If you want a neat inbox, you need to archive the emails you have already read that no longer have importance. Archiving mail allows you to access them whenever you need to retrieve them. However, the process is not complicated. The process is very easy and you can easily retrieve the email if you follow the steps.
The built-in mail app provided by Mac that you are using can also be clubbed with other third-party mail services such as Gmail or Outlook. Many people convert Apple mail to Outlook or Gmail using the built-in mail app. Therefore, you get numerous options for achieving your goal. Here is all the information you need to equip yourself to keep your inbox clean. All three scenarios are provided in detail, along with the steps you need to follow to perform your job successfully.
Archiving Gmail Emails on Mac
Using a Mac, you can set Outlook as default mail client Mac since you are not restricted only to the built-in mail app. You can still use Gmail. In such a case, you must store the email by clicking the achieve button that appears as a banker's box. You can easily find it at the right of the top of the page below the area where your search bar sits. Gmail also allows you to archive emails in bulk. But for this, you need to follow the below steps correctly:
 - Step 1: Open your inbox and select all the checkboxes displayed beside each email message.
 - Step 2: Select all the checkboxes that you want to archive.
 - Step 3: Finally, head to the Archive button at the top of the screen and click it. You are all set to enjoy a clean inbox now.
Archiving Mails in Your Mac Mail
Most people who use Macs tend to use the built-in mail app inside it. However, the method and steps you must go through to archive mail on a Mac are more or less similar to that of Gmail or Outlook. In the case of archiving a single mail, you can do it with the tap of your finger.
Click or tap on the Archive button which is situated right at the top of the window. Another easy way would be to right-click on a message you want to archive. You will see a context box that pops up, look for the archive menu and click on it.
Like Gmail, you can also archive emails in bulk as necessary. You must follow the steps which are mentioned below:
 - Step 1: Lead yourself to the command key on your keyboard and hold it down.
 - Step 2: Select all the messages that you want to archive in bulk by simply clicking on them.
 - Step 3: Look for the archive button at the top of your mail window and click it to end the process.
Archiving Outlook Emails on Mac
For people using Outlook, the method of achieving this is even simpler. You can do it by opening a message and selecting the Archive button at the top of the page. If you are unaware of the steps, you need not worry, as the method is similar to Gmail and Mac Mail. Follow the steps below to achieve your emails on Outlook in bulk:
 - Step 1: Lead yourself to the inbox and use the checkboxes beside each message.
 - Step 2: Select all the emails that you want to archive.
 - Step 3: Finish the process by clicking the archive button at the top of your screen.
Choose the Right Software for Yourself
These are all the steps that you need to know to ensure a tidy inbox. However, advanced technology has even allowed customers to use various mail services to automate the archive process. This acts as a great time saver for the ones with an unruly inbox that might take a considerable amount of time to clean and organize them. A variety of third-party software pieces is readily available in the market. This software is proven extremely useful for corporate officials who must check hundreds of emails regularly. If you opt for such software, you must choose depending on its various services and consider all your requirements.
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text: Head motion during Computed Tomographic (CT) brain imaging studies can adversely affect the reconstructed image through distortion, loss of resolution and other related artifacts. In this paper, we propose a marker based innovative approach to detect and mitigate motion artifacts in three dimensional cone-beam brain CT systems without using any external motion tracking sensor. Motion is detected using correlations between the adjacent projections. Once motion is detected, motion parameters ( i.e. six degrees-of-freedom of motions) are estimated using a numerical optimization technique. Artifacts, caused by motions, are mitigated by using a modified form Feldkemp-Davis-Kress (FDK) algorithm which uses the estimated motion parameters in back-projection stage. The proposed approach has been evaluated on a modified three-dimensional Shepp-Logan phantom with a range of simulated motions. Simulation results demonstrate a quantitative and qualitative validation of motion detection and artifacts mitigation technique.

source: m-a-p/FineFineWeb


text:
K - 3
Grades K-3 (Ages 5-9)
The Flying Jazz Kittens
by Sherry Luchette
The Flying Jazz Kittens Book/CD set contains music and ideas to explore jazz style rhythms and beginning improvisation activities for children in the elementary music classroom, PreK-8.
It is designed for the elementary music teacher who is looking for some fun, hands-on activities in the area of jazz music to incorporate into their curriculum. No prior jazz experience is necessary. All of the activities in this book have been tested in the music classroom and edited with the help of other music teachers, jazz musicians and many classroom experiments.
Freddie the Frog® and the Flying Jazz Kitten
by Sharon Burch, illustrated by Tiffany Harris
Freddie the Frog® finds adventure again when some cool jazz cats fly their plane to Treble Clef Island to pick up a new horn. With the help of the Flying Jazz Kitten and a swingin' beat, Freddie becomes a jazz sensation. Freddie the Frog® and the Flying Jazz Kitten introduces children to jazz through interactive scat. The enclosed audio CD includes the dramatized story, sing-along songs and an instrumental blues track to create your own special scat. Ages 4-9.
Now's the Time
Teaching Jazz to All Ages and the companion CD
By Doug Goodkin
Music educator Doug Goodkin makes a compelling case for including jazz in every child's education and offers a sequential approach for teaching it to all ages. Combining theory and practice, this book includes:
- Integration with the Orff approach to music education
- A developmental sequence for children between 3 and 14 years old applicable to beginners of all ages
- Games, songs, speech pieces, body percussion and movement activities
- Roots music, jazz blues, jazz standards and jazz compositions arranged for Orff instruments and other ensembles
- Essential jazz theory and key historical, cultural and aesthetic background
- A Middle School jazz curriculum with sample student work.
By Shelly Berg, Margaret Fitzgerald, and Kimberly McCord
Chop-Monster Jr. is a teacher's handbook that clearly outlines how to teach jazz to elementary classroom music students. No prior jazz experience is necessary for teachers or students. Imaginative call-and-response activities, movement, and circle games teach young people how to sing and play JAZZ! Students will be able to groove to and play jazz "swing" beats; vocalize and play swing eighth-notes; communicate musically through call-and-response; scat-sing and improvise one-, twoand three-note phrases; independently perform kid-sized jazz works.
Jazz it Up!
By Susie Davies-Splitter and Phil Splitter
This collection features 10 songs by Susie Davies-Splitter and Phil Splitter, Australian music and jazz educators. K-8 students will sing, improvise and move to these jazzy tunes. The songs use a variety of elements of jazz - call-response, scat singing, improvisation, rhythm and blues with accompaniments by Australian music educators Susie & Phil. Activities are provided for each song at a variety of levels, so that the songs can be used for K-6. The songs can be performed with the performance/accompaniment CD, or the students can play many of the accompaniments using the Orff arrangements that are given. The collection includes reproducible vocals making this a very economical way to purchase vocal jazz music for your K-6 classroom or your elementary choir.
Jazz Cats Recorder
By Brad Keller and Bonnie Rossa
This illustrated collection of 6 easy-medium jazz pieces for beginning and intermediate recorder players will teach your students about various jazz styles by playing jazzy pieces on the recorder. The kit includes reproducible song sheets, coloring pages for each song, a performance/accompaniment CD, and PowerPoints.
Jammin' With The Jazz Cats
By Brad Keller and Bonnie Rossa
Jamin' With the Jazz Cats Orff book and CD's systematically teaches 3rd-5th grade students to improvise stylistically correct solos. The songs and teaching processes internalize the unique rhythmic vocabulary of jazz. The 9-13 CD tracks for each song provide teachers with an easy and foolproof modeling and practice experience for their students. The teaching process and comprehensive CD tracks ensure that teachers without any previous jazz experience will confidently and effectively teach their students to improvise and perform.
Exploring the Blues
Composer: Bradley Shank
Composer: Tom Anderson
Here is a valuable all-in-one resource that will help you introduce your students to this great American art form. Originally developed for Music Alive magazine, each topic includes a reproducible student article, reproducible activity pages (including listening maps, worksheets and other enrichment ideas), and a detailed National Standards-based lesson plan. All musical examples are included on the enclosed CD. Topics include: Birth of the Blues (W.C. Handy), Early Blues Guitarists (Charlie Patton, Robert Johnson and others), Women and the Blues, Now and Then ("Ma" Rainey, Dinah Washington, Aretha Franklin and others), The Blues Begin to Rock (Chuck Berry, Elvis Presley, Eric Clapton and others), Blues Across America, and a special section on blues greats: Bessie Smith, John Lee Hooker and B.B. King. Available: Book/CD Pak (w/ reproducible pages).
Click here for Jazz Books and Storybooks for Grades PreK-6
Share a Jazz Teaching Tip or Lesson Idea
Your email address will not be published. Required fields are marked *

source: HuggingFaceFW/fineweb-edu


Beefy Boxes and Bandwidth Generously Provided by pair Networks Frank
good chemistry is complicated,
and a little bit messy -LW

