PT - JOURNAL ARTICLE AU - Miyashita, Naohiko AU - Laurie-Ahlberg, C. C. TI - GENETICAL ANALYSIS OF CHROMOSOMAL INTERACTION EFFECTS ON THE ACTIVITIES OF THE GLUCOSE 6-PHOSPHATE AND 6-PHOSPHOGLUCONATE DEHYDROGENASES IN DROSOPHILA MELANOGASTER DP - 1984 Apr 01 TA - Genetics PG - 655--668 VI - 106 IP - 4 4099 - _URL_ 4100 - _URL_ SO - Genetics1984 Apr 01; 106 AB - By combining ten second and ten third chromosomes, we investigated chromosomal interaction with respect to the action of the modifier factors on G6PD and 6PGD activities in Drosophila melanogaster. Analysis of variance revealed that highly significant chromosomal interaction exists for both enzyme activities. From the estimated variance components, it was concluded that the variation in enzyme activity attributed to the intera ction is as great as the variation attributed to the second chromosome but less than attributed to the third chromosome. The interaction is not explained by the variation of body size (live weight). The interaction is generated from both the lack of correlation of second chromosomes for third chromosome backgrounds and the heterogeneous variance of second chromosomes for different third chromosome backgrounds. Large and constant correlation between G6PD and 6PGD activities were found for third chromosomes with any second chromosome background, whereas the correlations for second chromosomes were much smaller and varied considerably with the third chromosome background. This result suggests that the activity modifiers on the second chromosome are under the influence of third chromosome factors.


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A Rich History
Avimor has a rich history of land stewardship. For 100 years, the McLeod family has lived on and cared for the 1000s of acres that comprise Avimor. Avimor was part of a larger ranch known as the Spring Valley Ranch. It traces its roots to 1890 when a small ranching community known as "Howell" began to thrive in the area. It was an 80 acre ranching settlement that boasted a general store, blacksmith shop, and post office. In 1916, Colin McLeod Sr., a Scottish immigrant, arrived in Howell and purchased what became known as the Spring Valley Ranch.
Colin McLeod Sr., raised his family on the ranch and began to purchase surrounding parcels, ultimately growing the foothills ranch to about 37,000 acres. The ranch stayed in the hands of the McLeod family, passing from Colin McLeod Sr., to Colin "Smokey" McLeod Jr., and then on to Colin "Sandy" McLeod III.
Conservation and land stewardship have always been a priority of the McLeod Family. In 1952 Colin "Smokey" McLeod was named Ada County's "Grass- man of the Year" in recognition of his outstanding accomplishments in developing Idaho grassland. He was honored for protecting grasslands through a balanced operation of under-grazing and developing springs, eliminating erosion, and encouraging native plants with re-seeding. The newspaper at the time quoted the award committee as saying, "Mr. McLeod makes use of the latest scientific information, is very cooperative with agencies in the way of trying out new recommendations and new ideas."
The McLeod family was implementing sustainable practices many decades before it became popular to do so. And it is their heritage of land stewardship that is the basis for The Avimor Master Plan. In early 2000, Sandy McLeod and his family sought to develop a "place" where the land was preserved for future generations and folks could live side-by-side with nature. The McLeod's desired a small-town feel, a community where kids could freely enjoy the outdoors and residents could get to know their neighbors.
The McLeod family considered many alternatives for development. They first considered selling individual parcels, resulting in a patchwork quilt of development throughout the foothills. They decided, however, that a master plan concept with an emphasis on conservation and small town values would be the best way to meet their vision for the land.
Avimor is a name derived from a small Scottish town known as "Aviemore" in the highland areas of Scotland. Its rolling hills and direct access to recreation and open space are very similar to the area in Idaho surrounding the Avimor Planned Community.
Development and Growth
As the McLeod's and planners began planning, one of their primary goals was to find a way to alleviate the natural conflict between private development and conservation of the scenic foothills. They decided that cluster development was the way to go. Cluster building (also known as "Conservation Design") requires Planners to consider environmental features and natural areas while designing any development. It is a way to avoid the simple "checkerboard" development and instead integrate trails, natural open space, creek beds, and parks into the design. Scenic resources and native habitat are preserved while still allowing public access and recreational uses.
Avimor is a plan that is being built to withstand the test of time. Unlike some subdivisions where in a year or two the builder moves on to other projects, the Avimor team will remain for many years. We recognize that what we build today will be the standard by which we are judged for many years to come. "There's no running away. We'll be here, standing behind our product for a very long time," according to General Manager, Dan Richter.
We recognize, too, that current residents become future move-up buyers. They also convince family and friends to become residents of our community. "Our best interest is their best interest. We're in this together", according to Richter. Avimor has set the standard for "inclusive" conservation based communities. Like the foothills it's built on, Avimor is living and growing. The plan is well designed with conservation at the forefront. The lifestyle is affordable, and it is a foothills lifestyle open to all.
Location, location, location
Drive just 8 short minutes north of State Street on Highway 55, and you'll find Avimor, the most innovative and ambitious Master Planned Community in the Boise metropolitan area. It's the location and the surrounding foothills that makes Avimor so special. Surrounded by close to 70% open space and miles of foothills trails, Avimor residents live very close to nature. It's right outside their front door. Without any effort at all, residents can be on Avimor's 100 miles of trails, enjoying the wildlife and a healthy lifestyle. Hiking, biking, or even horseback riding are great ways to explore the 25 square miles of open space that comprise the Avimor Planned Community. The long term development plan gives Avimor that "small town" feel. The 23,000 acre project is made up of multiple Villages and Hamlets situated around charming Village Centers that will have restaurants, retail, office and educational spaces. Each home is also within walking distance of neighborhood parks and recreation centers.
What to Expect Now and in the Future
Currently, the 12,000 sf Community Center is the heart of the community. It includes meeting rooms, Ada County Library Annex, large fitness center and indoor swimming pool. Other amenities include 7 parks, including 2 large playgrounds, a mountain bike pump park to practice riding skills, stocked fishing pond, tennis, basketball, soccer, and baseball diamond. The 6 acre Foothills Heritage Park also includes an amphitheater for outdoor events and community picnics. The Village Center is also expanding with new commercial establishments. Spring Creek Brewing Company, a 6000 sf restaurant and microbrewery is open and often has live music, corn hole or trivia nights. Guests also enjoy craft beers along with flatbread creations and casual fare while sitting on the patio near Spring Valley Creek. Additionally, the Mobil Gas Station "On the Fly", an over-sized Convenience Store, is also open. Don't miss their freshly made breakfast burritos! There is an RV dump station available at this location too!

