MMC can be called out. Take a shaft that must go through a hole with clearance between the two.
The MMC of the shaft would be the Maximum diameter
The MMC of the hole would be its Minimum diameter
If you made sure that the MMC of the shaft was always smaller than the MMC of the hole, you guarantee there will always be clearance between the parts. This is important for any tolerance stack to ensure that when the tolerances are at their least desirable condition, the part still functions properly.
Gauging Max Material Condition:
Maximum material condition comes in handy when it comes to making a functional gauge for the part. If you want to limit the size of your feature, you can specify the max material condition call out additionally control it with Geometric Dimensioning and Tolerancing.
For example if you wanted to ensure that a pin always fits into a hole when the hole is at MMC, we could design a pin gauge that
mimics the lower limit of the hole. The gauge that controls the Max Material Condition of a part is called a Go-Gauge (Meaning the Part must always Go into it)
The Go-Gauge for a hole or internal feature would exist of a pin that is just a tiny bit (few microns) smaller than the Maximum Material Condition of the hole. The gauge pin would then be inserted into the hole and as long as the pin Goes into the hole, the part is in spec.
(Note: The pin gauge may be made slightly smaller (a few microns) than the MMC to account for any straightness or tolerance issues that may be inherent in producing the gauge)
*Remember when no GD&T is called on the hole the envelope principal applies – meaning the geometric and size effects of the hole cannot be larger or smaller than the tolerances specified.
Combination Gauging with GD&T Symbols
The true benefit of using the maximum material condition on a feature is the ability to call out GD&T with dimensional tolerances and be able to gauge for them at the same time. When geometric control and material control are used together, they form the true maximum envelope or virtual condition that the part can be in and still be to specification.
For example, you have a pin with a dimensional and perpendicularity call outs. The pin needs to be within both perpendicular enough and small enough so that it doesn't get stuck when inserted into its mating hole at a 90° angle to the face of the part. In this case all you really care about is the pin fits into the hole at the worst case limits (MMC and max perpendicularity tolerance make up the maximum envelope of the part)
The virtual condition can be controlled with a functional gauge. Functional gauges can be a huge benefit to production environments where measuring on the line quickly is critical.
Gauging for MMC with Geometric tolerances:
For the Gauging of a hole with perpendicularity call out:
Gauge Ø (pin gauge)=Min Ø of hole (MMC)–GD&T Symbol Tolerance
For Gauging of a pin with a perpendicularity callout:
Gauge Ø (hole gauge) = Max Ø of pin (MMC) + GD&T Symbol Tolerance
Note on Bonus Tolerance:
When a functional gauge is used for Perpendicularity, any difference the actual feature size is from the maximum material condition would be a bonus tolerance. The goal of a maximum material condition callout is to ensure that when the part is in its worst tolerances, the Perpendicularity and size of the hole/pin will always assemble together. This means that if you make a pin smaller, you make more bonus tolerance for yourself. This bonus can be added to the GD&T tolerance and would widen the perpendicularity tolerance.
Bonus Tolerance = Difference between MMC & Actual condition
Features of Size:
Maximum Material Condition is one of three features of size callouts in GD&T. The other two are Least Material Condition and Regardless of Feature Size. All of these specify the condition that the part or feature must be in to apply the specified geometric tolerance.
Default to Regardless of feature size
When there is not call out to Maximum Material Condition or Least Material Condition, the part, by default, is measured regardless of feature size (RFS). This means there is no bonus tolerance and the envelope of the part is not defined. The part must be controlled geometrically regardless of what size the feature is at.
Be The Go-To Engineer at Your Company
Learn GD&T at your own pace and apply it with confidence in the real world.Get GD&T Training


text:
From Tolkien Gateway
I doubt that it's Mars. Grond 18:42, 27 December 2009 (UTC)
- I believe it is mentioned somewhere, but if it's going in the article, it's going to need a source. --Ederchil (Talk/Contribs/Edits) 19:16, 27 December 2009 (UTC)
- I've looked it up, and have seen it mentioned a few time. Perhaps it can be added to the article worded as "Some speculate that..." or something similar. Grond 21:22, 27 December 2009 (UTC)
- Christopher Tolkien explicitly identified Carnil (or Karnil as it originally was) with Mars. The Index in Morgoth's Ring says (in my paperback edition), "Karnil The planet Mars. 160, 166; Carnil 166. See pp. 434-5." In the note on pages 434-5 it says how Tolkien wrote an "M." above Karnil, identifying it with Mars and a couple of paragraphs below this Christopher says the following things:-
- "...a great red star named Karnil and marked with 'M' must be Mars (cf. Michael Ramer's name Karan for Mars, IX220)" then, "That Mars and Jupiter, if not Saturn, should appear among them [that is the conspicuous objects of the heavens of Arda] would seem inevitable, seeing that in my father's astronomical myth the planets were never distinguished from the 'fixed stars' " and finally, and most crucially, "Karnil was surely always Mars".
- In my mind there is absolutely no doubt as to what Carnil is. A good online source for astronomy would be the Astronomy of Middle-earth by Kristine Larsen who has written a few articles on Middle-earth astronomy is somewhat of an expert on the issue. --Mith (Talk/Contribs/Edits) 21:27, 27 December 2009 (UTC)


text:
Use these two exercises to develop and progress your players' handling skills when they are facing a drift defence. MORE
Kick attack options
Use this drill to vary the kicking tactics for a flat or deep 10. It will help him target the right areas to kick to, and improve his reading of the defence and decision-making about whether to pass or kick.
This session will help your team attack the space behind the defensive line.
WIDE KICK – DEEP 10
- In attack have a feeder, a 10 standing deep and at least four other backs, including a winger. In defence, put in a covering full back and three players hidden behind the tackle tubes.
- Note the tubes are on a slight angle, which is about on the "tackle line", where a tackle would be expected to be made.
- The winger (W) should offer some width.
- Mark out a target area for a kick.
- The feeder passes to the 10.
- At the same time, none or some of the players step out from behind the tubes.
- The 10 either passes to space, or kicks for the winger.
- If he kicks, all the players chase, apart from those who didn't reveal themselves from the tube.
- Play touch tackling.
SHORT KICK – FLAT 10
- Add another defender with a tackle tube.
- This time, a defending 9 tracks back behind the tubes.
- Mark out areas for some short kicks.
- Repeat as above.
- The 10 should stand flatter.
- Without the time to make a long kick, he should opt for a chip or grubber kick.
- Be a triple threat on the ball – look to run, pass or kick. So hold the ball in both hands.
- Outside backs should call what's on – where is the space?


text:
Skip to Main Content
This paper presents a new strategy for obstacle avoidance in mobile robots leader-follower formation. The key feature of the algorithm is that the system is robust against absolute acceleration of both leader and obstacle. On the other hand the angular velocity constraint of leader and obstacle is eliminated in the proposed leader-obstacle formation. The formation controller is composed of a feedback linearization part and a sliding mode compensator. Similar structure is used for both leader-follower and leader-obstacle formation. The proposed controller generates the commanded acceleration for the follower robot and makes the formation control system robust against the unmeasured acceleration of the leader robot and obstacle. Simulation results are presented to show the validity of the proposed methodology.