PerlMonks
Answer: How do you simulate the use of the keyboard ?
( #10933=categorized answer: print w/ replies, xml ) Need Help??
Q&A > input and output > How do you simulate the use of the keyboard ? contributed by httptech
Well, the keyboard is usually read using <STDIN> which is just another filehandle.
So say you have written a script that asks a few questions like:
print "What is your name? "; my $name = <STDIN>; chomp $name; print "What is your quest? "; my $quest = <STDIN>; chomp $quest; print "What is your favorite color? "; my $color = <STDIN>; chomp $color;
Now, if you want to test that out without actually having to type it into the keyboard, you can make a textfile like:
Anonymous Monk I seek the Wisdom of the Monastery Yellow...no, Blue! arghhhhhhhh!
Now, you can open that file in your program and assign it a filehandle <FOO>, ahead of where the questions are asked. Then, use a line like this: *STDIN = *FOO; (also before where you first start grabbing STDIN)
That allows you to alias STDIN to FOO and the file will be read instead of the keyboard while you are testing your program. When you're done testing, just remove the open statement and the *STDIN = *FOO line and you're all set.
Comment on Answer: How do you simulate the use of the keyboard ?
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Al Campbell, Field Editor
June 16th, 2003
The Grand Illusion
By Al Campbell
What is that magic ingredient that makes a fish want to eat an artificial fly? Is it size or color? Does the way a fly floats or the shape of the wings have anything to do with it? Is motion or lack of motion a selling point to the fish? What magical ingredient creates the proper illusion that makes a fish want to munch on your particular offering at that particular time?
Sometimes motion is the key. Motion means life, and fish often drop their defenses when a fly is presented with the proper motion. It might be the erratic motion of a crayfish or the pulse-pause-pulse motion of a dragonfly nymph that sets their hearts to thoughts of feeding. Maybe it's the flash of a fleeing minnow that your fly presents which keys a response, or the illusion of something edible. Could it be the skittering motion of a caddis imitation the fish are waiting for?
I'm a firm believer in the idea of triggers in a fly. By that, I mean the features of a fly or group of flies that trigger a feeding response in the fish we are trying to fool. Those triggers could be size, shape, color or a certain flash that convinces our quarry that the imitation is the real thing. It might be a combination of those things or just one or two key items that sets our imitation apart from the rest. If we want to be more successful, we must discover those triggers and concentrate on those features in our flies.
Several of the flies I have designed that are very successful were designed with those triggers in mind. One example would be my Shrimpf pattern that fools bonefish very well. When I designed it, I didn't have any real bonefish experience, but I did have a lot of successful bonefish flies to examine. I looked for common features in those bonefish flies and extracted what I believed to be the triggers that made them successful. Then I put them in a fly that is easy to tie and easy to fish. It worked.
Elk hair caddis and stimulator flies have a lot of hackle on them. That hackle allows the fly to be skittered across the surface of the water. The insects those flies imitate lay their eggs by flying low above the water and laying their eggs on the fly, or by doing stop and go egg laying. The flight is usually in an upstream direction. While fish will take one of those flies as it drifts downstream in the classic drift, they usually grab it much faster if it is skittered across the surface the way real insects move. In this case, motion is a trigger to success.
How does that apply to hackle? Why do some types of hackle seem to be more productive than others? For instance, why does grizzly hackle seem to be more productive in flies than plain old brown hackle? What is that secret ingredient in grizzly hackle that triggers a feeding response in fish? Could it be the illusion of motion? Does the hackle look like the beating wings of an insect?
When you look at a classic dry fly, something about the hackle seems to create the feeling of motion. This is especially true if the feathers used to hackle the fly have a dark band in their center of if the feather has broken bands of color in its length. Take a good look at a fly that was created with badger hackle or cree hackle and it will look more alive than a fly that has a single colored hackle wrapped around it.
The mix of colors in an Adams dry fly hackle looks more "alive" than it would if the hackle were only brown. A golden badger hackle on an elk hair caddis looks more like it is moving than a ginger or brown hackle would. Why do you suppose we cherish cree hackle with its multi-colored appearance so much? I think it is the illusion of motion that sets our hearts on fire, and I also think the fish sense the same motion we see.
I'm not advocating anything radical here. I just want you to think outside the box for a minute. Is it possible that your dry flies might be more productive if the hackle you use on them looked more like the motion of beating insect wings? Could you maybe add a hackle or change a hackle to create a better illusion of motion in your fly? Am I totally off my rocker?
For a moment, just one tiny moment, consider the idea that your hackle could provide the extra illusion of moving wings. Now consider that a slight change in materials might increase that illusion. It might make all the difference in your catch rate on those tough days when fish are feeding on everything but your offerings. Would a furnace hackle be more productive on your Royal Wulff fly? How about changing the hackle on your Light Cahill to a badger instead of a cream. Would that increase the illusion of motion?
Like I said before, I'm a firm believer in the idea that every successful fly has something in it that riggers a feeding response in the fish. That trigger is a feature that creates the illusion of life to the fish. If you can concentrate on the trigger mechanism in your artificial flies, I'm convinced you'll catch more fish.
Next time you look at a fly you just finished tying, look at the possibility of improving the illusion of motion in the next fly you tie. If you do that, you'll eventually know if I'm nuts or if there is a better way to fool a fish. ~ AC
Previous Al Campell Columns
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text:
Responding to the Challenges of Gifted Education in Rural Communities
There are both achievement and opportunity gaps for low-income students when compared to their economically advantaged peers; and, for rural students, these gaps may be even more pronounced. In this manuscript we draw from our ongoing work in a five-year federally-funded, Jacob K. Javits grant focusing on promoting gifted education in rural schools. To address issues of under-identification of gifted students in these settings, and to investigate ways to maximize achievement, we established an alternative process for identifying gifted students in rural schools; and we created units integrating place-based pedagogy within an evidence-based curriculum model as an intervention. Finally, we discuss preliminary findings from the pilot year and first half of the second year of the study documenting success in augmenting the pool of identified students and engaging teachers in implementing the curriculum. Perhaps more importantly, we document lessons learned and more global takeaways for the field. Specifically, we discuss the influence of deficit thinking with regard to rural schooling (and subsequent recognition of gifts and talents), the risk of generalizing rural to all rural places, and the nuances of rural poverty not captured in commonly used metrics, such as Free and Reduced Lunch.
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).

source: openbmb/Ultra-FineWeb


shiny.ui.tags.var#
shiny.ui.tags.var(*args, children=None, **kwargs)#
Create a <var> tag.
The <var> HTML element represents the name of a variable in a mathematical expression or a programming context. It's typically presented using an italicized version of the current typeface, although that behavior is browser-dependent. Learn more at _URL_
Parameters
 - *args – Child elements to this tag.
 - children (Optional[List[Union[Tagifiable, Tag, MetadataNode, str, TagList, float, None, Dict[str, Union[str, float, bool, None]], Sequence[Union[Tagifiable, Tag, MetadataNode, str, TagList, float, None, Dict[str, Union[str, float, bool, None]], Sequence[ForwardRef]]]]]]) – Child elements to this tag.
 - **kwargs – Attributes to this tag.
Return type
Tag


text:
Sökning: "pre-school goal documents"
Hittade 2 avhandlingar innehållade orden pre-school goal documents.
Sammanfattning : With the overall aim of "analysing and comparing the language that was used during the period _PHONE_ in pre-school documents with regard to the duty of promoting the development of children into responsible persons and citizens", the thesis studies seven authoritative government texts for pre-schools. The goal documents form an intertextual chain whose first link was published under the auspices of the National Swedish Bord of Health and Welfare, when the number of institutions for the care and education of the youngest children was still very limited. LÄS MER
Sammanfattning : This dissertation reports on an investigation into how digital tools are used, negotiated and given meaning in Swedish pre-school teacher education. The overall aim has been to create a deeper understanding of how students' information literacies are enacted when digital tools are used and appropriated in the daily life at a pre-school teacher education, in relation to conceptions of the digitalisation of teacher education in national policy. LÄS MER


Home > Class Reference > %SYS namespace > %iKnow.Classification.Methods.naiveBayes
class %iKnow.Classification.Methods.naiveBayes extends %iKnow.Classification.Methods.Base
This classification method relies on the Naive Bayes theorem to calculate the probability a document belongs to a category based on probability scores for the individual terms.
Given this probability-based approach, the document vector local weights and normalization settings are fixed at "binary" and "none" respectively.
Method Inventory (Including Private)
Methods (Including Private)
method %BuildClassificationMethod(ByRef pClassifier As %iKnow.Classification.Definition.Classifier, pVerbose As %Boolean = 1, pIncludeBuilderParams As %Boolean = 1) as %Status [ Language = objectscript ]
Inherited Members
Inherited Properties (Including Private)
Inherited Methods (Including Private)