source: m-a-p/FineFineWeb


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Jakarta is the capital and largest city of Indonesia with a population of over 10 million people. Unfortunately, Jakarta is also one of the most poverty stricken cities in the country. Here are a few ways that you can help get rid of poverty in Jakarta.
One of the most important things that you can do to help reduce poverty in Jakarta is to donate to local charities. There are many charities that focus on helping the poor in Jakarta, and your donation can make a big difference in the lives of those who are struggling.
You can also volunteer your time to help out at local charities or soup kitchens. This will allow you to interact with the people who are affected by poverty and see the positive impact that your help is making.
Another great way to help reduce poverty in Jakarta is to advocate for policy changes that will help the poor. There are many policies that can be implemented to help the poor, such as increasing the minimum wage, providing affordable housing, and providing access to education and health care.
By doing your part to help reduce poverty in Jakarta, you can make a big difference in the lives of thousands of people. So, don't hesitate to get involved and make a difference!
How do Indonesia solve poverty?
In Indonesia, there are many ways that people are trying to solve the problem of poverty. There are many non-government organizations, as well as government organizations, working on different ways to try to solve the problem. However, it can be difficult to know which solutions are the most effective.
One way that the Indonesian government is trying to solve poverty is by providing cash assistance to poor families. This assistance is given in the form of a stipend, and it is meant to help the families cover their basic needs. The government is also trying to create jobs in order to help people get out of poverty.
Another way that the Indonesian government is trying to solve poverty is by providing education and health care to the poor. The government is trying to make education more accessible and affordable, and it is also trying to improve the quality of the education that is available. The government is also working to improve the access to health care, and it is trying to make it more affordable for the poor.
There are also many non-government organizations that are working to solve the problem of poverty in Indonesia. One example is the Yayasan Kesejahteraan Sosial Peduli Anak (YKSPA). This organization provides cash assistance to poor families, and it also provides education and health care to the poor.
There are many different ways that Indonesia is trying to solve the problem of poverty. However, it is still a difficult problem to solve. There are many factors that contribute to poverty, and it is often difficult to address all of these factors. However, the Indonesian government and the non-government organizations that are working to solve the problem are making a sincere effort to address the issue.
What are the possible ways to remove poverty?
There are many ways to remove poverty, and it depends on the country's situation and resources.
One way to reduce poverty is to increase economic growth and employment opportunities. This can be done by encouraging private sector growth, investing in education and training, and creating an environment that is conducive to business investment.
Another way to reduce poverty is to provide social safety nets, such as cash transfers, food stamps, and social services. This can help people who are unable to work or who earn low wages.
Governments can also reduce poverty by creating special programmes or policies that target the poor. For example, governments can provide microcredit loans, education, and healthcare services to help people escape poverty.
Lastly, governments can encourage foreign investment and development assistance in order to create jobs and increase economic growth. This can help to reduce poverty in the long run.
How can we stop poverty in developing countries?
There are a number of different ways that we can work to stop poverty in developing countries. Some of these include providing access to education and opportunities, increasing economic growth, and working to create good governance.
One of the most important things that we can do to stop poverty is to provide access to education and opportunities. This includes things like giving people access to schools and vocational training, as well as providing opportunities to start businesses and earn a livelihood. Education is critical in helping people break the cycle of poverty, and it can help to empower them to make changes in their communities.
Another important way to stop poverty is to work to increase economic growth. This can be done by creating an environment that is conducive to investment and entrepreneurship, as well as by working to reduce barriers to trade. When people have jobs and are able to earn a living, it can help to reduce poverty and improve the overall quality of life.
Finally, another important way to stop poverty is to work to create good governance. This includes things like promoting transparency and accountability, fighting corruption, and establishing the rule of law. When countries have strong institutions and good governance, it can help to reduce poverty and improve the lives of the people living there.
Why is there so much poverty in Indonesia?
The statistics are sobering. According to the World Bank, in 2015, Indonesia had a poverty rate of 10.9 percent, with around 26.9 million people living in poverty. This means that, out of a population of over 250 million, more than 27 million people lack the basic needs of life, such as food, clean water, and shelter.
So, why is there so much poverty in Indonesia? There are many factors at play, but some of the main reasons are the country's high levels of inequality, its dependence on natural resources, and the impact of globalization.
Inequality is a key driver of poverty in Indonesia. The country has a very high level of economic inequality, with a Gini coefficient of 0.41. This means that, in Indonesia, the richest 10 percent of the population earn 41 times more than the poorest 10 percent. This level of inequality is not only unfair, but it also makes it much harder for the poor to escape poverty.
Another key factor is Indonesia's dependence on natural resources. The country is rich in natural resources, but these resources have not been managed well. As a result, many people in rural areas lack access to essential services, such as healthcare and education, and they are also vulnerable to the impact of climate change.
The impact of globalization is also a key factor. Indonesia has benefited from globalization, but the benefits have not been evenly spread across the population. The country has experienced rapid economic growth in recent years, but this growth has been led by the urban middle class, while the rural poor have been left behind.
So, what can be done to address the problem of poverty in Indonesia? There is no easy answer, but some of the key steps include increasing access to education and health services, improving the management of natural resources, and ensuring that the benefits of globalization are shared more equally across the population.
Is poverty a big issue in Indonesia?
In Indonesia, poverty is a big issue. According to the World Bank, in 2016, 29.5% of the population lived below the national poverty line, which is defined as earning less than US$1.90 per person per day. This is a decrease from the 47.3% of the population that was living in poverty in 2000.
Despite this progress, poverty is still a major problem in Indonesia. In 2016, the country ranked 103rd out of 188 countries in the United Nations Development Programme's Human Development Index, which measures a country's level of human development. This is because poverty affects not only a person's income, but also their access to education, healthcare, and other basic needs.
There are a number of factors that contribute to poverty in Indonesia. One is the high rate of unemployment, which was 6.3% in 2016. This is especially a problem for young people, as almost one-third of those who are unemployed are between the ages of 15 and 24.
Another factor is the high cost of living. In Jakarta, for example, the cost of living is much higher than in other parts of the country. This is due to the fact that Jakarta is the capital city and it is home to many businesses and government offices.
Poverty can also be caused by natural disasters. In 2016, for example, the province of Aceh was hit by a major earthquake, which caused extensive damage and displacement.
There are a number of initiatives that are being taken to address poverty in Indonesia. One is the government's "2030 National Strategy to End Poverty", which was launched in 2017. This strategy aims to reduce poverty by 50% by 2030.
Another initiative is the "Cash for Work" programme, which provides people with temporary jobs in order to help them earn money. This programme has been successful in helping people to earn money, and it has also helped to create jobs for people who are living in poverty.
Poverty is a major issue in Indonesia, but there are a number of initiatives that are being taken to address it. With continued effort, it is possible to reduce poverty in the country and improve the quality of life for all Indonesians.
What are the 10 steps to solving poverty?
The number of people living in poverty around the world is staggering. According to the World Bank, in 2015, 736 million people lived on less than $1.90 per day. That's nearly one in ten people on the planet.
So how can we solve this problem? Here are ten steps that can help reduce poverty around the world:
1. Improve access to education.
Education is one of the most important tools we have for escaping poverty. It helps people learn new skills and earn higher incomes. According to the United Nations, for every extra year of schooling a person receives, their income is likely

source: openbmb/Ultra-FineWeb


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Cloak of deceit.
Dear Word Detective: I was just reading an old column of yours on the phrase "made it up out of whole cloth" to mean "lying" and wondered, given the textile reference, if there is any connection between "fabrication" and "fabric." — Tim Maguire.
That sounds like the foundation of a bad pun, but it's actually a good question. Of course, that presumes that there is such a thing as a "good" pun, an assertion I would contest. For some reason, probably born of a childhood trauma now buried in a cobwebbed corner of my psyche, I loathe puns. Feh.
Don't mind me; I'm in a bad mood because I have to type this with an index finger badly bitten by an ungrateful cat. Long story. Where were we? Yes, there is a family connection between "fabric" and "fabrication," but the connection between "fabric" in the "cloth" sense and "fabrication" in the "lie" sense is very indirect, akin to that between two second cousins who only met once, as children.
But before we proceed, we'd better take a moment to explain "to make something up out of whole cloth," meaning to invent a story that contains not even a smidgen of truth. "Whole cloth" has been used since the 15th century to mean a large piece of cloth in its original state, not yet cut up for sewing. As a metaphor in use since the 19th century for a story completely invented out of thin air, "from whole cloth" carries the same sense of "starting from the absolute beginning" as is found in the phrase "starting from scratch," which originally referred to a scratch or line drawn on the ground as the starting line for a race.
In the case of "fabric" and "fabrication," the connection is a common root, the Latin noun "faber," meaning a craftsman such as a carpenter or blacksmith. The derivative "fabrica" meant "workshop" or "product," and the verb "fabricare" meant "to make or build."
That verb "fabricare" eventually gave us the English word "fabricate," which appeared in the late 16th century with the meaning of "to make, construct or manufacture" anything that requires skill, but by the early 20th century "fabricate" had taken on the specific meaning of "to semi-finished materials into a finished product," as one might "fabricate" bumpers from rolled steel. (Whatever happened to steel bumpers, anyway?) Meanwhile, back in the 18th century, that "make or construct" sense had led to the use of "fabricate" to mean "constructing" a story that was utterly untrue, which gave us "fabrication" meaning just such a lie.
The original meaning of "fabric," when it first appeared in English in the late 15th century (derived via the French "fabrique" from the Latin "fabrica") was, literally, "building" ("A vaulted fabric without wood or iron-work, three stories high," 1756). "Fabric" went on to mean pretty much anything that could be built or manufactured, but settled down in the mid-18th century to being used in our modern sense to mean "textile, cloth." Interestingly, so complete has this narrowing process been that even figurative references to "the fabric of the universe," etc., are usually based on this "textile" sense of "fabric" ("Faith in the Unseen and reverence for the Divine … are inwoven in the very fabric of our nature," 1877).
So there is a connection between "fabric" and "fabrication," but it has nothing to do with "whole cloth" and making stuff up. Honest.

source: HuggingFaceFW/fineweb-edu


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Quest for Team Excellence
Through challenging activities participants use team skills to achieve goals. The result - participants have identified skills necessary for enhancing their actual team performance. Past attendees have uniformly agreed that the Quest for Team Excellence seminar has made a dramatic difference in their workplace. They have turned discovered knowledge into applicable team skills.
For example, participants have noted:
Quest for Team Excellence is a one or two-day seminar designed to allow individuals the opportunity to learn how to actively build working relationships, effectively manage conflict and use personal leadership to support and assist others in a mutual effort to achieve the organization's mission. Teamwork is the ability to work together to accomplish a common goal. Each team is unique. Quest for Team Excellence assists in identifying this uniqueness and how it may be used to breakthrough to excellence. The result – guaranteed enhanced performance.
Awareness - Through experiential learning activities, participants will discover knowledge that can be turned into skills immediately
Feedback - Feedback from seminar participants and the facilitator will identify priorities for improvement
Practice - Using feedback and models to verify the benefits of applied skills
Planning - Fifteen percent of Quest for Team Excellence is devoted to developing action plans


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|Scientology Video Channel||
USING THE TONE SCALE
The simplest thing to know about this scale is that people find it difficult to respond to communication which is too far above where they are stuck on the scale. If you try to help someone in apathy by talking to them in enthusiasm, you will probably not have much success. The gap between such extremes is not easily bridged unless you understand the Tone Scale.
Using knowledge of the Tone Scale, however, you would recognize the emotion one-half to one full tone above the person, communicate in that tone and thus bring him up to higher tones. By moving up the scale gradiently it is possible to help someone overcome fixed conditions and regain a more happy and vital outlook.
The Tone Scale is of enormous value in life and its relationships. Mr. Hubbard thoroughly researched human behavior and the full body of his work in this area furnishes an accurate description of the attitudes and behavior of others. By knowing where a person falls on the scale, one can precisely predict his actions.
Knowledge of the Tone Scale gives one a greater understanding of his fellows than ever before available. It is a true technology of helping others to improve their conditions.


