text:
changes should have temporary effects on output or income, whereas in the endogenous growth models, temporary changes can have permanent effects. That is, exogenous growth models are generally coherent with trend-stationary series, while endogenous growth models are consistent with difference-stationary series, characterized mainly by unit root processes. Consequently, evidence supporting the presence of stationary trend processes in our output and income series is consistent with the predictions of the exogenous growth model, which predict b convergence.
2.2. Sigma Convergence
Sigma convergence is said to exist when the dispersion of per capita income or output, measured as its variance, diminishes over time. Formally, s convergence is confirmed when the cross-sectional variance of the regional per capital incomes or outputs shows a (statistically) significant decrease between the initial and final periods of the sample. In a world without stochastic shocks, the implicit idea is as follows: in the initial period there is a high dispersion of per capita output -due to the difference between rich and poor regionsthat is expected to be lower at the end of the process of convergence toward the steady state.
It can be shown that the existence of b convergence is a necessary but not a sufficient condition for the presence of s convergence. In practice, it is thus possible to find that the richest economies or regions grow less than the poorest, but ultimately the dispersion remains unchanged over time. This would be the case if the regions that were initially relatively poor grew faster than the wealthy regions and overtook them, leaving the dispersion of per capita income the same as at the initial period. However, since b convergence is a necessary condition, it is not possible to observe s convergence without b convergence4. Note that s convergence typically implies that the variance of per capita output decreases over time. However, the initial variance converges to its steady-state level, which may be higher or lower than the initial level depending on whether the dispersion of initial per capita output is lower or higher than the steady state, which is, in turn, a function of the shocks experienced by the economies. Beta convergence ensures that the variance will converge to the steady-state level, but it does not say whether the variance diminishes or increases over time.
2.3. Absolute and Conditional Convergence
From an empirical perspective, another dimension of economic convergence analysis involves the distinction between absolute (or unconditional) and conditional convergence. Absolute convergence is said to pertain when all the economies converge regardless of economy-specific factors (economic policies, investment rate, composition of output, and so forth); that is, the poorer economies always grow faster than the richer ones. This implicitly requires that the economies have similar population growth rates, preference parameters, and technology. In this sense, there is also a condition for convergence.
Conditional convergence, in turn, occurs when the relation between the growth rate of per capita output and its initial level is negative once we have controlled for factors that condition the steady state. In other words, the economies converge only when we take into account the factors that are specific to the steady state toward which they are moving.
3. The Data
To test the convergence hypothesis on the GDP and income of the thirteen regions of Chile, we use all the data available at the close of this study.
3.1. Per Capita GDP
In the case of regional output, the period of analysis is from 1960 to 2000. Figure 1 shows the trends in gross real per capita output levels for each region (expressed in natural logs) during the period.
These series were constructed from two sources. First, in the numerator, we use the Central Bank of Chile's regional GDP series, in millions of 1986-pesos for the 1960-96 period, and the growth rates from the new series in millions of 1996-pesos for the rest of the span (that is, _PHONE_).5 Second, in the denominator, we use the regional population statistics published annually by the National Institute of Statistics (INE), based on the censuses and the institute's own estimates, on June 30th of each year.
3.2. Per Capita Income
In the case of per capita income, the period of analysis is significantly reduced due to data availability. We used the average household income series6 for each region for the years 1987, 1990, 1992, 1994, 1996, 1998, and 2000, following the CASEN surveys that are carried out by the Department of Social Information of the Ministry of Planning and Cooperation (MIDEPLAN). We then calculated the nominal per capita income by region using the number of households in each region from each survey and the regional population. To express these series in real terms, we constructed price indexes by region, weighting the prices of a basket of 35 food products based on information provided by INE.7
4. EMPIRICAL STRATEGY AND RESULTS
Following the outline presented above, we first present the empirical tests and their respective results for b convergence in both GDP and regional income, and we then assess the case of s convergence.
4.1. Beta Convergence in Regional GDP
We first hypothesize whether Chile's regions display absolute convergence in output levels -that is, b convergence. In order to present robust estimates and obtain solid conclusions, we then undertake the typical convergence tests through cross-section and pooled panel data regressions, for both GDP and income series. Finally, we apply recent panel data unit root tests that allow us to make correct inference on the hypothesis under study.
Traditional Convergence Tests
The most commonly used regressions in growth studies are cross-sectional.9 The basic idea is to estimate the coefficients of the following equation and evaluate the null hypothesis of divergence (that is, b = 0) against the alternative hypothesis of convergence, when b (-1, 0):
where y is the natural log of output or income, T denotes the number of periods, a is a constant (which captures the regions' steady state), b captures the rate or speed of convergence, and u is a disturbance term. Note that here we only consider the growth rate of output in the whole period of analysis (between t = 0 and T = 1).10
The first evidence in favor of this hypothesis is presented in Figure 3, which shows the negative relationship between the growth rate (from 1960 to 2000) and the initial level of regional GDP per capita (in 1960). The estimated coefficient in this regression is negative, as expected, and statistically significant.11 The convergence rate is 0.72% (see Table 1). To get an idea of the speed (in years) with which this convergence should take place, we calculated the half-life for closing the gap between the GDP per capita of the relatively poorer regions and the relatively richer ones. In this case, the convergence rate implies that half the gap should be closed in 96.8 years (see Table 1).