text:
The Archaeology of Ocmulgee Old Fields, Macon, Georgia
Publication Year: 2005
A Dan Josselyn Memorial Publication
A 17th-century trading post and Indian town in central Georgia reveal evidence of culture contact and change.
Ocmulgee Old Fields near Macon, Georgia, is the site of a Lower Creek village and associated English trading house dating from the late 17th and early 18th centuries. It was excavated in the early 1930s as part of a WPA project directed by A. R. Kelly, which focused primarily on the major Mississippian temple mounds of Macon Plateau. The specific data for the Old Fields was not analyzed until nearly 30 years after the excavation.
Part of the significance of this site lies in its secure identification with a known group of people and the linkage of those people with recognizable archaeological remains. The Old Fields site was among the very first for which this kind of identification was possible and stands at the head of a continuing tradition of historic sites archaeology in the Southeast.
Carol I. Mason's classic study of the Ocmulgee Old Fields site has been a model for contact-period Indian archaeology since the 1960s. The report includes a discussion of the historic setting and an analysis of the archaeological materials with an identification of the Lower Creek town and possibly of the English trader who lived there. Now, for the first time, the original report is widely available in book form. With a new foreword by the author and a new introduction from Southeastern archaeology expert Marvin T. Smith, readers have the benefit of a contemporary view of this very fine piece of careful scholarship.
Carol I. Mason is Adjunct Professor of Archaeology at Lawrence University in Appleton, Wisconsin, and author of Wisconsin Indians: Prehistory to Statehood. Marvin T. Smith is Professor of Anthropology at Valdosta State University and author of Coosa: The Rise and Fall of a Southeastern Mississippian Chiefdom.
"This volume is valuable as a landmark in Southeastern research. It is somewhat outdated in its archaeological comparisons, but it is an excellent source for site findings and historical documentation.... The book provides greater insight into more current documents on the topic of these early relationships between the Old and New Worlds in the Southeast. It is a starting point from which to move forward and is valuable as a catalyst for future research."—Southeastern Archaeology
" Mason's work presents the analysis and interpretation of a large body of material excavated by Works Progress Administration archaeologists during the 1930s and, in this case, continued into the 1940s. Large-scale projects, undertaken by field crews numbering in the hundreds of workers, amassed quantities of artifactual material and supporting documentation. In many instances, substantial amounts of material remain unanalyzed and unreported to this day.... The Ocmulgee Old Fields site with its mix of indigenous and European people, local material culture and trade goods, and varied functions represents an opportunity to study the Lower Creeks between 1670 and 1717....I recommend (this volume) to all colleagues laboring to understand the early historic peiod in the Southeast."—The Florida Anthropologist
"A masterful blend of meticulous archaeological analysis and wide-ranging historical research... with extraordinary style and wisdom."—Journal of Field Archaeology
Published by: The University of Alabama Press
Download PDF (29.8 KB)
List of Plates, Tables, and Figures
Download PDF (50.3 KB)
Foreword by Marvin T. Smith
Download PDF (186.0 KB)
When I was asked to write the introduction to Carol Mason's "The Archaeology of Ocmulgee Old Fields, Macon, Georgia," I jumped at the chance. In my opinion, this volume is one of the most outstanding works to come out of the 1960s. In many ways, it was way ahead of contemporary archaeological studies of contact period archaeological sites, and it still provides...
Download PDF (42.9 KB)
Ocmulgee Old Fields near Macon, Georgia, is part of the multi-component, major Mississippian site of Macon Plateau. This great temple mound siteearly attracted archaeological attention, and the Lower Creek village and associated English trading house were but small parts of the large-scale excavations that took place there as part of public works following the Great...
Original 1963 Preface
Download PDF (59.0 KB)
During the years immediately following the depression of 1929, a numberof large archaeological sites were excavated with labor provided by government agencies. Some of these sites have yet to be written up and their datamade generally available; others have provided much of the backbone for archaeological interpretation in the Southeastern United States. The present...
Download PDF (82.4 KB)
In recent years, research in the early colonial history of the eastern United States has been receiving information from purely archaeological sources. Excavations at Jamestown (Cotter 1958), Williamsburg (Hume1958), Hopewell Iron Furnace (Mason 1958), and other early white settlements are contributing significantly to a more realistic and detailed picture...
1. The Historical Setting
Download PDF (398.1 KB)
The brief thirty-year interval during which the Creek Indians and the Carolinian trading house shared the site at Macon is but one short scene in a long and complex series of events that moved inevitably toward the eventual displacement of the Indians. The principal actors in this scene were the Carolinian settlers and traders, whose dreams for commercial empire and...
Part I. Archaeological Evidence
2. Excavations at Ocmulgee
Download PDF (143.1 KB)
The trading house and the Creek town site at Ocmulgee National Monument in Macon, Georgia, are geographically part of the Macon Plateau, one of the most familiar and most excavated Mississippian sites in the southeastern United States (Kelly 1938; Fairbanks 1956a). Directly on the fall line, this large site overlooks the Ocmulgee River and the low plain that...
3. The Trading House
Download PDF (347.2 KB)
It has been common knowledge in the Macon area for many years that the Ocmulgee National Monument mound group was once an Indian town during the earliest days of white penetration into the Southeast. For many years, it has been customarily called the "Old Fields," a designation used by many white settlers as well as by the Indians to refer to a once-occupied...
4. The Lower Creek Town Site
Download PDF (696.3 KB)
The Lower Creek town that supplied the trading house with skins was one of eleven Indian towns settled on or near Ochese Creek after 1690. The land that was chosen for this particular village after its removal from the Chattahoochee River was already an "old fields" when the Lower Creeksarrived there; and in their legends, at least, they believed it to be the site of...
Download PDF (870.2 KB)
Because the Macon Plateau is a multi-component site with no really air-tight stratigraphic separation of cultures, it is often totally impossible to determine whether a given artifact belongs to the Lower Creek occupationor not. Only in the cases of pottery, a few other aboriginal tools and ornaments, and, of course, the articles brought into the town by trade can...
Part II. Archaeological and Historical Implications
6. Identification of the Creek Town
Download PDF (205.6 KB)
There are two lines of evidence bearing on the identification of the specific Lower Creek town that occupied the Macon site during the tenure of the Lower Creeks on the Ocmulgee River. The first of these indicates that the town was Hitchiti Town, the head (and probably mother) town o fa number of Hitchiti-speaking settlements. In later years, at least, this group...
7. The Lower Creeks and Their Neighbors
Download PDF (360.9 KB)
For a number of years, attempts have been made to reconcile the succession of archaeological cultures in Georgia and Alabama, particularly as it is expressed in ceramic traditions, with the various modern Indian groups that lived in those two states at the time of European contact. The two main, and also conflicting, points of view on this matter involve the...
8. The Origins of Lower Creek Ceramics
Download PDF (343.4 KB)
Combining historic information on the Lower Creeks with data from the areas of their supposed prehistoric residence is anything but a simple exercise in archaeological correlation. Tracing the roots of Lower Creek ceramics into the prehistoric past has always foundered on the total lack of demonstrably precontact sites bearing pottery recognizable as Lower Creek...
Download PDF (80.4 KB)
The Lower Creek town and Carolinian trading house at Ocmulgee National Monument are together representative of an important juncture both in English colonial history and in Creek archaeology. The establishment of Charles Town and the first attempts at English colonization in Carolina stood for a while on a precarious footing. The spread of the Indian...
Appendix I. Catalogue Numbers of Illustrated Artifacts
Download PDF (48.5 KB)
Appendix II. Pottery Types
Download PDF (71.9 KB)
Download PDF (160.8 KB)
Download PDF (109.9 KB)
Page Count: 241
Publication Year: 2005


text:
Please use this identifier to cite or link to this item:
|Title:||Investigation of the Main Stages in Modeling Spherical Particles of Inhomogeneous Materials|
|Citation:||Trans Tech Publications Ltd|
|Abstract:||This scientific study deals with the main issues related to the process of filling inhomogeneous materials into a rectangular hopper. The article develops an algorithm for filling particles of structurally inhomogeneous materials. A micrograph of the structure of samples of inhomogeneous materials is presented. It was found that the structure of samples of heterogeneous materials consists of three layers: external, internal and impurities of various grinding aggregates. Based on microstructural analysis, the presence of particles of various shapes and sizes was justified. On the basis of which the main initial conditions for filling the package with spherical particles were described. The basic physical and mechanical properties of structurally inhomogeneous materials were studied using the obtained results. We also constructed an approximate dependence of porosity on the particle diameter of inhomogeneous materials.|
|Description:||One of the important problems in Ukraine is the problem of the protection of nature and environment [1, 2, 3]. It is also important to establish an optimal balance between resources and processing industries [4, 5, 6]. These problems can partly be solved by powder metallurgy , which allows introducing the waste-free production of goods of broad purpose, save energy and materials to reduce labor costs by reducing the number of manufacturing operations, and apply new technologies [8, 9]. These technologies allow going from observing and ascertaining facts to prediction of various properties of materials, products and processes by means of computer and information technologies that have been actively used since 90th years of the last century in the field of materials science [|
|Appears in Collections:||Кафедра наглядово-профілактичної діяльності|
Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.


text: In this four-day workshop, students will learn how to use the silkscreen process to create hand-printed multiples of an original image. Silkscreen is an exciting art-making technique with a rich history and a diversity of applications: from fine art prints to t-shirt designs, protest posters, and beyond. Students in this course will be exposed to a variety of historical and contemporary examples of silkscreen printing and will use these examples as inspiration as they design and print their own original artworks. Students are encouraged to investigate their own interests and ideas when developing their subject matter for the project. Technical skills learned will include both digital and hand-cut film stencil making, the photo-exposure process for transferring images onto screens, color theory when mixing inks, proper printing techniques, and correct registration of multiple color layers within a single print.


text:
Assessment of the Solid-Phase Adsorption Method for Sampling Biomass-Derived Tar in Industrial Environments
Artikel i vetenskaplig tidskrift, 2013
Low-temperature gasification of biomass is a primary process step for production of biofuels or electricity using gas-fired engines or turbines. In addition to the desired product gas, the raw gas produced through gasification inevitably contains condensable hydrocarbons, known collectively as tar. The amount and composition of the tar have relevance for the efficiencies of the downstream processes. Tar can be measured using both online and off-line methods. However, many of these methods currently lack information regarding their implementation and accuracy levels for large-scale systems. In this work, the Solid-Phase Adsorption (SPA) method for measuring tar in industrial applications is evaluated. The individual steps of the method were examined for their effects on the overall performance of the analysis. Sample collection was found to be the most prominent source of error, and this was mainly due to human factors. Omitting to determine the temperature and pressure of the sampled gas contributed to this error, as the sampled volume of gas under normal conditions could not be correctly calculated. Inconsistencies in the treatment and storage of the collected samples were shown to affect the more volatile species with boiling points similar to that of benzene. The gas chromatography (GC) analysis was performed with satisfying accuracy. However, the reliability of the estimations of the average composition and dew-point of the tar mixture were dependent upon the amount of the identified species. The current implementation of the SPA method yields values with a relative standard deviation within 10% for the majority of the compounds in a given sample. However, in line with the result of previous studies, the tar species with boiling points between those of benzene and xylene (i.e., the BTX compounds) were measured with a lower accuracy than those of heavier tars.