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Aliens under the rainbow
The geometry that gives rise to rainbows may help scientists to find out whether other planets contain water, which is necessary to sustain life. Rainbows are formed because light rays are bent, or refracted, and scattered as they enter droplets of liquid that hang in the atmosphere. The refraction occurs because light waves are slowed as they enter the droplet — think of a shopping trolley slowing down as you push it onto a lawn at an angle, and changing its direction as a result. The amount by which the light rays are slowed, and hence bent, depends on the liquid's consistency and is measured by its refractive index. Thus, different liquids give rise to rainbows at different angles, a fact that enabled researchers to determine that the clouds of Venus are droplets of concentrated sulfuric acid. Researchers now suggest that the same approach could be used to detect clouds made of liquid water in a planet's atmosphere.
posted by Plus @ 4:12 PM


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This fall tree number sense matching activity is a wonderful, hands-on way for kids to learn numbers 1-20 this fall! The free printable includes everything you need.
We are spending lots of time working on number sense lately. It is important for children to have good number sense, but the good news is that there are so many hands-on ways to develop it.
This apple math printable bundle I made would be a great way to work on number sense this apple season! Or better yet, get the literacy and math bundle combined and have lots of apple activities ready to go!
If you are looking for more fall leaf activities, you should definitely check out these Free Fall Tree Counting Mats or this Fall Tree Number Matching activity. My kids have really enjoyed both of them!
Fall Tree Number Sense Matching
This fall tree number sense matching printable set includes everything you need to do the activity and develop number sense with your kids this fall.
It includes numbers 1-20 so it is perfect for kids who are just learning numbers and for those who are working on double-digit numbers as well. So my 4-year-old preschooler uses the lower numbers and my first grader uses the highest numbers as review.
- Fall Tree Number Matching printable (link to download at the bottom of this post)
- Cardstock (to print on)
- Laminator and laminating sheets (optional)
It is super simple to set up and can be laminated and used again and again. I highly recommend that you print it out on cardstock for durability. If you are using this in a classroom or with multiple children, I would also recommend that you laminate the leaves and mat.
Rather than have a tree for each number, I decided to make the activity using one mat and number cards that could be changed out on it. This way you don't have to print twenty pages of trees and use all that ink and paper. I hope this makes it even easier for you!
I also made the printable leaves in such a way that you can just cut along the lines, if you don't feel like cutting around the leaves. You can quickly cut around the leaves (leaving a white edge for ease) like I did, but that isn't necessary.
Using the Fall Tree Number Matching Activity
Children will place a number card on the tree mat and then put the corresponding leaves on the tree. Each number has three matching leaves – the number word, ten frame(s) and dice.
Once they find all of the matching leaves, they will remove the leaves and number card from the mat and start again with a new number.
That's it! This is a great independent activity that kids can do at home or in math centers at school!
Check out these other wonderful fall activities for kids!
FROM LEFT TO RIGHT:
Scarecrow Craft // I Heart Crafty Things
Fall Initial Sound Match-Up Free Printable // A Dab of Glue Will Do
Fall Sight Word Dash // Playdough to Plato
Fall Letter Tracing Printables // The Letters of Literacy
Apple Word Building // Recipe for Teaching
Scarecrow Busy Box // Teach Me Mommy
Fall Tree Number Sense Activity // Mom Inspired Life
Pumpkin CVC Game // Pages of Grace
Fall Apple Picking Math with Free Printables // Homebound but Hopeful
Fall Nature Scavenger Hunt // Science Kiddo
24 Free Fall Puzzles // Liz's Early Learning Spot
Fall Subitizing Math Center // The Kindergarten Connection
Rhyming Acorns Fall Literacy Activity // Mrs. Jones' Creation Station
Fall Number Activities (0 to 10) // Fairy Poppins
Free Fall Printables // Stay at Home Educator
Fall Parts of Speech Sort // Sara J Creations
Fall Leaves Number Match // Schooling a Monkey
(Not Shown) Preschool Scarecrow Counting Activity // M is for Monster
Click the button below to download the printable now!
More Printable Fall Trees and Leaves Activities!
The printable fall trees and leaves portion of the pack includes 10 activities and 150 pages of activities to engage your kids this fall!
The fall leaves bundle includes:
- Fall Tree Beginning Sounds Matching
- Fall Tree Roll and Cover Game (alphabet and numbers)
- Fall Tree Word Family Matching (Rhyming)
- Fall Tree Sight Word Building Activity
- Fall Leaves Letter Sounds Puzzles
- Fall Tree Number Matching (numbers 1-20)
- Fall Leaves Number Sense Puzzles (numbers 1-10) (two versions)
- Fall Tree Counting Mats (numbers 1-20)
- Fall Leaves Counting Clip Cards (numbers 1-10)
- Fall Tree Addition Mats (adding numbers to equal 2-12)


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No Three In a Line
This activity has a logic and reasoning focus.
create geometric shapes that satisfy the no three in a line condition on 3 by 3 grids
use a systematic appraoch to find possible outcomes
This problem is one of a series of 8 that builds up to some quite complicated maths based around the theme of no-three-in-a-line. That theme was not obvious in the lower Level problems, Strawberry Milk, Strawberry and Chocolate Milk and Three-In-A-Line but it will start to come to the fore now. This theme continues in later problems at the higher Levels. These problems are More No-Three-In-A-Line, Level 4; No-Three-In-A-Line Again, Level 5; No-More-In-A-Line and No-Three-In-A-Line Game, Level 6.
It might help if you have done the three problems from Levels 1 and 2 with your class before you start on this problem. Those problems contain the essential ideas of (i) ensuring that you have obtained all possibilities and (ii) finding all possibilities that are 'alike' (can be obtained from others by quarter turns). (See Strawberry Milk.)
So the essential four steps in this problem are to
- find some answers;
- find all possible answers;
- justify that all have been obtained; and
- reduce the answers down to ones that are not alike under rotation.
It may be possible to do the last two steps together as we did in Three-In-A-Line. The techniques used there are sufficient to solve the present problem.
There is a web site on the no-three-in-line problem. Its url is _URL_ This is still an open problem in mathematics and has an interesting number of sub problems relating to symmetry.
Mary the milk lady had a square milk crate that could hold nine bottles. Can she put six bottles into the crate so that no three of them are in a line? If so, in how many ways can she do it? If not, why not?
- Talk about milk crates and their symmetry.
- Tell the class Mary's problem.
What does no-three-in-a-line mean?
Can you group four students so there are no-three-in-a-line?
How many bottles is she going to use?
Can you group five students so there are no-three-in-a-line?
How might you go about solving Mary's problem?
- After some discussion, let the class work on the problem in their groups.
- Help the students that need it.
- Call them all together from time to time to see how many arrangements they have come up with. Get them to take turns in putting a picture of one of their arrangements on the board. Call each arrangement by the student's name.
Are all of these arrangements different?
How might we think of some of them as being the same?
- As a lead into the Extension problem, ask
How do you know if there are any more than we have found so far?
How would you go about finding out more?
How could you go about showing that there are no more?
- Try to get them to see the systematic approach that we used in the Solution to get all possible answers.
- Let a few groups report back to the whole class. Try to choose groups that have used different approaches to the problem. Let the students put their pictures of the bottle arrangements on the wall.
Mary the milk lady had a square milk crate that could hold nine bottles. Can she put five bottles into the crate so that no three of them are in a line? If so, in how many ways can she do it?
The students might be able to find a solution to this problem by guessing and checking. Let them do that for a while until they have got a good idea of what the question is asking. Then try to lead them to be more systematic.
We'll go straight into being systematic. First note that as we can't have three bottles in a line, there are at most two in a row. Then observe that since we have to use 6 bottles we have to have two bottles in each row of the crate. We then start off our systematic approach by putting two bottles together on the left of the top row of the crate. We follow that by putting one bottle in each corner of the top row. The final case is with two bottles together in the right end of the top row.
Let's talk our way through this. With position 1 we have put the bottles in the second row to the extreme right. The crosses show that we can't put bottles in those squares because that would give us three in a row. So position 1 leads nowhere.
With position 2 we spread out the bottles in row 2. This forces only one cross in row three and so we can fill up the other two squares to give an answer.
With position 3 we put the two bottles in row two to the right-hand end. This forces two crosses and so there is no answer here.
The same arguments apply to the other positions. Only position 8 gives us another answer. However, by rotating 8 through a quarter turn (90° in a clockwise direction) it becomes the same as position 2. Both of these are alike (see Strawberry Milk. So the answer to the original question is 'yes' and there is essentially only one possible answer.
The students should be able to find some solutions to this problem by guessing and checking. Let them do that for a while until they have got a good idea of what the question is asking (though they should have got on top of the idea from Mary's original question). Then try to lead them to be more systematic.
We'll go straight into being systematic. First note that as we can't have three bottles in a row, there are at most two in a row. Then observe that since we have to use 5 bottles we have to have two rows with two bottles in and one row with just one bottle. We then start off our systematic approach by putting two bottles in the top row and two in the next row. This is followed by two in the top row and one in the next; and then one in the top row.
We're sorry there are so many cases. It seems to be a bit tedious but it is a good exercise in systematic listing and it will be very useful later in the No-Three-In-A-Line Game and other variations on this theme at Levels 4, 5, and 6.
Out of all of that we get 28 possible answers. These are 2, 3, 4, 5, 6, 7, 8, 9, 10, 12, 14, 15, 16, 17, 19, 20, 21, 22, 24, 26, 27, 28, 29, 30, 31, 32, 33, and 34. The question now is, how many of these are alike? So we need to group them into answers that are alike.
What answers are essentially the same as 2? We can get to 10 by one clockwise quarter turn, to 31 by another quarter turn and to 29 by another. So there is a class of four answers that are the same.
What answers are essentially the same as 3? Here we get 20, 24, and 26. The question now is, what about 9? Now you can't get to 9 by rotating Mary's milk crate. You can get to it though by a reflection symmetry. But if you did that, the bottles would fall out of the crate. So we think that 9 is a different answer. It's a sort of left-hand form of 3. But if you disagree, let us know.
So here we might as well list the answer that are the same as 9. They are: 12, 16, and 34.
We now list the rest.
4: 7, 28, 33;
5: 8, 27, 32 (this is the left-hand form of 4);
6: 14, 22, 30;
15: 17, 19, 21.
So Mary can put 5 bottles in her crate in 7 different ways so that no three of them are in a line.


text:
Experimental Investigation Of The Effect Of Solid-mixture On The Cavitation Characteristic Of A Centrifugal Pump
Free (open access)
A. Ladouani & A. Nemdili
The purpose of this work is to study the effect of solid-mixture on the cavitation characteristic of a centrifugal pump. However, pump tests under varied volumetric concentrations of sandy clay are reported. The experimental results show that: - at low flow rates, NPSH curves are independent of the silt concentration, - at high flow rates, NPSH curves of silt mixtures appear to be higher than those of water, - the both required and available NPSH curves show that cavitation flow rates decrease with increasing concentration, indicating that cavitation accelerates with the concentration. Finally, based on the silt studied, it can be concluded that the cavitation NPSH curve at high flow rates is not sensitive to gravitational forces, but only to the viscous flows. Keywords: centrifugal pump, solid-mixture, cavitation, NPSH curve, silt concentration. 1 Introduction In Algeria, silting of reservoirs has become a major drawback for all existing dams, because it causes very high losses in capacity. Such losses are estimated at 20 million cubic meters per year for some dams (Errih ). Hydraulic dredging
centrifugal pump, solid-mixture, cavitation, NPSH curve, silt concentration.


Camtasia Studio for Windows: Record your First Screen Capture Tutorial Today! | Jerry Banfield | Skillshare
Jerry Banfield, Teaches 105 Skillshare Classes
Jerry Banfield, Teaches 105 Skillshare Classes
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6 Lessons (42m)
 - 1. Introduction to Camtasia Studio on Windows.
 - 2. How to record in Camtasia Studio 8.
 - 3. How to import videos for editing in Camtasia Studio.
 - 4. Basic editing functions in Camtasia Studio.
 - 5. Having your audio right to begin with is much easier than editing it in Camtasia.
 - 6. Exporting options to render your video in Camtasia Studio.
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About This Class
I hope this course motivates your to create your first screen capture tutorial, today! Camtasia Studio makes video production easy, and it is the most productive software I have ever used as an entrepreneur online. This lesson is a brief introduction to Camtasia on Windows, and I will show you the basics to produce your very first video. Below is a list of topics that will be covered in this class:
 - Getting started with Camtasia Studio.
 - How to record a video.
 - How to import videos to edit.
 - Basic editing features.
 - Audio setup.
 - Exporting options and rendering.
Thank you for taking the time to read this and I hope to see you in the course!
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1. Introduction to Camtasia Studio on Windows.: Welcome to Camp Tasia Studio. This is an introduction to the most productive software I have ever used. Camped Asia Studio helps me quickly make screen capture videos on my Windows computer. Now, technically, I'm recording this with wire cast, which I'll show you later in the course on You know me because it's easier to record this instead of trying to record it while I'm doing it. So this is Camped Asia Studio, and this is what I've used to fill most of my videos on using May I've also used Camped Asia to which is the Mac version of the same thing. You can find out more about camped Asia if you don't know much already, or if you don't have it on the Tech Smith website at tech smith dot com slash kemp. Tasia. This is why I originally bought Camped Asia, and I actually bought it in a bundle with the snag It software also, so you can go do that and you can get 1/2 off coupon also if use the free trial version and email them for it. So thank you very much for being here. These are the basic features of camp Tasia studio that are most helpful to know right here is your clip bin and right here is the timeline, so I can show you that quickly. By recording something very fast, I'll go into more detail on each feature. I'll get you off of the fast start now. So you click record screen and you see this little green bar around here. That's what How I know I'm according I've got the Web cam off in the audio on, and you can select your audio sources here. It's important to recording a good resolution 10 80 p or 7 20 p. I'll go into that more so once you hit record, this is what happens. You get to record and it records the screen. Now it's very easy to make a good course if you just show what you're doing on your screen. Because people all over the world can relate to a screen capture tutorial, you can show things like Here's how you browse the Camp Tasia features. Here's how you go get the free trial for Camp Tasia, etcetera. So this is how you do screen capture tutorials. This is how they work. And then once you're done. You just bring up the record window. And now, if you don't like that clip, you just recorded it all. You can just delete it. If you do like it, you get stop. And then I hit saving exit because that allows you to go in and edit, or you can it produce. If you're sure it's absolutely perfect from the go, which usually it's not. So then you have a place. You save the raw recording file the raw recording file, and that's where you can work with it from now. This is then your clip, Ben. So where the actual videos are that you're working with? So this the Camp Tasia recording file and automatically when you record it puts it down here on the timeline. Now I've recorded the system audio and the screen with the microphone audio together, so there's two tracks here. The track that's on top is the one shown, So if you want to get rid of something, you select it. Hit, delete. And then I deleted the system audio right there. So this is where the work gets done, so to speak. This is your Whatever you've recorded is right here. and blue. And when you zoom in, the easiest way to edit is to go pull out the part before you started talking. Now the microphone I used is a little far away because I'm not technically recording on this computer. So your audio should be higher up here, and usually, once you go down and trim based on the audio, you can shrink here, trim out, say the audio ends there you can tell based on just watching it. So if you get play, then the video that was shown right up here. So when you get playing, you can skip to the end, you can fast forward, or you can grab the little play point here to move around than this allows you to zoom in or zoom out so you can see different parts. For example, I'm zoomed out here. This is 20 minutes of video. I zoom in here. This is now down to 10 seconds of video. In the timeline, you have the different options. You can go to your library to pull other clips. In here, you can make call out so little symbols and arrows and things on the video. You can zoom in on the video itself. I always leave it just the way it is because I don't want things to be pixelated. I figure if I'm screen capturing, it's better to just leave it the way it is to start. You can do your audio here, your transitions here, and I'll go into most of this more in detail. If you want to record the camera that's in the MAWR option, it took me a while of fine, so if you want to record the camera, it's right here. So between all of these, you have a powerful studio set up that you can use, and once you're done, you hit produce and share, and I'll show much more on this. I usually select my screen cast custom that I've set up that way. Make sure it's an editing dimensions. Next, put the title in and finishing it renders it. If your computer render slow, you probably need another computer or to change the video format. These are the basics of Camp Tasia going to much more in detail with you. The main thing you can get out of this is just the motivation to do it and learn it yourself. You can watch these videos. I can show you some things that will help you learn it faster than learning it yourself or trying to figure these things out yourself. Like for me. It took a while to find the record camera option in Camp Tasia because it's not up here so you can learn a little faster. Ultimately, if you really want to be able to do this, it just takes practice. It just takes your own time and energy in the interface itself. I went bought the full version right away. So if you just go commit to it, go by and I think that's easier and messing with the free trial I love Camped Asia. I'm honored to have the chance to teach it here with you, and I appreciate you learning more about camped Asia with me. 2. How to record in Camtasia Studio 8.: Here's how you record in Camp Tasia Studio eight on Windows There's a record screen button up here. You can also record Power point. Or you can even go down here to record camera, so there's three different options you can use to record. The main thing to do is you click that record screen button, and now this comes up next, and what you'll see is this green border around the screen where you're going to record now. You want to make sure you record in 10 80 p or 7 20 p. HD because these are the best


misa = Mass feminine noun
feminine noun
English Translation of MISA
Examples of MISA
 vamos a misa todos los domingos we go to mass every Sunday dijeron/celebraron misa en la catedral they said/celebrated mass in the cathedral los niños estaban como en misa the children were really quiet ¡por mí, que digan misa! let them say what they like! lo que yo diga va a misa what I say goes
Seen & Heard
What made you want to look up misa? Please tell us where you read or heard it (including the quote, if possible).
Spanish Word of the Day


text:
CERTIFICATION FOR SUSTAINABLE TOURISM:
CST is a product of the Costa Rican Tourism Board (ICT), that evaluates business compliance with a sustainable model of natural, cultural and social resource management. Bosque de Paz, as a leader in resource conservation, has joined the CST program, and we wish to explain our current compliance processes as follows:
1. Physical-biological parameters:
a. We only use biodegradable cleaning agents, and recycle all their containers.
b. Bosque de Paz has formal guidelines to avoid negative impacts on the surrounding ecosystem.
c. Our trail rules guarantee all guests are informed to minimize human impact.
d. All of the plant and animal species in the preserve are native to the forest.
2. Infrastructure and services:
a. We have a water and energy saving policy, and inform our guests to cooperate with our efforts.
b. Spring water used at Bosque de Paz is certified as potable, fit for human consumption.
c. All infrastructure is constantly checked personnel to ensure adecuate function and energy use.
d. Bosque de Paz operates under a strict recycling and waste reduction policy.
c. Our meals contain a maximum usage of fresh, natural and organic ingredients.
d. We operate a small experimental orchard, to supply organically grown ingredients for the kitchen.
e. Employees are constantly trained to assure better sustainability and conservation practices.
3. External Client:
a. Labeled trash cans to allow guests to separate garbage for proper disposal and recycling.
b. Guests may follow recommendations regarding our water, energy and waste disposal policies.
c. We formally ask guests about ideas about how to optimize our CST participation.
d. We offer our guests additional scientific literature regarding native flora and fauna.
4. Socio-economic environment:
a. As a formal policy, all of the employees at Bosque de Paz are part of the local population.
b. Bosque de Paz has a training policy for all our collaborators.
c. We have a public space to announce community activities and other locasl destinations.
d. Bosque de Paz has a commercial policy that favors commerce local farms and businesses.
e. The preserve exhibits local arts and crafts made by members of the community.