Determine the size of the face mask (sizes range from petite to extra-large [XL]) that best fits the subject by measuring the subject's nose-to-chin dimensions. An appropriately-sized mask will fit comfortably yet will prevent air from leaking in between the mask and the subject's skin at any point. Try on other sizes if necessary.
 7. Verify that the subject's pockets and clothing are free from magnetic-based credit cards and iron-containing metal pieces. If required, have the subject change into the medical gown provided by the MRI facility.
 NOTE: Metal can be hazardous in the MRI environment, and metallic objects such as clips (typically in bras), metal rings (bras and hoodies), metal button or zippers (shirts, sweaters), hair extension and wigs have the potential to create imaging artifacts.
2. Preparation of the MRI Environment
 1. Only allow personnel trained in MRI safety to the standards of the imaging facility to enter the scanner room or assist in performing this experiment.
 2. Configure the MR scanner for use with a torso coil by connecting the coil to the appropriate connector in the scanner table.
 3. Prepare the scanner table with sheets, pads, and pillows so that the subject will be comfortable for at least 30 min during imaging.
 4. Assemble the oxygen delivery system.
 NOTE:
 A schematic diagram of the tubing is presented in Figure 2.
 1. Place a two/three-way switching valve within reach of the scanner operator or person performing the SVI experiment.
 2. Connect either the tank of medical oxygen (outside the scanner room) or the oxygen wall supply (if available) to one inlet of the switching valve using ¼-inch plastic tubing.
 3. Connect the outlet of the switch valve located in the control room to the 8 m (sufficient length for the scanner) ¼-inch plastic tubing. Feed the tubing through the pass-through, from the control room to the scanner room, and ensure that it will reach the middle of the scanner bore.
 NOTE: The plastic tubing connecting the switching valve outlet to the flow-bypass mask included a step up in diameter in the last 2 m, from ¼ inch to 3/8 inch to ½ inch, in order to decrease the noise produced by air flowing into the flow bypass system.
 4. Connect the ½ inch end of the tubing to the flow-bypass mask attachment.
 5. Secure the flow-bypass attachment to the face mask that fits the subject.
 6. Set the pressure on the gas tank or wall outlet regulator to a value that produces a flow of oxygen greater than the expected peak inspiratory flow. The pressure needed depends on the nature of the study (rest, exercise, etc.) and the overall resistance of the gas delivery system (typically ~70 psi for the delivery system described in step 2.4.3 for studies at rest).
 7. Test the switch valve by activating the flow of oxygen, making sure adequate flow is present at the outlet of the flow-bypass attachment and that no leaks are present in the plastic tubing.
3. Instrumenting and Preparing the Subject for Imaging
 1. Have the subject lie on the MRI table. Make sure the top of the lower-coil element provides adequate coverage of the lung apices, by making sure the top of the lower-coil element is higher than the subject's shoulders.
 2. Have the subject insert earplugs and verify that sound is being blocked.
 3. Tape the squeeze ball (or an alternate safety mechanism) to the subject's wrist so that it can be easily accessed.
 4. Attach the mask and flow-bypass system to the subject's face. Briefly occlude the expiratory side of the flow-bypass attachment and ask the subject to attempt a normal inspiration and expiration to check for leaks.
 5. Place the subject into the scanner, using the light centering tool to make sure that the torso coil occupies the center of the bore.
 6. Connect the flow bypass line to the 3D printed flow-bypass mask attachment using the tight-fitting brass nut to the inlet.
4. MRI Imaging
 1. Select the anatomical location for imaging slices.
 1. Acquire a localizer sequence to obtain an anatomical map that will be used to prescribe the rest of the exam.
 2. Select up to 4 sagittal lung slices to be studied by clicking and dragging the imaging slice to the desired location using the scanner graphical user interface. Typically, the field of view is set to 40 x 40 cm and slice thickness to 1.5 cm. Select slices centered in the lung field targeting the region of interest for the study, typically minimizing the intrusion of large pulmonary vessels medially and chest wall laterally to maximize the sampled lung volume.
 NOTE: Slice selection can be done in any plane; up to 4 slices can be selected. For the purpose of demonstration, one slice will be acquired.
 3. Make a note of the location of the imaging slices with respect to the location of the spinal column so that the same volume can be reimaged for longitudinal studies.
 2. Specific ventilation imaging
 NOTE:
 A list of typical MRI parameters is presented in Table 1.
 1. Set the inversion time in the MR computer for the most medial slice to 1,100 ms to maximize air-oxygen contrast17.
 2. Set the acquisition parameters (Table 1) for imaging acquisition. For multi slice acquisition, each additional slice is acquired after the first, at intervals of 235 ms (1,335 ms, 1,570 ms, 1,805 ms).
 NOTE: Following the inversion recovery pulse and a time interval (described by the inversion time), each slice image is acquired using a half-Fourier single-shot turbo spin-echo (HASTE), at 128 x 128 resolution (70-lines of k-space sampled); images are reconstructed to 256 x 256 resolution.
 3. Set the number of repetitions to 220 and the repetition time (TR) to 5 s. This will result in repeating 4.2.1 and 4.2.2 for a total of 220 consecutive breaths, 5 s apart. Ask the subject to voluntarily gate his or her breathing in time with the image acquisition.
 NOTE: Images are acquired at the end of a normal expiration in a short voluntary breathing interruption at functional residual capacity (FRC). It is important that a similar lung volume is reached consistently during each of these consecutive acquisitions.
 4. Monitor the consistency of the subject's lung volume (end expiration) during subsequent acquisitions and provide feedback to improve quality if necessary. Increase TR (the time interval between successive acquisitions) if the subject finds it difficult to reach a consistent lung volume every 5 s.
 5. Switch the subject's inspired gas mixture every 20 breaths (during the acquisition breath hold for the subject's comfort), alternating between room air and medical oxygen. Make note of when the switches occurred, and the intervals during which the subject was breathing each gas. Allow the subject to breath 100% oxygen for 40 consecutive breaths at some point in the experiment (typically breaths 20-60 or 180-220) to increase sensitivity to low ventilation lung regions.
 6. Regularly verify heart rate (40−80 for normal subjects at rest) and oxygen saturation (typically 98−100%) by looking at the pulse oximeter (Figure 2); deviations from the norm can signal distress or anxiety.
 7. Talk to the subject frequently by pressing the scanner keyboard push-to-talk button, giving regular updates of time remaining.
 8. After breath 220, imaging is complete. Return the subject to room air and remove him or her from the scanner.
5. Creating a Specific Ventilation Map from a Time Series of Images
 1. Verify that a stack of 220 consecutive MR images for each lung slice were acquired.
 2. Import the images for registration into the image analysis software (e.g., MATLAB).
 3. Of the 220 images, choose, by visual inspection of the entire image stack, for each slice one that best represents functional residual capacity. Functional residual capacity is identified as the "mode" of lung volumes in the stack.
 4. Using the "mode" image as reference, use projective or affine registration to register all images to the functional residual capacity reference.
 NOTE: Registration is typically performed using an algorithm developed in house18 or a publicly-available generalized-dual bootstrap iterative closest point algorithm (GDB-ICP19).
 5. Use the output of the registration algorithm to compute the area change of each image. Discard images whose registration step required >10% area change from the image stack, and treat them as missing data20.
 6. Quantify specific ventilation in the lung from the registered stack using an algorithm developed in house1,7. Perform quantification by comparing the time response of each voxel to the consecutive oxygen washin and washout series, to a library of 50 simulated, noise free, responses, corresponding to specific ventilations ranging from 0.01 to 10, in 15% increments. Each voxel is assigned a value of specific ventilation corresponding to the specific ventilation of the simulated ideal presenting maximal correlation with each voxel's time series, as originally presented in1.
 7. The output of the previous step is a map of specific ventilation. Create a histogram of the distribution, and compute the width of the specific ventilation distribution, a measure of the specific ventilation heterogeneity, independent of tidal volume.
6. Combining Specific Ventilation and Density Maps to Compute Regional Alveolar Ventilation
 1. In addition to SVI, acquire lung proton density images21, as described in a previous study22 (sections 4.4 and 5.1 in reference22). Obtain the proton


text:
Feb. 27, 2013 Obesity rates across Canada are reaching alarming levels and continue to climb, according to a new University of British Columbia study.
Published today in the Canadian Journal of Public Health, the study provides the first comprehensive look at adult obesity rates across Canada since 1998, complete with "obesity maps."
"Being obese or overweight significantly increases the risk of chronic illnesses, such as heart disease, diabetes, and some cancers," says study lead author, Prof. Carolyn Gotay in UBC's School of Population and Public Health. "Our analysis shows that more Canadians are obese than ever before -- on average, between one fourth and one third of Canadians are obese, depending on the region."
The Maritimes and the two Territories had the highest obesity rates from 2000 to 2011 -- more than 30 per cent of the population in these regions is estimated to be obese. British Columbia had the lowest overall rates, but obesity still increased from less than 20 per cent to almost 25 per cent. Meanwhile, rates in Quebec remained below 24 per cent.
The obesity maps that accompany the study serve as a tool to regional authorities to monitor and act on these trends, says Gotay, who is also the Canadian Cancer Society Chair in Cancer Primary Prevention in UBC's Faculty of Medicine.
"Maps that use colours and well-known geographical depictions are an efficient way to convey complex data that transcends language differences and personalizes the data for the viewer," says Gotay. "This information can provide an impetus for action for the public, health care providers, and decision makers."
Using data from the Canadian Community Health Survey, the researchers adjusted self-reported Body Mass Index (BMI) data to get more accurate obesity estimates. Over the 11-year study period, the researchers found the greatest increase occurring between 2000 and 2007.
Other social bookmarking and sharing tools:
- Carolyn C. Gotay, Peter T. Katzmarzyk, Ian Janssen, Marliese Y. Dawson, Khatereh Aminoltejari, Nicci L. Bartley. Updating the Canadian Obesity Maps: An Epidemic in Progress. Canadian Journal of Public Health, 2013; 104 (1) [link]
Note: If no author is given, the source is cited instead.