How Are You, performance, durational, 2019
writing a score and performing were all together collaboration with Sohyeon Jenny Eom
During the performance, Jenny and I are building sentence by speaking a word back to back. For example, if I say "HOW" she say "ARE" and then I say "YOU. Since the number of the word in sentence is odd number, like 3 words, or 7 words, person who starts the sentence is rotated. The score were losely woven, so how many times repeated, and which adjectives to say were improvisational.
performance score, written by Woohee Cho and Sohyeon Jenny Eom


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I'm drawing the bloxplot shown below using python and matplotlib. Is there any way I can reduce the distance between the two boxplots on the X axis?
enter image description here
This is the code that I'm using to get the figure above:
import matplotlib.pyplot as plt
from matplotlib import rcParams
rcParams['ytick.direction'] = 'out'
rcParams['xtick.direction'] = 'out'
fig = plt.figure()
xlabels = ["CG", "EG"]
ax = fig.add_subplot(111)
ax.boxplot([values_cg, values_eg])
ax.set_xticks(np.arange(len(xlabels))+1)
ax.set_xticklabels(xlabels, rotation=45, ha='right')
fig.subplots_adjust(bottom=0.3)
ylabels = yticks = np.linspace(0, 20, 5)
ax.set_yticks(yticks)
ax.set_yticklabels(ylabels)
ax.tick_params(axis='x', pad=10)
ax.tick_params(axis='y', pad=10)
plt.savefig(os.path.join(output_dir, "output.pdf"))
And this is an example closer to what I'd like to get visually (although I wouldn't mind if the boxplots were even a bit closer to each other):
enter image description here
share|improve this question
3 Answers 3
up vote 2 down vote accepted
Try changing the aspect ratio using
ax.set_aspect(1.5) # or some other float
The larger then number, the narrower (and taller) the plot should be:
a circle will be stretched such that the height is num times the width. aspect=1 is the same as aspect='equal'.
_URL_
share|improve this answer

I chose this as the answer because setting the aspect is really what I was missing, but in the end the solution also implied changing the boxes' width, as per @tcaswell's answer. – Filipe Correia May 2 '13 at 12:00
You can either change the aspect ratio of plot or use the width kwarg (doc) as such:
ax.boxplot([values_cg, values_eg], width=1)
to make the boxes wider.
share|improve this answer
When your code writes:
ax.set_xticks(np.arange(len(xlabels))+1)
You're putting the first box plot on 0 and the second one on 1 (event though you change the tick labels afterwards), just like in the second, "wanted" example you gave they are set on 1,2,3. So i think an alternative solution would be to play with the xticks position and the xlim of the plot.
for example using
ax.set_xlim(-1.5,2.5)
would place them closer.
share|improve this answer

This was the first approach that I've tried, but without much luck. I think the reason is that the space between ticks is always relative to the space that is available. So, if I move the ticks closer to the origin, more space will be available to the right, and the plot will be "zoomed in" too take the available space. As to xlim(), it only allows to control the space from the ticks to the origin, not the space between ticks. – Filipe Correia May 2 '13 at 11:56
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text:
LEGO Education is partnering with NASA for a free, digital STEAM learning series. Build to Launch: A STEAM Exploration Series is a 10-week series that is specifically designed to spark student curiosity and increase engagement in STEAM through the upcoming Artemis I space mission.
For kids that daydream about eating astronaut ice cream, the series includes interactive episodes and open-ended prompts that are grouped into three categories: Getting to Space, Testing and Transport, and Working in Space. Each lesson highlights and explains different NASA careers.
The lessons were created in collaboration with NASA to inspire kids about STEAM learning and the Artemis I. The first of a series of lunar missions, Artemis I aims to enable human exploration on the moon and, eventually, Mars. Kids will exercise their problem-solving and collaboration skills while learning about some of the most important jobs that contribute to a space launch. They can get hands-on while designing prototypes and working together to build and assemble parts, similar to the stacking of the mission's Space Launch System rocket.
As the series progresses, kids can follow along with the LEGO Space Team Set, which includes LEGO minifigures featuring flight members and ground crews as they prepare for a general mission. Students and their teachers also have the option to tune into weekly student press conferences on the LEGO Education YouTube channel. During each episode, LEGO Minifigures Kate and Kyle and their NASA counterparts will field questions about the next mission.
Future scientists and space engineers will have a blast learning with LEGO and NASA! The Build to Launch: A STEAM Exploration series premieres in September.


text:
Curriculum and learning begin early at Kid City. For our little ones, ages 6 weeks to 24 months, we have chosen the Funshine Express Curriculum. This engaging, faith based curriculum assists young children in learning the fundamentals of language, gross and fine motor skills and includes learning opportunities for music, art, and sensory play.
Beginning at age two and continuing through Pre-K, your child will learn with us using the ABeka Curriculum. ABeka is a high quality, nationally accredited curriculum with a Christian perspective. This curriculum includes an all-encompassing series of workbooks, engaging activities, and teaching materials developed to help build a strong foundation for future learning. ABeka is challenging but also easy for kids to learn and builds upon itself leading up to Pre-K where your child will become fully prepared for kindergarten.
Contact us to tour our facilities, meet our teachers and learn for yourself what makes Kid City League City the right fit for your family.


text:
Frederick Starr: Anthropologist Lost from the History Books
You probably haven't heard of Frederick Starr. Like his contemporary Franz Boas, Starr was an anthropologist coming to fame while the discipline of anthropology was still being formed. Throughout his career, Starr studied people and cultures on three different continents, and still found time to make a name for himself as a lecturer at the University of Chicago. But unlike Boas—who is considered the father of American Anthropology—you won't find Starr's name in many textbooks. The tale of how Frederick Starr was nearly forgotten is one full of controversy and ideology.
Starr's Early Life and Career
Frederick Starr was born in 1858 in Auburn, New York, to the Reverend Frederick Starr Jr. and Helen Mills Starr. As a child, Starr was a strong student and an avid collector of fossils and minerals. He explored that interest further at the University of Rochester, where he studied geology; two years later, he transferred to Lafayette College in Pennsylvania and graduated in 1882. He received a doctorate in geology from Lafayette College in 1885.
In the late 1800s, anthropology was still a new and growing discipline, so Starr didn't study it formally. It wasn't until after his schooling, while teaching at Coe College, that Starr discovered his interest in the subject. He conducted both ethnographic and archaeological fieldwork among the local Sauk and Fox Indian tribes and reputedly taught the first anthropology course in Iowa while at Coe. It's not clear who or what specifically spurred Starr's interest in anthropology, but he pursued it avidly, leaving his studies of geology behind. Following his work at Coe College, Starr held several short-term positions, including working with the ethnological collection at the American Museum of Natural History, before finally accepting a long-term faculty position at the University of Chicago in 1892.
During his time at the University of Chicago, Starr became a very influential public speaker, frequently giving lectures on anthropological subjects that were open to the public through the University's extension program. After attending an extension course about prehistoric and primitive art, W.R. French, the director of the Art Institute of Chicago at the time, wrote that Starr's lectures were "both authoritative and agreeable," and that "Professor Starr has eminently the art of making scientific truth interesting to intelligent but unprofessional academics."
An Anthropologist is Born
According to Donald McVicker, author of Frederick Starr: Popularizer of Anthropology, Public Intellectual, and Genuine Eccentric, Starr engaged in an incredibly varied anthropological career at the turn of the 20th century. He conducted notable research in Mexico, among many Native American tribes in the United States, with the Ainu people of Japan, and in several regions of Africa.
The World's Fairs that took place in the United States in the late 19th and early 20th centuries seemed to provide Starr with the perfect opportunities to put his work on display. Much to his dismay, however, Starr was not allowed an influential position at the famous World's Columbian Exposition in Chicago in 1893. He was excluded by better known anthropologists like Boas and Frederic Ward Putnam, director of Harvard's Peabody Museum. Starr was commissioned to collect data about and artifacts from the Eastern Cherokee people in North Carolina for Putnam and Boas, but contributed little else to this fair.
At the Louisiana Purchase Exposition in St. Louis in 1904, however, Starr's work made a much bigger splash. The anthropologist brought nine Ainu people and a translator back with him from Japan to be part of an exhibit at the fair. These Ainu, members of a Japanese indigenous group from Hokkaido in the northern part of the country, were to be displayed as part of a literal representation of the evolutionary stages of humanity towards civilization; along with several other indigenous groups assembled by other anthropologists, they were on display as "barbarous and semi-barbarous peoples." While this is unquestionably offensive to today's sensibilities, the visitor response to the exhibit at the time was overwhelmingly positive, as most people had never before heard of the Ainu and were intrigued by their appearance and practices. In a 1993 article about the Ainu exhibit, anthropologist James W. Vanstone reports the reactions from writers and visitors to the exhibit:
One enthusiastic writer referred to the Ainu as "mysterious little Japanese primitives" and noted that visitors were impressed by their cleanliness and polite manners, but somewhat disappointed that they were no "man-eaters, dog-eaters or wild men."
In addition to contributing to these World's Fairs, Starr produced several publications in conjunction with his fieldwork. These publications included many scholarly and other articles, as well as books like The Truth about the Congo, about his studies in that region; Indians of Southern Mexico: An Ethnographic Album; and In Indian Mexico: A Narrative of Travel and Labor, about the performance and findings of his extensive work with Indian tribes in Mexico.
Starr's Methods and Misconduct in Mexico
His appearance in St. Louis with the Ainu may have been Starr's most publicly recognized work, but if he is remembered at all today, it's for his fieldwork in Mexico. Starr recalls his purpose there in In Indian Mexico:
The work I planned to do among these indian towns was threefold: 1. The measurement of one hundred men and twenty-five women in each population, fourteen measurements being taken upon each subject; 2. The making of pictures,—portraits, dress, occupations, customs, buildings, and landscapes; 3. The making of plaster busts of five individuals in each tribe.
The primary goals in making such recordings were to observe the differences between various Mexican tribes and to establish the placement of such people, and their race and culture, on the same scale that he had placed the Ainu, from barbarous to civilized. It was assumed at the time that there were physical characteristics, such as cranial shape and size, that could mark such distinctions between races (a theory that has long since been disproved).
In his book, Starr refers to the Mexican people he is studying as "ignorant, timid, and suspicious." He also makes regular references to them being too drunk to allow their measurements to be taken. All of these characteristics assigned to these Mexican Indians by Starr explained, in his point of view, the difficulty he often had in securing subjects for measurement, and justified the forceful methods he felt compelled to use. Starr took advantage of the fact that prisoners could not refuse his requests to measure them, and regularly photographed and measured imprisoned subjects for his work. What's more, if there were individuals he wished to measure who did not acquiesce, he would threaten them with arrest and jail time so that they could no longer refuse. The authorities did not object to these methods, instead providing support for Starr by collecting subjects and keeping order. Starr even recounts a specific incident where policemen stopped a bullfight in progress in order to obtain a young man taking part in the fight for Starr's research.
Starr Fading from View
Over time, Starr's brutish, unethical methods and offensive ideas became questionable in the eyes of the anthropological community. The theories of his contemporary Boas, however, began to amass a great deal of support from other anthropologists and academics.
Boas, born and educated in Germany, moved to the United States in 1887 and proceeded to make substantial contributions to the methodology of American anthropology. By incorporating the methods of natural science into the discipline of anthropology, Boas emphasized the importance of conducting research before developing theories, as well as approaching studies in the most ethical and unbiased ways possible. What's more, he developed the modern interpretation of culture, viewing it as learned behavior and a product of a people's history, rather than a hierarchical measurement of civilization that would place the western world on top.
While most anthropologists, inspired by Boas, began to recognize the people they studied as part of the larger, equal human race, Starr continued to regard them as primitive and inferior, demonstrated by his attitude towards his subjects in Mexico. Soon, Starr's methods of fieldwork were widely considered unethical and his ideas about culture outdated.
Starr's charisma and ability as a speaker managed to keep him relevant in public education spheres toward the end of his career. In this capacity, Starr overshadowed Boas, who preferred not to address the general themes of anthropology necessary in public lecturing and was nervous about his skill in speaking English, which was not his first language. The academic discipline of anthropology, though, became dominated by Boas' methods and, over the years, Frederick Starr and his methods were phased out. Today, his work is rarely read, or even mentioned, in discussions or classes on anthropological history.
After 31 years at the University of Chicago, Starr retired from his post in 1923. True to form, he continued to travel the globe and engage in public speaking events until his death; he died unexpectedly of pneumonia while in Japan in 1933.


text:
School of Rock is a journey, not a destination! That journey for a new guitar player begins in our Rock 101 program, where students get the full benefits of our unique performance-based instruction.
The Rock 101 program includes a 45-minute individual lesson with one of our awesome teachers and a 90-minute group rehearsal. Our Rock 101 directors specialize in working with younger students and typically play along with the kids. Our curriculum is the most classic of classic rock!
- Beginner guitar students start off by learning the basic chord shapes and simple strumming patterns contained in their Rock 101 songs.
- Our guitar instructors use THE SONG AS A LESSON, introducing the student to concepts like chord progressions, time signatures, and scales for the first time.
- Once our guitar students have mastered the basic aspects of a song, our instructors will begin working on more advanced concepts: finger exercises, picking techniques and basic scales for KILLER RIFFS AND EPIC SOLOS!
- Guitar students in Rock 101 must learn a critical skill: how to tune their guitar! Our group rehearsals are a great lesson for demonstrating the importance of tuning.
- After a few weeks in Rock 101, most students are ready for the challenge of our Performance Program and are encouraged to take part in a show!
Intermediate to Advanced
The Performance Program is designed for kids who know the basics of how to play their instrument and are ready to take it to the stage. This program introduces the team element into music instruction. Students will learn harmonies, musicianship and how to perform in an authentic rock show environment.
Each season, students spend time honing their music skills while preparing to perform some of the greatest songs in rock and roll history.
Past student programs have include roof raising tributes to Pink Floyd's The Wall, Led Zeppelin, Van Halen, AC/DC, Best of the 80s, Punk Rock, Devo, Frank Zappa, Queen, and many more fun and exciting programs.
All student musicians enrolled in our Performance Program will receive:
- Weekly private music lesson.
- Weekly three-hour band rehearsal to prepare for the rock concert
- Enhanced learning in key areas such as stage performance, harmonies, musicianship and more
- Choice of new show themes every season


text:
Usually ships within 24 to 48 hours unless otherwise noted in the product description.
The Sugarmaker's Companion is the comprehensive guide that small-and large-scale syrup producers have been waiting for in their quest to create a profitable business model. Author Michael Farrell documents the untapped potential of American forests and shows how sugaring can turn a substantial profit for farmers while providing tremendous enjoyment and satisfaction.
Farrell, sugarmaker and director of the Uihlein Forest at Cornell University, incorporates the wisdom of traditional sugarmaking with the value of modern technology (such as reverse-osmosis machines and vacuum tubing). His balanced view of the industry offers a realistic picture of how modern technology can be beneficial-economically and environmentally.
The first book of its kind, The Sugarmaker's Companion includes:
- A focus on maple syrup as a healthy, local, sustainably produced alternative to corn syrup and other highly processed artificial sweeteners
- Discussions about organic certification, sugarhouse registration, and the new international grading system
- Information on marketing to create a profitable business model based on scale, interest, access and more
- Detailed analyses of the economics of buying and selling sap
- Information on ways to process and market other tree saps, including birch and walnut
- Ways to enhance diversity in the sugarbush and interplant understory crops for value-added products, such as ginseng, goldenseal and mushrooms
- An economic analysis of utilizing maple trees for syrup or sawtimber production.
In addition, readers and sugarmakers will learn plenty of practical, how-to skills, such as:
- If, and on what scale, syrup production is right for them
- How to find trees for tapping
- The essentials of sap collection
- The art and science of sugarmaking
- How to build community through syrup production
- Valuable information on ecological forest management and value-added products
Appealing to foresters, organic farmers with woodlands, homesteaders, preppers, permaculture enthusiasts, and, of course, sugarmakers, this book is applicable to a wide range of climates and regions, and is sure to change the conversation around syrup production and prove invaluable for both home-scale and commercial sugarmakers alike. This is a unique guide to making an integrated sugaring operation, interconnected to the whole-farm system, woodland and community.