for the filename suffix, and 1 for the minimum number of digits.
 6. Make a folder named "Frames" and set it to be the output directory.
 7. Select JPEG as the file type, set quality to 100.
 8. Click OK to start extracting frames.
Virtualdub extract frames.gif
Generating the Video
Aligning the Axes
To generate the video, you first need to download the Matlab.m files: File:Swarm plotting files.zip.
Extract the files, and take the Frames folder holding the movie frames and main_log.m generated by the data logger, and put them in the extracted folder which also holds VIDEO_OVERLAY.m
We must now align the plotting axes with the real world axes in the video, so that the position and SCALE will be correct when we overly the figures. To do this, we will use nine equally spaced points arranged in a rectangle centered at the origin. The alignment parameters are saved, so you only need to do this once if you don't move the camera. If need be, you can make a short video clip with marked points on the testbed just for alignment.
To perform the alignment,
 1. Make sure RES is set to the width and height of the resolution of the frames, in pixels (e.g. [width height]).
 2. Go to DOT_X and DOT_Y and set these to the x-axis and y-axis spacing between each of the nine dots in the real world.
 3. Set TEST_OVERLAY_FITTING = 1 and GEN_MOV = 0 and run the script. This will plot a square and nine '+' points in on top of the first frame of the video. Make sure the square is a true square, and not distorted.
 4. Adjust X_OFFSET and Y_OFFSET until the center '+' is lined up with the center dot (the origin of the real world coordinate system).
 5. Adjust SCALE until the other 8 dots are well matched up. SCALE will scale the axis, so increasing SCALE will increase the range of the axis, thus decreasing the unit distance.
 6. The overlay axes should how match the real world axes in the video.
Setting Configurations
If you run the VIDEO_OVERLAY.m script with 'GEN_MOV=0', you can preview what the video will look like, but the video will not be saved.
To generate the video, you need to enter the settings that you want.
 - VIDEO_TIME=TIME_IN_SECONDS: (default = 75) This is the desired video duration in seconds. You must have enough data and video frames to generate the video of this duration.
 - FPS=FRAMES_PER_SECOND (default = 30) This is the frames per second of the video footage.
 - GOAL =GOAL STATISTICS (default = [100 300 160000 40000 40000]) This is an array that contains the goal's initial first moments and second central moments ([x y xx xy yy]). If you change the goal from the command console and the data logger recorded it, these values will be overwritten.
 - COMMR =COMMUNICATION_RADIUS (default = Inf) This is the default communication radius in millimeters. If you change the radius from the command console and the data logger recorded it, this value will be overwritten.
Draw Options
 - DRAW_COMM_LINKS: =1 to draw communication links, =0 otherwise.
 - DRAW_SWARM_ELLIPSE: =1 to draw actual ellipse representing swarm, =0 otherwise.
 - DRAW_GOAL_ELLIPSE: =1 to draw the goal ellipse, =0 otherwise.
 - DRAW_INDIVIDUAL_ESTIMATES: =1 to draw the individual estimates of the swarm of each robot, =0 otherwise.
 - DRAW_ROBOT_MARKER_DOT: =1 to draw colored dots on top of the robots, = 0 otherwise.
 - COMM_LINE_THICKNESS: the thickness of the lines if communication links are drawn.
 - DOT_MARKER_SIZE: the size of dot marker if the dots are drawn.
Generate Movie File
GEN_MOV: =1 to generate and save the movie (could take a long time), =0 for preview only (much faster, but video won't be saved).
Repairing Damaged Videos
Sometimes, the video generated by MATLAB will be damaged. You can try to repair the file by opening it with VirtualDub, selecting Video>Direct Steam Copy, and then File>Save as AVI.
Compressing the Video
There are many ways to compress the video, including using VirtualDub or Quicktime. To compress the video with Quicktime, open the video and select File>Export.
To use VirtualDub, select Video>Full Processing Mode, go to Video>Compression and select the compression you want to use (you must have the codecs installed on your system), and the go to File>Save as AVI.
Personal tools


what people believed in the 1500s? Not even we do; and sure there have been wildmen depicted.
 1. how do u know u r 1/8 troll, what does that mean,
 4. Oh I believe it, I've printed photos of Troll's skulls before on this blog and remarked that some families have a tradition of interbreeding with trolls. We also have historical records of what people believed in the 1500s, and with comparable beliefs all over europe. You are seklling Bigfoots short: there is more than one sort of Bigfoots and they have different cultural levels. I did specifically mention the example of the Chuchuunaa. And certainly you should understand that an American keyboard does not feature Swedish chharacters for typing!
 1. so do trolls understood in the traditional more dangerous sense, not exist or are just not common, i read kn another blog that there is evidence of them and it is closely guarded


page title icon Can Cats Eat Chocolate?
by Linda Mathews Last Updated February 4, 2021
Cats are very curious. Despite they are rather picky eaters, they will never miss an opportunity to explore and taste what you are savoring so much. Especially, they are interested when eating that treat is preceded by the unfolding of its wrapper. So shiny, so beckoning – your kitty just can't resist it.
Many cat owners say that their pets like eating chocolate, candies, ice cream. At first glance, it may seem that cats do it consciously, enjoying the taste of sweets. But that's not true: cats, being true predators, do not feel the taste of sugar at all.
When a cat eats chocolate, it feels the taste of vegetable fats, milk, nuts, but not sugar.
The thing is the cat DNA lacks the TAS1R2 gene, which is responsible for the perception of sweet taste. In comparison, human DNA includes this gene along with the TAS1R3 gene, allowing us to distinguish different sweet tastes.
For omnivores and herbivores, this skill is necessary, since they need carbohydrates, which are abundant in sweet food. Since carnivores (which the cats are) need a large amount of protein rather than carbohydrates, sugar for cats is useless. Therefore, it is not necessary for felines to taste it. It is much more important to recognize the protein, and a kitty is a great one for it!
No matter what their real nature is, lots of cats eat chocolate, making their owners worry and look for answers. Is chocolate poisonous to cats? Is chocolate toxic to cats? Can I give my cat chocolate if it likes it? Is it dangerous to treat my kitty with sweets from time to time? What should I do if my cat was fed with chocolate? Let's deal with this once and for all!
Is Chocolate Bad For Cats?
Is Chocolate Bad For Cats
Definitely YES.
Of course, it is not toxic in small amounts and you have no reasons to worry if your cat has licked or bitten a little piece of chocolate. However, eating more can be fatal and requires emergency vet care.
But what is that "small amount" of chocolate and how much is too much for cats? It depends on the weight of your pet, the amount of chocolate, and the concentration of theobromine in it. As little as 20 mg per pound of cat can cause health problems.
This toxic agent is a component of all kinds of chocolate, including white chocolate. The darker the chocolate is, the more dangerous it is. In the order of theobromine concentration, here is the list from least to worst (for 100g of chocolate):
 1. Vegan chocolate (very low level)
 2. White chocolate (about 10mg)
 3. Milk chocolate (about 200mg)
 4. Dark chocolate (802-493mg)
 5. Unsweetened baking chocolate (1297 mg)
Besides theobromine, milk and dark chocolate also contain caffeine, which affects feline nervous system badly.
For sure, chocolate has a positive effect as well – it's made of cocoa beans, which offer calcium, iron, vitamins (A, C, E), fiber, protein, and other important nutrients. But the harm from theobromine and caffeine is much more destructive.
Why Is Chocolate Bad For Cats?
 - Reason 1 – Theobromine
Theobromine in small amounts acts as a diuretic, causing increased loss of body fluids, and as a stimulant, leading to increased blood pressure, heart rate, also causes gastrointestinal upset, and the nervous system problems.
As cat body can't break theobromine down and eliminate it like humans, in bigger amounts it can even cause general intoxication and death of a pet. The first symptoms of a cat's critical condition during the theobromine poison are vomiting and diarrhea.
In such case, you should immediately contact the veterinarian and collect the vomit for the laboratory test.
 - Reason 2 – Sugar
Since cats can't taste sugar, they eat chocolate and other sweets because of the protein, which is the basis of any predator's diet, and don't suspect that they also consume lots of harmful sugar as well.
 - Reason 3 – Carbohydrates
A cat, which lives in an apartment, consumes little energy since it has no need to hunt or protect its territory. Carbohydrates (such as sugar) are stored "in reserve". They turn into fat under the skin and in the tissues of organs, eventually leading to a decrease in their functionality. Finally, your pussycat will end up overweight or obese, significantly shortening its life expectancy.
 - Reason 4 – Diabetes
As the cat's body is not meant to absorb a large amount of glucose, eating chocolate can lead to lack of insulin, which in turn leads to a violation of protein metabolism in the feline body. Thus, the level of glucose in the blood and urine increases and diabetes develops.
 - Reason 5 – Immune System
Also, chocolate and sweets reduce the protective functions of the cat's body.
Since the intestinal immune system has more protective cells than the respiratory immune system, it's very important to keep it at the highest level. But all kinds of sweet products are bad for the entire digestive system of the cat (including the intestines) – it is just not built for the digestion of such products.
Chocolate is the most dangerous for young and aging cats, pregnant and lactating cats, kittens, and cats with chronic illnesses.
Symptoms of Chocolate Poisoning in Cats
 - Nervousness
 - Increased reflex responses
 - Hyperactivity
 - Restlessness
 - Tremors/muscle twitching
 - Muscle rigidity
 - Rapid breathing
 - Lethargy
 - Excessive thirst
 - Nausea
 - Vomiting
 - Diarrhea
 - Excessive urination
 - Seizures
 - Abnormal heart rhythm
 - Arrhythmia
 - Heart attack
 - Increased body temperature
What to Do If Your Cat Eats Chocolate
What to Do if Your Cat Eats Chocolate
First of all, observe the cat for a while. It is very important to notice the onset of symptoms of poisoning. If you catch your cat eating chocolate, take him to the vet immediately.
Are Cats Allergic To Chocolate?
Chocolate is poisonous to cats, but they are not allergic to it.
Allergy means that the product is harmless for the body, but the immune system overreacts to it, causing some typical symptoms as a result. As we already know, chocolate contains some dangerous components, which cause more severe health problems than a regular allergy.
However, individual cats can be allergic to chocolate, but such cases are very rare.
How Much Chocolate Can A Cat Eat? Can Cats Die From Eating Chocolate?
We already know how harmful the bitter alkaloid theobromine can be for our little feline friends. But it can hurt even more, leading to coma or death. The average lethal dose for a cat is the amount of chocolate containing 200mg of theobromine.
Does chocolate kill cats? – Yes, it does!
How to Prevent Chocolate Toxicity in Cats
Keep chocolate out of reach of cats. Cats are very curious creatures, and they can be very cunning at times, so make sure your pet can't get to the chocolate. If you want to please your pet, then get special cat treats.
Cat Chocolate Toxicity Treatment
Emergency relief for chocolate poisoning is to induce vomiting. Veterinarians examine the internal organs of the feline and take blood and urine tests. Often, veterinarians prescribe a soft diet for several days.
To Sum Up
Stop thinking like "Can my kitty be allowed to eat a chocolate treat once in a while?" – It's a definite huge NO-NO.
Make sure that every member of your family knows and understands the risks of chocolate for pets, always call the vet if something's wrong with your cat, and keep the level of chocolate in your kitty's diet at a firm zero.