AI教程网 - 未来以来，拥抱AI；新手入门，从AI教程网开始......
Django2.0手册:Tablespaces
Django2.0手册 AI君 104℃
A common paradigm for optimizing performance in database systems is the use of
tablespaces to organize disk layout.
Warning
Django does not create the tablespaces for you. Please refer to your
database engine's documentation for details on creating and managing
tablespaces.
Declaring tablespaces for tables¶
A tablespace can be specified for the table generated by a model by supplying
the db_tablespace option inside the model's
class Meta. This option also affects tables automatically created for
ManyToManyFields in the model.
You can use the DEFAULT_TABLESPACE setting to specify a default value
for db_tablespace. This is useful for setting
a tablespace for the built-in Django apps and other applications whose code you
cannot control.
Declaring tablespaces for indexes¶
You can pass the db_tablespace option to an
Index constructor to specify the name of a tablespace to use for the index.
For single field indexes, you can pass the
db_tablespace option to a Field constructor
to specify an alternate tablespace for the field's column index. If the column
doesn't have an index, the option is ignored.
You can use the DEFAULT_INDEX_TABLESPACE setting to specify
a default value for db_tablespace.
If db_tablespace isn't specified and you didn't
set DEFAULT_INDEX_TABLESPACE, the index is created in the same
tablespace as the tables.
一个例子¶
class TablespaceExample(models.Model):
 name = models.CharField(max_length=30, db_index=True, db_tablespace="indexes")
 data = models.CharField(max_length=255, db_index=True)
 shortcut = models.CharField(max_length=7)
 edges = models.ManyToManyField(to="self", db_tablespace="indexes")
 class Meta:
 db_tablespace = "tables"
 indexes = [models.Index(fields=['shortcut'], db_tablespace='other_indexes')]
In this example, the tables generated by the TablespaceExample model (i.e.
the model table and the many-to-many table) would be stored in the tables
tablespace. The index for the name field and the indexes on the many-to-many
table would be stored in the indexes tablespace. The data field would
also generate an index, but no tablespace for it is specified, so it would be
stored in the model tablespace tables by default. The index for the
shortcut field would be stored in the other_indexes tablespace.
Database support¶
PostgreSQL and Oracle support tablespaces. SQLite and MySQL don't.
When you use a backend that lacks support for tablespaces, Django ignores all
tablespace-related options.
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Using background music in presentations helps to add emotional or entertainment component to your talk. The choice of music depends largely on the topic of your presentation.
In this post we will look at some common types of presentations and discuss what background music works best for each case.
Keep reading and make sure to listen to the examples.
Hi, I'm Mik, one of TunePocket music composers. Presentations should not be boring! Adding music to educational or business talks and presentations can help to keep your audience focused, motivated, and, most importantly entertained!
I went though our growing catalog of professional royalty free music and picked some great examples.
important note about performance royalties
It may be tempting to use your favorite song as background music in your presentation.
Before you do that, please note that:
1. Using any copyrighted material requires explicit permission from the rights owner. Especially if you plan to use it commercially.
2. Playing commercial music in public may require a special public performance license. Learn more about using music for business.
If you like any music below you can easily license it and use it in your presentation.
The music below was created by composers who are not affiliated with a PRO (Performance Rights Organization) and you don't need a separate performance license if you use that music in your presentation.
Background music for common types of presentations
Let's see what music works best for different presentation types:
There are many types of business presentations, including motivational talks, training presentations, real estate, corporate, and many more.
When choosing music for business presentation, first of all, decide whether you want to create the calm professional background or you want music to take the leading role and deliver some sort of emotional impact.
Calm corporate style music will work best for formal work presentations, commercial real estate, and business training.
On the other hand, inspirational music will be great for presentations related on achievement, good results, awards, and similar topics.
Here are some examples of background music for professional business presentations:
Educational presentations can include school presentations, lessons and tutorials, history, math, and lost of other topics. You can even make cooking presentations!
With educational presentations, the choice of music of music depends primarily on the subject and the content of your presentation.
For anything else, a subtle background soundtrack without a strong lead melody can be a good option.
For presentations that focus on groundbreaking IT or science concepts, futuristic "hi-tech" music should work the best.
More background music for presentations
Of course there are many more types of presentations.
You may decide that your presentation is better off without any music!
In that case I can recommend using a short music clip either at the opening or the ending of your presentation.
Some of the good places to insert such audio clips include the presentation title, branding logos, sponsors list, or any other significant call to action in your presentation slides.
How to play music across multiple Powerpoint slides
Ok, so by now I hope you have a good idea as to what kind of music you should use in your presentation.
It's relatively easy to add audio clips to individual Powerpoint presentation slides but what if you want the music to play continuously across multiple slides as you deliver your presentation?
Fortunately, you can add a song to a presentation and play it across slides in the background of your slide show.
Here's a quick tutorial from Microsoft that explains how to play music across multiple slides in your Powerpoint presentation or a slideshow.
Hope this post will help you to find the best music for your presentation!
Any music featured in this post or on TunePocket Web site can be licensed for presentations. You can also download free MP3 previews and safely try any of our music in your slideshow before you purchase the license.
If you have any questions, don't hesitate to post it below in the comments. I'll be happy to answer.
Questions or comments?
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Newlands, Emma (2013) "They even gave us oranges on one occasion" : Human experimentation in the British Army during the Second Wolrd War. War and Society, 32 (1). (In Press)Full text not available in this repository. (Request a copy from the Strathclyde author)
This article explores the various human experiments that were conducted on British army personnel during the Second World War. While some historical work has focused on trials at the Porton Down facility, this paper will start by placing these in the context of the wider range of research projects that were conducted using British troops in the Second World War. It will then consider the question of why conscript soldiers participated in trials. Comparative studies have focused on the ethics of human experimentation in military contexts but this article argues that ethical considerations were only part of the story. Using the oral testimonies of those that were involved in this type of research, it considers how military culture, material incentives and sentiments of national duty all influenced soldiers' participation in human trials.
|Keywords:||human experimentation, British Army, World War II, History|
|Department:||Faculty of Humanities And Social Sciences > History|
|Depositing user:||Pure Administrator|
|Date Deposited:||11 Jun 2012 14:29|
|Last modified:||04 Oct 2012 14:20|
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Redirected from: file wiping
Definition: file wipe
A security measure when selling, giving away or retiring a computer. A file wipe completely erases the data from the hard disk.
Deleting Does Not Erase
When a file is deleted in an application or file manager, only the file name in the directory is marked as deleted. The data still reside in the disk sectors until overwritten by new data by the same or some other application. In the meantime, if somebody wanted the file badly enough, it can be reconstructed from the sector data.
Wipe Means Write
Wiping the hard disk means actually erasing the data in the disk sectors. For maximum security, experts claim that random data should be written into the sectors several times, because forensic analysis can detect the previous magnetic residue if the magnetic bits are overwritten only once. In addition, caches such as the recycle bin and trash can are also cleared. See wipe.


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Report: 1 in 8 Low-Income Parents Waters Down Formula
As many as 15 percent of parents who struggle to make ends meet add water to their babies' formula, using "formula stretching" to get more out of their infant food purchases, a new study published in the journal Clinical Pediatrics has found.
The study followed Cincinnati families who qualify for federal food assistance and free formula through a program called WIC. MSNBC.com reports that the assistance isn't enough for many families:
Even though the majority of parents were receiving help through foods stamps and WIC, many did not have enough food to feed their families. In fact, some 65 percent of families ran out of WIC-supplied infant formula most months. And the result, in many cases, was that parents diluted or cut back on formula for their infants.
This kind of formula stretching may have consequences for the infants, Beck said.
"There will be a subset of children who will have what is called 'failure to thrive,'" Beck explained. "More often, though, the ramifications of this tend to be less visible — problems with cognition and behavior. In some it may lead to obesity later in life."
While some might point to breast feeding as a solution, not every mom is in the position to do this for her child. In some jobs it's virtually impossible to express milk during the day when a mom is away from her baby.
"Clearly, we encourage and actively support breastfeeding," Beck said. "The reality is that a relatively low percentage of our patients breastfeed by the time they reach us. If they do, we continue to encourage it and have a breastfeeding clinic if they need it. Although they likely wouldn't require formula, we need to do education and a nutritional assessment for mom. Also, as the first year progresses, even fewer families continue to nurse."
Image: Baby bottle, via Shutterstock


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The purpose of the Equality Indicators is to capture progress toward the betterment of the lives of the subgroups of the NYC population who are mostly likely to experience inequalities on a specific issue. Therefore, for most indicators we looked into the experiences of the most and least disadvantaged populations on that particular issue. We arrived at these groups and the issues to measure based on the review of the literature and feedback from experts and community groups. Although there are many other groups adversely affected by inequalities in NYC, groups which are the focus of specific indicators are:
Most of the individual indicators compare the most and least disadvantaged populations on a particular issue. For example, we compare: the percentage of people with and without a disability who are unemployed; and the percentage of women and men obtaining degrees in science, technology, engineering, and math (STEM) disciplines. Another example: the indicator on jail admissions—one of four indicators measuring fairness in the justice system—compares blacks to whites. In this way, the Equality Indicators captures progress (or setbacks) for specific groups in particular areas of life in which they tend to be disadvantaged. Cumulative progress for these groups across different areas of life would be a sign of increasing equality citywide.


Mole drainage systems
Mole drainage is widely used in New Zealand and the United Kingdom in heavy soils to improve productivity of pastures and crops. Mole drainage was popular with dairy farmers in the 1960s in Victoria but these often failed due to reasons now more fully understood. Recent research has resulted in robust guidelines for installing mole drains so they are more effective for longer, with a greatly reduced failure rate.
What is a mole drain?
Mole drains are unlined channels formed in clay subsoil. They're formed by pulling a ripper blade (or leg) with a cylindrical foot (or torpedo) attached on the bottom through the subsoil. A plug (or expander) is often used to help compact the channel wall. The foot is usually chisel-pointed and the entire point is hard-faced by welding. More frequent hard-facing of the underside will increase the effective life of the torpedo. The beam is the main rail that carries the leg and torpedo.
Mole drains are used in heavy soils where a clay subsoil near moling depth (400 to 600cm) prevents downward movement of ground water. Mole drains are a more sophisticated drainage system than open drains. Mole drains do not drain groundwater but remove water as it enters from the ground surface.
Mole drains over a collector pipe system
A mole drain over a collector pipe system is recommended in:
 - soils where mole drains would have a very short lifespan due to sandy or stoney areas
 - heavy clay type soils, or
 - lengths greater than about 80 metres to reach an outfall
This system requires the installation of slotted subsurface drainage pipes at approximately 60m to 100m apart, across which mole drains are pulled. This system is useful where soil may contain stones or sandy patches in the profile, at drainage depth, which could collapse when moled. The relatively close spacing of the pipes and shorter mole drain lengths will minimise the area affected by the resultant poor drainage when the mole drain collapses.
Permeable backfill such as washed sand, small screenings or small diameter 'pea' gravel is placed (backfilled) on top of the slotted pipe in the base of the trench. The collector pipe will have been installed using a laser to ensure a constant fall in the pipe to the outfall. Depending on the clay content and its depth, this backfill must reach at least 150mm above the moling depth so that the water moves into the backfill via the mole channel.
Mole drains are then installed at an angle (often 70 to 900) to the direction of the pipes. Excess ground water flows into and along the mole drains, then drains into the porous backfill above the pipes, and is then quickly removed to outfalls via the subsurface collector pipes.
Mole plough demonstrating how a mole channel is created, in this case with a slotted drain pipe underneath. The mole channel should be between 400 mm to 600 mm below the ground surface.
Types of mole ploughs
Well-designed mole draining ploughs allow the torpedo, when properly set, to maintain itself at the set depth almost irrespective of small ground surface irregularities. The front of the mole plough usually has skids to support the front of the beam, but the body of the beam floats clear of the ground. This allows the blade and torpedo some degree of movement to produce a smooth gradient within the limits of the under-beam clearance.
Trailed mole ploughs
Trailed mole ploughs require higher horsepower tractors than other mole ploughs because this design actually scrubs the ground when being pulled. But they produce more even grades than three-point linkage ploughs because of the longer beam (greater than 1.35m). They are more difficult to manoeuvre compared to the linkage plough but are now being replaced by semi tractor-mounted designs.
This plough has been used experimentally in Victorian trials but none are available commercially. They are more expensive to build than the other plough types.
Semi tractor-mounted mole ploughs
Although mounted on the tractor three-point linkage, these act as trailing ploughs when working and even out the mole gradient despite ground variation. The longer beam, coupled to a chain with a floating top link, allows a more even mole channel to be formed.
Fully tractor-mounted mole plough
The blade is mounted directly to the three-point linkage, so this type of plough is inexpensive to build and convenient to use. This design of mole plough produces more uneven grades than the trailed ploughs because of the short beam and is one reason for many mole drain failures.
The angle of the torpedo is influenced by the draught control of the tractor, so not free to find its own level. Also, being mounted so close to the rear wheels, the torpedo forms a mole channel as dictated by the ground surface undulations.
Ideally the torpedo should be allowed to 'float' with no pressure control used to make it go deeper. When traction is lost, the linkage arms lift the mole plough to reduce downward pressure, regaining traction as a result.
Automatic draught control is used on most tractors to improve traction. The fully tractor-mounted mole ploughs are better suited for smaller tractors and small areas but are only suitable for even ground surfaces.
Gravel mole ploughs
Gravel mole ploughs incorporate a hopper to allow finely graded gravel to fall into the mole channel. These ploughs have been used successfully in the UK in heavy soils that cannot hold 'normal' mole drains.
Experimental results from north east Victoria and Gippsland show they have promise on unstable clay soils, but are expensive because of the amount of gravel and close spacing needed. Unfortunately, very few of these machines exist in southern Australia.
Tractor power requirements for installing mole drains
Four-wheel drive tractors of approximately 60 to 80kw minimum power are recommended for installing moles. Crawler tractors of lesser power (above 45kw) are also suitable. The deeper the mole drain to be installed and the drier the soil, the greater the tractor power required.
Speed of mole ploughing
Recommended speed is 2 to 4km per hour. If pulled too fast, say 5 to 6km per hour, the plug can disrupt or tear the walls of the channel resulting in failure within 1 to 2 years.
Soil suitability for mole drainage
Soils should have a clay content in the range of 30 to 35 per cent to ensure long-lasting mole channels. A soil with a clay content above this range is likely to collapse quickly due to swelling or shrinking as they 'wet up' and 'dry down'.
Clay gives the soil the ability to hold together and reduces the chances of it collapsing after the mole is pulled. Sand content should be less than 30 per cent.
Ideally, the soil should be free of stones at the mole drain depth. If not, ensure the soil at moling depth is fairly wet so stones are more easily pushed aside by the plough torpedo or plug.
Testing of suitability for mole draining
Although not always foolproof, there are simple tests can that indicate a soil's suitability for mole drainage. See 'Determine the soil's suitability for mole drainage' on the page Which subsurface drainage system to use for more information.
It is wise to consult a subsurface drainage expert and, failing that, only mole drain a small area initially to gauge the likelihood of success in the long term.
When to mole drain
To achieve satisfactory results, the soil in the vicinity of the mole channel needs to be moist enough to form a channel. The soil must not be dry enough to crack and break up, and not soft enough to slough off and form a slurry. These conditions usually occur during the drying cycle in late spring to early summer.
The action of the mole plough is to form a channel in the area of the profile with a specific clay content, yet produce upward cracking of the soil profile immediately above the mole channel. These cracks allow water flow to the mole channel.
The upper section of the soil profile needs to be dry enough to form cracks at the time of mole draining and the ground surface dry enough to allow traction. If too moist then the cracks can 'heal' over and reduce water intake. It is extremely preferable to have a warm drying period with no rain to allow the cracks to dry and the mole channel itself to harden.
Usually when the clay at mole draining depth has a moisture content of 20 to 25 per cent, conditions are satisfactory. Test the soil by kneading between the fingers. If a ribbon can be rolled out without it sticking to the fingers the moisture content is right.
Mole draining in autumn is not recommended, as the topsoil is wet and subsoil is too dry. The subsoil is difficult to mole and to dry out and it's difficult to achieve the desirable depth. Mole channels will tend to slough off and fail.
Cross section of a mole drained paddock. Mole drains installed by the mole plough at the appropriate soil moisture content to create upwards cracking into soil surrounding the mole channels. These cracks allow water to flow to the mole channel.
Length and gradient
The length of mole drains varies with the slope (gradient) of the ground (Table 1), surface evenness, soil textural changes in the profile and soil suitability. If mole channels are too long, the channels could remain wet at the lower end for too long, gradually softening over time and collapsing. If outfalls dictate long mole drains, then a collector pipe system is highly recommended.
Table 1: Recommended lengths and gradients for mole drains in pasture soils
Soil profile Surface


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The pollutants pertinent to this review are those that are common in …
Home » Biology Articles » Toxicology » Effects of Airborne Pollutants on Mucociliary Clearance » Mucociliary System
Mucociliary System
- Effects of Airborne Pollutants on Mucociliary Clearance
Rhodin (12) and, more recently, Breeze and Sheldon (13), have described the morphology of the airways. A ciliated pseudo-stratified respiratory tract mucosa extends from the nose down to the terminal bronchioles.
Figure 1 shows a scanning electron micrograph of a cross section of a rat trachea showing the cilia and overlying mucus. The major sources ofmucous glycoproteins are goblet cells and submucosal glands of both serous and mucous types (7). From the comparative volume of goblet cells and submucosal glands in nornal airways, it has been suggested that mucosal glands contribute 40 times the volume of secretions secreted by goblet cells (14,15). As one moves to the periphery of the lung, the percentages of both ciliated and goblet cells decreases (5,16). Epithelial serous cells (7), with a distribution similar to that of goblet cells, are another source of mucus. Clara cells, found primarily in the bronchioles (13), are also possible sources of glycoprotein or lipid or both (7).
Submucosal glands are limited to the trachea and bronchi. There are considerable species differences. Submucosal glands are numerous in humans, cats, pigs, and ferrets, infrequent in rodents, and nonexistent in geese and chickens (7,16,17). Goblet cells are numerous in humans, cats, pigs, and geese and infrequent in rodents (7).
Inhalation of irritant gases and aerosols can cause hypertrophy of mucous glands and hyperplasia of goblet cells (5,18). It is not clear which of these responses is of greater importance; the nature of the response presumably depends at least somewhat on the type of irritant and the species studied. Most of the data available for pollutant responses are from rats that have fewer goblet cells and mucous glands than man.
Control mechanisms of mucus glycoprotein secretions are not entirely clear. There is strong evidence for efferent parasympathetic innervation of the mucous glands (7), and so they are at least partially under the influence of the nervous system. Goblet cells and serous cells are more likely to be influenced by local effects; however, goblet cell numbers are increased by parenteral administration of the sympathomimetic agent isoproteronol (19). Both parasympathetic and sympathetic stimulation have produced increased mucus glycoprotein production and volume of secretions (19). Parasympathetic agonists decreased secretions, whereas sympathetic agonists appeared to have no effect (19).
There is general agreement that the mucous blanket consists of two phases. An approximately 5,m thick layer of low viscosity periciliary fluid bathes the cilia in the trachea. Above this is a gel phase of higher viscosity material about 5 ,um thick (20). Recent observations in our laboratory indicate that the mucus glycoprotein blanket preserved after fixation and drying is ca. 1 to 2 ,m thick in normal rats (Fig. 1). The clawed tips of the cilia touch the upper layer at the top of their stroke (5). The existence of these two layers is supported by the work of Lucas and Douglas (21) and Bang and Bang (22) and Morgan et al. (23). The primary source of the upper layer is undoubtedly goblet cells and mucous glands; however, the source and control of the periciliary fluid has not been clearly demonstrated, although it appears to be related to water transport (7) across the epithelium.
Whether the upper mucous layer is a continuous blanket or consists of discrete "flakes" or "plaques" is a controversial issue. The work of Iravani and Van As (24), reviewed by Van As (25), supports the latter hypothesis. Many other workers have presented data indicating a continuous mucous blanket (20-22,26,27).
From available data it appears most likely that the gel mucous layer is thinner and discontinuous as the airways become smaller (5), where there are fewer ciliated and mucous secreting cells, as noted earlier. Even in the trachea we have observed areas as shown in Figure 2a where there is no overlying mucous glycoprotein and in Figure 2b where it is relatively thin and strands of glycoprotein can be seen. In our observations, these regions represent 20 to 25% of the surface area of the trachea in normal rats. Certainly mucous transport velocities decrease from the trachea to peripheral airways as shown by Iravani and van As (24), Asmundsson and Kilburn (28), and Morrow et al. (29).
Tracheal mucous velocities have been observed to range from 2 to 20 mm/min (1,2,5) in a variety of species measured with a variety of techniques. When consistent methodology is used (30), smaller species have slower velocities than large species. Velocities in the smaller bronchioles have been found to be
It must be recognized that description of mucociliary clearance in terms of velocity has limitations. At best, it represents an average which has a wide standard deviation (31,32), and it represents the fastest movement of material when a leading edge of transported material is measured. The key point is that mucous clearance is not necessarily as relentless and uniform as it is sometimes portrayed. For instance, there are preferential routes of clearance, at least in the trachea (32), and presumably in the lower airways. Therefore, there is the chance for particles to remain in an area of slow clearance for some time. Clearance from the smaller airways is also probably slower than has been generally recognized. Lee (33) has calculated velocities as low as - 5 _URL_ for terminal bronchioles by fitting a kinetic model to observed lung clearance curves.
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