This post is based on Practical Marshallese by Peter Rudiak-Gould, a freely distributed, full-length textbook for learning the native language of the Marshall Islands. It has been used since 2004 as the official language manual for all volunteers in the WorldTeach Marshall Islands program, and it has formed the basis of language classes for Americans at Kwajalein Atoll. The 102 short lessons describe the grammar of the language in practical and familiar terms, and a glossary presents 1500 useful words.
To me, to you (Directionals)
– To say 'to me,' 'to you,' etc. in Marshallese, you can sometimes just say 'ñan ña,' 'ñan kwe,' etc. like in English. However, you can also use the following words:
tok to me/us (towards where I am or where we are)
wōj or waj to you (towards where you are)
ḷọk to him/her/it/them (away from where you are and where I am)
These can be put after most verbs involving the movement of something from one place to another. For example:
aō = swim aōwōj= swim to you or swim to where you are
aōtok = swim to me/us or swim to here aōḷọk = swim to him/her/it/them or swim away
– There are some verbs that always have one of these words attached to them. They cannot exist without them. Here are some of these verbs:
i- go reilook at jilkinsend
legive lovisit eḷpay attention to, take seriously
kāfly, jump jothrow poto arrive in a boat
For example:
letok = give-to me,us = give to me/us reiwōj = look at-to you = look at you
lewōj = give-to you = give to you lotok = visit-to me,us = visit me/us
leḷọk = give-away = give to him/her/it/them joḷọk = throw-away = throw away
kātok = fly-to me,us = fly to here jilkinwōj = send-to you = send to you
kāḷọk = fly-away = fly away eḷtok = pay att.-to me = pay att. to me
– Sometimes when you put these directionals onto a word, we would use a different word in English. For example:
i- go bōk take
itok go to me/us = come bōktok take to me/us = bring
iwōj go to you = come with you bōkwōj take to you = bring to you
iḷọk[1] go to anywhere other than me or you = go or go away bōkḷọk take to anywhere other than me or you = take to him/her/it/them
delọñ enter rọọl leave
delọñtok enter to me/us = come in rọọltok leave to here => return (to here)
delọñwōj enter to you = come in to where you are rọọlwōj leave to where you are = return (to where you are)
delọñḷọk enter to anywhere other than me or you = go in rọọlḷọk leave to there = return (to there)
– If you put 'ḷọk' at the end of other verbs, it means 'hurry up and':
ṃōñā ḷọk = hurry up and eat
itok ḷọk = hurry up and come
– There are directionals other than 'tok,' 'wōj,' and 'ḷọk.' There are ones meaning 'forward,' 'backward,' 'to the lagoon,' 'to the ocean,' and so forth. These are in Lesson 100.
men in le- (with -tok, -wōj, and -ḷọk) gift, present Ex. Juon men in lewōj = A gift for you
kimej palm frond
bọọk (from English) box
bwilōñ or ilbōk surprised, amazed
kekōb dipper
ḷāibrāre (from English) library
ṃaiḷ (from English) mile
pātōre battery
waj (from English) wristwatch
wōnṃaanḷọk to go forward, to go on, to continue
epaak (ñan) near (to), close (to)
Pronunciation Practice – 'p'
In the last Pronunciation Practice you learned that Marshallese 't' sounds like English 'd' when it is sandwiched between two vowels. A very similar thing happens with Marshallese 'p.' Have a Marshallese person say the following word: 'pepe.' The first 'p' sounds like an English 'p,' but the second one sounds more like English 'b.' Normally, Marshallese 'p' sounds like English 'p,' but if it is sandwiched directly between two vowels, it sounds like English 'b.'
Here are some words to practice on:
Sounds like English 'p' Sounds like English 'b'
pepe 'decide' pepe 'decide'
pād 'located' ripālle 'American'
ippān 'with' tōpar 'get to a place'
kappok 'look for' tipi 'television'
kilep 'big' wōpij 'office'
[1] The word 'etal' ('go') is more commonly used for the same meaning.
Practical Marshallese
Published by Marco Mora-Huizar
I am a Spanish and Marshallese translator. Iaar katak Kajin Majol ilo Enid, Oklahoma.
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text:
Nevada Division of Water Resources to measure well water levels this March
CARSON CITY, Nev. – This March, the Nevada Division of Water Resources (NDWR) will be measuring groundwater levels in irrigation and stock water wells throughout various regions across the State.
The data collection is part of an annual effort to assess and monitor hydrologic conditions throughout Nevada. While some of these are newer wells, others have been measured each year for over 30 years, providing extensive data on long-term changes in groundwater levels. The measurements collected through annual "well runs" provide critical information that helps NDWR analyze trends and manage the health of Nevada's water basins.
To view water level measurements, please visit water.nv.gov:
The Nevada Division of Water Resources conserves, protects, manages and enhances the state's water resources for Nevada's citizens through the appropriation and reallocation of the public waters. Water Resources is a division within the Nevada Department of Conservation of Natural Resources.


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Photo of a fence.
Words that rhyme with -ence
List of words that end with a "ence " sound
Photo of an audience
Ais forAudience
An audience is a group of people that are watching some kind of public event, like a concert or a speech. The people organizing the event usually hold it somewhere there are a lot of chairs, so the people in the audience can sit down while they are watching.
Photo of dense bamboo
Dis forDense
Something is dense if the parts that make it up are very close together. For example, the bamboo forest in the picture is very dense. Materials that are very dense are typically heavier, for example the same volume of lead is heavier than wood. The opposite of dense is sparse.
Photo of a horse looking over a fence
Fis forFence
A fence is a structure that people make. Fences are usually there to keep something on one side of the fence from getting to the other side, or just to mark a boundary. The horse in the picture is being kept in her paddock by the fence. Fences can be any height. In cities they are usually quite high, and on farms they are usually just high enough so whatever animal is being kept cannot jump over it.
Photo of incense sticks burning.
Iis forIncense
Incense is something that you burn, and it makes nice smelling smoke. Incense is generally made into thin stick shapes. It is made from various kinds of plants that have a pleasant smell when they are burnt.
Photo of pennies
Pis forPence
Pence is another word for pennies, or the plural of penny.
Photo of Providence, Rhode Island
Providence is the capital of the state of Rhode Island in the United States of America. It has a population of around 1.6 million.
Photo of a woman in jail
A sentence is something someone has said you must do as a punishment. The woman in the picture has been sentenced to some time in jail.
Photo of words printed in a book
A sentence is a group of words that make sense on their own, terminated by punctuation.
Photo of a very quiet lake
Sis forSilence
Silence is the state of there being no noise. When it is very quiet you might say there is silence. You may also use silence in terms of nobody talking about something for some time. For example "The celebrity is back in the media after a time of silence".
Photo of a tense woman
Tis forTense
You are tense if you are worried or stressed about something. When you are tense you tighten up your muscles. Tightening your muscles on purpose is also called tensing them.


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Pepperwood Foundation requests support to build a new native plant shadehouse propagation facility to replace the one damaged during the 2017 Tubbs Fire.
Two recent fires have significantly altered the ecological health of the native grasslands at Pepperwood Preserve and destroyed and damaged buildings on our property. Bulldozer fire lines created to stop the Kincade Fire in October 2019 resulted in significant disturbance to 15 miles of oak woodlands and native grasslands. In 2017, the Tubbs Fire burned our barn and shop to the ground, heavily impacting the nearby plant propagation facility. Our rebuild of the barn and shop is under way but requires moving the damaged propagation facility away from the shadow of the new structure. Given the extensive loss of native grasslands to the bulldozer lines, we want to double our native grass plug production numbers from 14,000 to 28,000 plants annually. This increase in production will require doubling the footprint of our propagation facility.
By increasing native plant propagation capacity and plantings this project will improve water quality by reducing erosion as well as improving stream flow by improving water infiltration and soil water holding capacity. Perennial grasses improve soil organic matter and provide better ground cover than non-native annual grasses. These grasses reduce impacts of hard rainfall, slow run-off, and increase water retention, thus reducing potential flooding downstream. Native plants favor healthy wildlife populations and support invertebrates including pollinators.


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joint lines that might lead to instability in your paved areas.
Additionally, as sand levels continually decrease any possible benefit conferred by paver sealers also decreases over time. After all is said and done it's up to you to decide what best fits your expectations when considering utilizing a paver sealer in protecting its environment from corrosion and degradation.
Leading into the next section, let's explore how paver sealers act as bonding agents or stabilizers when seeping into joint gaps between stones in order to protect them from further erosion and weathering.
Bonding and Stabilization
Bonding and stabilization, key properties of paver sealers, are the main reasons why paver sealer is typically used. Bonding refers to when a sealer adheres to the substrate––in this case, pavers. This helps create a stronger bond between each paver and the base material beneath it, which increases their stability and helps prevent them from shifting. Stabilization often refers to when sealers help fill in small cracks and holes in pavers, filling in minor imperfections and allowing water to drain evenly.
The debate often centers on whether or not it is necessary to use a paver sealant in order to provide adequate bonding and stabilization. On one side of the argument, advocates for paver sealer argue that it is an essential component for creating strong interlocking bonds between pavers and for filling any imperfections or gaps that may exist.
On the other hand, opponents argue that bonding and stabilization can be achieved without the use of sealants. They argue that adequate compaction of the material below the paving surface, combined with proper installation techniques, can provide just as effective results as any kind of paver sealant would.
Both sides make valid points but ultimately what matters most is what best suits your project's specific needs. Regardless of which side you come down on, there's no denying that paver sealants play an important role when it comes to securely binding pavers together while also preventing them from settling over time. Moving forward into the next section of this article, let's look at how using a paver sealer can help prevent settling sand and pavement performance.
How it Prevents Settling
Paver sealer is one way to help preserve the integrity of pavers over time. One way it does so is by preventing settling. Settling occurs when paved surfaces experience compaction due to force, such as exposure to heavy traffic and weight. This can cause them to settle lower than they did originally, resulting in a weakened structural base and sagging areas between joints. Applying a paver sealer helps limit the pavers' exposure to these forces by creating a protective coating, which helps prevent settlement and allows sand particles in the joint sand to remain tight and secure.
Perhaps most importantly, the application of paver sealer encases individual pavers within a protective coating that virtually eliminates the need for repointing or replacing pavers due to settling issues. As well, because it prevents water from seeping into the joint sand, an application of paver sealer also helps reduce weed growth between pavement joints.
The debate surrounding this practice is whether there may be negative environmental impacts associated with applying paver sealer; some believe that toxins found in certain sealers have potential harmful side effects, while others argue it's mainly a safe product that has been used effectively in paving and construction projects for decades. Ultimately, it's important to remember both sides of the conversation and ensure the use of appropriate safety measures when handling any type of chemical product related to construction projects.
Finally, it's important to consider the environmental impacts of using paver sealer – which will be discussed in more detail in the following section.
Environmental Impacts of Paver Sealer
The environmental impacts of applying paver sealer are an important discussion to have, as the consequences of usage of such products can be both positive and negative. A major concern when it comes to the environmental impacts of paver sealer is its potential to pollute ground water. Paver sealers often contain volatile organic compounds or VOCs, which can evaporate easily, leading to increased levels of pollution in the atmosphere and toxic runoff into waterways such as rivers or oceans.
The upside of using paver sealers is that they can help protect pathways from erosion by preventing surface runoff during rain or snow. This can reduce water flowing into streams, lakes, and rivers and reduce sediment loads important for aquatic life. Additionally, some sealers designed to repel dirt and debris may keep some pollutants out of storm water runoff as well.
In certain areas with specific regulatory systems, new technologies have been developed to create more environmentally friendly ways to maintain pavers without compromising performance and longevity. For example, siloxane-based paver sealers are sometimes used for their lower VOC content than other types of sealers (such as those containing acrylic) but still provide long-term protection and increased sand adhesion. In addition, asphalt emulsion coatings are a relatively new option that may reduce potential toxicity due to fewer VOCs and further protect the environment from hazardous pollutants.
Ultimately, while there are benefits associated with caulk application on paths, sidewalks, and driveways in terms of erosion prevention and repelling dirt and debris, the environmental impacts should always be considered when deciding if a paver sealer is necessary in an area or not. Additionally, if a paver sealer is chosen for use, it's important to select one that is as low in VOCs as possible for maximum sustainability.
Paver sealers can have both positive and negative environmental impacts, such as reducing runoff and preventing erosion but also potentially polluting ground water due to VOCs. It is important to consider the environmental impacts of using paver sealers, and when they are chosen, select low-VOC options for maximum sustainability. There are also new technologies available in certain places that create a more environmentally friendly maintenance approach.
Frequently Asked Questions
Are there any negative effects of applying paver sealer to sand?
Yes, there can be negative effects of applying paver sealer to sand. This is because the paver sealer seals off the pores on the sand particles which then restricts the movement of water and air through them. This can lead to inadequate drainage in wet weather and soil compaction, which can cause damage to pavers as they are unable to withstand the pressure. Additionally, paver sealers can also contain materials that can leach into nearby soils and plants, leading to environmental contamination.
What are the benefits of using paver sealer?
The primary benefit of using paver sealer is that it can significantly improve the lifespan of paver installations. Paver sealer blocks out moisture and dirt, helping protect the pavers from staining and erosion caused by water, ice, and other elements.
Additionally, it helps reduce weeds and plant growth in between the interlocking pavers. Furthermore, sealer will help prevent sand from washing away, which can cause shifting and instability in paver surfaces, as well as make them more visually appealing by adding a glossy sheen.
Does paver sealer help prevent erosion of the sand?
Yes, paver sealer can help to prevent erosion of the sand. By keeping the pavers sealed and watertight, it helps to stop water from getting in between the pavers, which means there's no room for rain and snowmelt to erode the sand. Additionally, paver sealer creates an extra barrier between the pavers and the surrounding environment, meaning that wind-driven sand and dust is less likely to make its way into paver joints and impact their performance over time. Re-sealing pavers on a regular basis can go a long way toward preventing erosion and preserving your paving job.
How does the sand interact with paver sealer?
When applying paver sealer, the sand between the pavers helps to "lock" them together and improve their performance. By sealing the pavers with paver sealer, the sand is kept secure between them and creates a stronger bond that can withstand traffic and weathering better.
When paver sealer is applied, its molecules fill in the small gaps between the pavers which prevents the sand from being washed away over time. This tough protective layer reduces the risk of movement in the joints within the pavers and helps to increase performance.
How does paver sealer affect sand?
Paver sealer affects sand in a number of ways. First, it seals the sand and paver joints, preventing water, dirt and other elements from entering the joints and interfering with the structural integrity of the pavers. This can help to protect the longevity of the pavers and prevent damage due to long-term exposure to harsh elements. In addition, sealer also creates a layer of protection against staining, fading or discoloration.
Finally, sealer helps keep weeds and grass from growing up between the pavers, which can be unsightly and disruptive to the overall design aesthetic. All these together make paver sealer an important part of proper paver maintenance that will help ensure your sand and paver performance is maintained for years to come!


Flash the Lights When the Phone Rings
Flash the Lights When the Phone Rings

The Problem
Sometimes it's just not possible to hear the phone ring. For example, you may be listening to loud music or running the vacuum cleaner. Or maybe you're just in a part of the house where you can't typically hear the phone ring, like the garage. The good news is that with a few affordable smart products, you can set up a simple home automation system in just a few minutes that will alternately flash any lamp or light fixture every time the phone rings.
The Phone
The first product you'll need is the X10 Telephone Responder. This unit acts as a communication translator between your telepone system and your home's electrical wiring. This system won't interfere with the normal operation of your phone.
To set it up, just follow these steps:
 - Connect the X10 Telephone Responder to any telephone jack, then plug it into a nearby AC outlet.
 - Take a small screwdriver and set the unit's X10 house code (represented by the letters A-P) by slowly turning the dial. It doesn't matter which house code you choose, although we recommend not using house code "A." That's the default setting and the one most likely to encounter interference.
 - Using a small screwdriver, set a 3-digit security code. This code can be any combination of numbers, so long as the last digit ends with 1 through 8.
Now every time you get a phone call, the X10 Telephone Responder will send out an X10 ON/OFF signal that corresponds with the third number of the security code.

The Lights
Next, you'll need one receiver module for every light that you want to flash. For plug-in lamps, you'll need an INSTEON LampLinc V2 Lamp Module. For built-in light fixtures, you'll need an in-wall dimmer.
INSTEON ToggleLinc Dimmer (2466DW) INSTEON LampLinc Dimmer (2456D3) INSTEON SwitchLinc Dimmer (2476D)
You'll notice that the X10 Telephone Responder has some buttons under the main panel, allowing it to double as a mini controller. These buttons will not only give you manual control of the lights, they also allow you to program the X10 address for each dimmer.
To set the X10 address on the LampLinc:
 - Plug the LampLinc into any outlet
 - Press and hold the LampLinc SET button for three seconds
 - Send the desired X10 Primary Address THREE times; the light will flash agai
To set the X10 address on any SwitchLinc or ToggleLinc in-wall dimmer:
 - Press and hold the paddle top or hold the toggle up for 10 seconds until the light flashes - then release
 - Send the desired X10 Primary Address THREE times; the light will flash again
Now every time the phone rings, the light you selected will flash ON and OFF with every ring. In addition, you'll also have the ability to turn that light on or off remotely from any touchtone phone in the world. To do so, simply dial your home, enter your 3-digit security code and press the code that corresponds with that light.

Add Optional Chime Modules
For more signaling options, you can also add an X10 Chime Module to signal you when the phone is ringing. It's perfect if you're in a part of the home where you can't hear the phone, like in the garage or patio. Simply set its X10 address and plug it into any AC outlet. Now when the phone rings, the remote X10 Chime Module will also ring.
ALL ORDERS RECEIVED BY 3PM PT MONDAY - FRIDAY SHIP OUT SAME DAY
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NGOs told to "explain themselves" – harassment or idiocy?
Four major NGOs – the International Women's Human Rights Centre La Strada Ukraine ; the Ukrainian Women's Consortium; the International Helsinki Human Rights Association; and the Ukrainian Helsinki Human Rights Union – have received an extraordinary letter from the State Registration Service.
The letter states that the Justice Ministry has passed on a number of complaints, listing the names of the people who sent them and the dates of the letters. The State Registration Service writes that the letters relate to the activities of the above-listed civic organizations – "the Organizations".
"The letters speak of protest against the activities of the Organizations which in planned and systematic fashion undermine the institution of the family in Ukraine, propagate anti-Ukrainian anti-moral and anti-constitutional ideas. The letter also stresses that the Organizations are propagandizing perverted lifestyles, gender, homosexuality, set children against their parents and teachers and destroy age-old moral and traditional values.
On the basis of Article 25 of the Law on Citizens' Associations, the Organizations must provide before 10.06.2012 the State Registration Service with an explanation regarding the issues raised in the complaints."
The letter is signed by the Deputy Head, I. Kukharenko
The authors of some of the "complaints" are known to people in at least one of the NGOs, however the main issue lies elsewhere in the response from the State Registration Service. What the "explanation" can be to such accusations is difficult to imagine, but it is still more difficult to understand how and on what grounds this State body is asking for such information.
Not to mention, why.


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SAS Macros and Functions
LOGTEST Macro
The %LOGTEST macro tests whether a logarithmic transformation is appropriate for modeling and forecasting a time series. The logarithmic transformation is often used for time series that show exponential growth or variability proportional to the level of the series.
The %LOGTEST macro fits an autoregressive model to a series and fits the same model to the log of the series. Both models are estimated by the maximum-likelihood method, and the maximum log-likelihood values for both autoregressive models are computed. These log-likelihood values are then expressed in terms of the original data and compared.
You can control the order of the autoregressive models. You can also difference the series and the log-transformed series before the autoregressive model is fit.
You can print the log-likelihood values and related statistics (AIC, SBC, and MSE) for the autoregressive models for the series and the log-transformed series. You can also output these statistics to a SAS data set.
Syntax
The %LOGTEST macro has the following form:
%LOGTEST ( SAS-data-set, variable, < options > ) ;
The first argument, SAS-data-set, specifies the name of the SAS data set that contains the time series variable to be analyzed. The second argument, variable, specifies the time series variable name to be analyzed.
The first two arguments are required. The following options can be used with the %LOGTEST macro. Options must follow the required arguments and are separated by commas.
AR=n
specifies the order of the autoregressive model fit to the series and the log-transformed series. The default is AR=5.
CONST=value
specifies a constant to be added to the series before transformation. Use the CONST= option when some values of the series are 0 or negative. The series analyzed must be greater than the negative of the CONST= value. The default is CONST=0.
DIF=( differencing-list )
specifies the degrees of differencing applied to the original and log-transformed series before fitting the autoregressive model. The differencing-list is a list of positive integers separated by commas and enclosed in parentheses. For example, DIF=(1,12) specifies that the transformed series be differenced once at lag 1 and once at lag 12. For more details, see the section IDENTIFY Statement in Chapter 7, The ARIMA Procedure.
OUT=SAS-data-set
writes the results to an output data set. The output data set includes a variable TRANS that identifies the transformation (LOG or NONE), the log-likelihood value (LOGLIK), residual mean squared error (RMSE), Akaike Information Criterion (AIC), and Schwarz's Bayesian Criterion (SBC) for the log-transformed and untransformed cases.
PRINT=YES | NO
specifies whether the results are printed. The default is PRINT=NO. The printed output shows the log-likelihood value, residual mean squared error, Akaike Information Criterion (AIC), and Schwarz's Bayesian Criterion (SBC) for the log-transformed and untransformed cases.
Results
The result of the test is returned in the macro variable &LOGTEST. The value of the &LOGTEST variable is 'LOG' if the model fit to the log-transformed data has a larger log likelihood than the model fit to the untransformed series. The value of the &LOGTEST variable is 'NONE' if the model fit to the untransformed data has a larger log likelihood. The variable &LOGTEST is set to 'ERROR' if the %LOGTEST macro is unable to compute the test due to errors.
Results are printed when the PRINT=YES option is specified. Results are stored in SAS data sets when the OUT= option is specified.
Details
Assume that a time series is a stationary pth order autoregressive process with normally distributed white noise innovations. That is,

where is the mean of .
The log likelihood function of is

where n is the number of observations, 1 is the n-dimensional column vector of 1s, is the variance of the white noise, , and is the covariance matrix of .
On the other hand, if the log-transformed time series is a stationary pth order autoregressive process, the log-likelihood function of is

where is the mean of , , and is the covariance matrix of .
The %LOGTEST macro compares the maximum values of and and determines which is larger.
The %LOGTEST macro also computes the Akaike Information Criterion (AIC), Schwarz's Bayesian Criterion (SBC), and residual mean squared error based on the maximum likelihood estimator for the autoregressive model. For the mean squared error, retransformation of forecasts is based on Pankratz (1983, pp. 256–258).
After differencing as specified by the DIF= option, the process is assumed to be a stationary autoregressive process. You might want to check for stationarity of the series using the %DFTEST macro. If the process is not stationary, differencing with the DIF= option is recommended. For a process with moving average terms, a large value for the AR= option might be appropriate.
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Open-File Report 2012–1137
The U.S. Geological Survey Sea Floor Stress and Sediment Mobility Database contains estimates of bottom stress and sediment mobility for the U.S. continental shelf. This U.S. Geological Survey database provides information that is needed to characterize sea floor ecosystems and evaluate areas for human use. The estimates contained in the database are designed to spatially and seasonally resolve the general characteristics of bottom stress over the U.S. continental shelf and to estimate sea floor mobility by comparing critical stress thresholds based on observed sediment texture data to the modeled stress. This report describes the methods used to make the bottom stress and mobility estimates, statistics used to characterize stress and mobility, data validation procedures, and the metadata for each dataset and provides information on how to access the database online.
First posted June 28, 2012
For additional information contact:
Part or all of this report is presented in Portable Document Format (PDF); the latest version of Adobe Reader or similar software is required to view it. Download the latest version of Adobe Reader, free of charge.
Dalyander, P.S., Butman, Bradford, Sherwood, C.R., and Signell, R.P., 2015, Documentation of the U.S. Geological Survey Stress and Sediment Mobility Database (ver. 1.1, May 2015): U.S. Geological Survey Open-File Report 2012–1137, 20 p., at _URL_
Contents of the Sea Floor Stress and Sediment Mobility Database
Database Access via the Web


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If I don't specify the number of mappers, how would the number be determined? Is there a default setting read from a configuration file (such as mapred-site.xml)?
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2 Answers
up vote 3 down vote accepted
Adding more to what Chris added above:
 1. The number of maps is usually driven by the number of DFS blocks in the input files. Although that causes people to adjust their DFS block size to adjust the number of maps.
 2. The right level of parallelism for maps seems to be around 10-100 maps/node, although this can go upto 300 or so for very cpu-light map tasks. Task setup takes awhile, so it is best if the maps take at least a minute to execute.
 3. You can increased number of Map task by modifying JobConf's conf.setNumMapTasks(int num). Note: This could increase the number of map tasks, but will not set the number below that which Hadoop determines via splitting the input data.
Finally controlling the number of maps is subtle. The mapred.map.tasks parameter is just a hint to the InputFormat for the number of maps. The default InputFormat behavior is to split the total number of bytes into the right number of fragments. However, in the default case the DFS block size of the input files is treated as an upper bound for input splits. A lower bound on the split size can be set via mapred.min.split.size.
Thus, if you expect 10TB of input data and have 128MB DFS blocks, you'll end up with 82k maps, unless your mapred.map.tasks is even larger. Ultimately the InputFormat determines the number of maps.
Read more: _URL_
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seems like a direct copy of the hadoop wiki. maybe this answer should be paraphrased or you can make it more specific to the question. – jayunit100 Nov 6 '12 at 1:36
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It depends on a number of factors:
 - Input format and particular configuration properties for the format
 - for file based input formats (TextInputFormat, SequenceFileInputFormat etc):
 - Number of input files / paths
 - are the files splittable (typically compressed files are not, SequenceFiles are an exception to this)
 - block size of the files
There are probably more, but you hopefully get the idea
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Thanks Chris. If I specify a number, it isn't necessarily going to be honored by Job tracker? – kee May 15 '12 at 1:30
With the new (.mapreduce packaged) API, this is completely ignored. The old API may do - look through the source for o.a.h.mapred.FileInputFormat.getSplits() (for the release of hadoop you are using) – Chris White May 15 '12 at 1:45
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| Nikkō, Tochigi Prefecture|
Tokyo Electric Power Company
Kuriyama Dam, Shiobara Pumped Storage P, Tamahara Dam, Kannagawa Hydropower Plant, Tashiro Dam
The Imaichi Dam (今市ダム) is a concrete gravity dam on the Togawa River located 4 kilometres (2.5 mi) west of Nikkō in Tochigi Prefecture, Japan. The dam serves as the lower reservoir for the 1,050 megawatts (1,410,000 hp) Imaichi Pumped Storage Power Station, while the Kuriyama Dam forms the upper. It is owned by TEPCO and was constructed between 1979 and 1986, with the first generator commissioned in 1988. Its reservoir can store 9,100,000 cubic metres (7,400 acre·ft) of water. Of that storage volume, 6,200,000 cubic metres (5,000 acre·ft) can be used for power generation.
Imaichi Dam Wikipedia
The power plant operates using the pumped storage hydroelectric method. During periods of high electricity demand, water is sent from the upper Kuriyama Reservoir to the power plant which contains 3 x 350 megawatts (470,000 hp) Francis pump turbines. Water discharged from the power plant then enters the Imaichi Reservoir. When demand is low, the pump-generators reverse mode and pump water from the lower reservoir back up to the upper. The process repeats as needed.


Common objection 2: I'm not good at X. I can't do Y. I'm not a Z person
November 22, 2012 by Joshua
in Blog, Leadership, Tips
[This post is part of a series on internal objections and blocks and how to overcome them. If you don't see a Table of Contents to the left, click here to view the series, where you'll get more value than reading just this post.]
People usually state this objection as a statement like these.
I'm just not a leader.
Leaders are born, not made and I wasn't born a leader.
I've tried losing weight a million times. I'm just not a gym person.
I'm no good at math.
Too many to list. The above statements suggest a few.
Underlying belief
The underlying belief to these statements is that
Existing or past patterns can't change.
Describing how things are says how they have to be.
When you point out to people how the way they say things affect their beliefs, how they see the world, and how they behave, they often point out how they're right or they're just pointing out facts. They act like you must have your head in the sand to object.
Alternative belief
How you say things affects how you believe them. Describing something as static may make it sound more static that it is. But likewise, describing it as dynamic or that you'd like it to change may be equally right but motivate change.
Stating how you want things to happen can help them happen that way.
Alternative strategy
I propose using different language to describe things you don't like or want to change.
Grounding how you view the world on rightness or a single perspective misses the point. You want to improve your life, not find collections of facts. You can say things in different ways to motivate yourself in different ways.
Rephrasing helps. The word "yet" helps a lot.
Starting with adding one word to this post's title's examples, then moving to more changes to the examples above
I'm not good at X yet.
I can't do Y yet.
I'm not a Z person yet.
I haven't learned to lead yet.
I'm not a leader yet.
Some people say leaders are born, not made, but maybe not.
I've tried losing weight a million times. As long as someone somewhere found a way to get and stay fit, I bet I can too.
Some people love gyms. I'm going to find something there to love. Or maybe team sports or solo sports. I'll find something.
If anyone can learn math, I can too.
People dwell in rightness or wrongness. You probably readily recognize when others act self-righteously with you and don't like it. You may not notice when you act self-righteously with them or yourself, but it rarely helps.
If you want to lead yourself or others, I suggest you'll do better to focus on what works first.
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Saturated pool-boiling experiments at 1 atm and subatmospheric pressure assess the utility of fine-filament screen-laminate enhanced surfaces as effective bubble nucleation sites. Experiments were conducted on vertically oriented, multilayer laminates in saturated distilled water at pressures of 0.2–1.0 atm. The performance of 12 different copper-filament surfaces, having pore hydraulic diameters ranging from to , is documented. Experimental results show that boiling performance is a strong function of screen-laminate geometry. In the present work, enhancement of up to 27 times that of an unenhanced surface was obtained at a superheat of 8 K and a pressure of 0.2 atm. Dimensional analysis and multiparameter regression are used to develop a heat transfer correlation that relates the boiling heat transfer coefficient to the lamination geometry.
Correlation of Subatmospheric Pressure, Saturated, Pool Boiling of Water on a Structured-Porous Surface
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Penley, S. J., and Wirtz, R. A. (January 6, 2011). "Correlation of Subatmospheric Pressure, Saturated, Pool Boiling of Water on a Structured-Porous Surface." ASME. J. Heat Transfer. April 2011; 133(4): 041501. _URL_
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