This approach is limited, however, for making sufficiently valid inference because of the scarcity of observations (only thirteen, the number of regions); this limitation is of particular concern considering that the number of regions in a country is always small and finite. An alternative approach proposed in the literature is to test the b convergence hypothesis via the panel data technique, estimating an equation similar to the previous one:12
where, in this case, T denotes the number of periods or years between t and t - 1.13
One of the advantages of this technique is that it lets us take advantage not only of the cross-sectional dimension, but also of the time dimension, thus providing greater degrees of freedom.14
In the case of absolute convergence, we chose a pooled panel instead of fixed or random effects mainly because assuming the presence of unobserved idiosyncratic effects (whether fixed or stochastic) would be equivalent to assuming that each region's output or income converges to a different stationary level, or that they converge conditional on controlling for exogenous components specific to each region. Consequently, this alternative is particularly valid when dealing with conditional convergence, an issue we address below. On the other hand, we do include temporal effects common to all the regions, basically to control for the potential effects of the base change in the regional GDP series in 1997 and the change in methodologies in the different CASEN surveys. The inclusion of the temporal effects does not invalidate the hypothesis of absolute convergence to the extent that it is consistent with the series being trend stationary, which in turn is coherent with the type of growth model we are employing, as was explained in section 2.1.
Thus if we estimate the coefficients that relate the tenor five-year growth rate with the respective initial output levels, we obtain values of -0.74 and -0.85 percent, respectively (see table 1a). Once again the values are negative and statistically significant, which implies a process of regional convergence in GDP.15 In this case, half the gap should close in approximately 81 to 94 years.
These estimated values for the GDP convergence coefficient are, at nearly -1%, lower than the levels found in earlier studies on both regional convergence in Chile and developed countries (around 2%).16 However, they are similar to the findings of more recent works (close to 1% as in Díaz and Meller, 2004; and close to 0.5% as in Soto and Torche, 2004). This suggests that while per capita GDP is converging, the process has slowed somewhat in recent years.
Unit Root Tests
A valid criticism of regressions between the per capita GDP growth rate and initial per capita GDP is that the test does not have a standard distribution under the null hypothesis (b = 0), so making


Values Clarification Exercise using Image Theatre
How do you clarify which values need interrogation for your group?
This values clarification exercise can draw out the critical values for a group and give you a strong basis for building self esteem. If you are wondering how a values clarification exercise can build self esteem, read this article on Values Clarification: a crucial step in building self esteem.
The exercise has two steps: a discussion as preparation and the main values clarification exercise which I will call talking stills. Others have called the same exercise image theatre, drama codes, tableaux or statues. I like talking stills because the silent frozen images can tell you more about your group than a whole hour's discussion can, It can also teach your group more about themselves than you can in an entire lecture.
Step One of values clarification exercise:
Group discussion
Choose any of the following questions to spark the discussion Some suggestions are subtle and other rather straight forward.
1. Unsubtly, ask the group what values they think are missing in society. I recently used this upfront approach with a group of teachers and community workers in a training workshop. I let them discuss the ideas in groups of about 5 to 7 before moving straight into the talking stills. The question immediately puts the group in an authoritative position from where they can comment on society. It works like a charm especially with young people.
I came to the workshop to explore new ways of stimulating learners' creativity,. I enjoyed the experience and got insight into ways in which drama can be used in discussions about values. – Teacher who attended workshop
2. A little more subtly, ask them what things people do that upset them the most. Apart from highlighting the things that are really important to them, the discussion forges a bond between the group members as they agree with each other about all the things that bother them.
3. Another great question to start your values clarification exercise is to ask the young people what messages they have for the world, or their parents, or their peers. This question forces them to articulate their needs and tell you exactly what values are important to them.
With a group of teenagers this question clearly brought out their need for acceptance and tolerance.
Let them chat in two's and threes before feeding back, or just talk in the big group. Read the dynamics. The aim is to make sure everyone takes part.
4. Another way is to ask questions about a story or object you bring to class. Get them talking about a news paper clipping to stimulate them, or some other interesting story/object. Even ask them to bring their own stories ahead of time. If they come with their own stories the chances are better that you will not contaminate their views with your own value system.
Step Two of values clarification exercise:
Talking stills
As a second step to your values clarification exercise, get the group to make a tableau in answer to any of the questions discussed. E.g. make a tableau of your message to the world/ one of the stories that most touched you/ what you think our society needs most from us.
A little creative input
Sometimes a group needs a little more input from the facilitator to help them use the stills effectively to communicate their views.
I like to show them the different thins that can be communicated by placing people higher or lower than each other (vertical plane).
For example a person standing has more power than one sitting down. A sitting person has more power, or status, than one with his head down or one lying on the floor. The most status can be achieved by placing some one on a chair or standing on a table.
The horizontal plane communicates intimacy or closeness. Two people standing close together have a more intimate relationship than one standing further away. One person separated from the group to one side is clearly cut off and not included in the group relationship.
The values clarification exercise blow by blow
1. Divide into groups of 4-6 and shortly discuss your response to the chosen question.
2. Choose one director in each group.
3. In complete silence, the director uses the bodies of the others to shape an image of his/her answer to the question posed. He or she takes into account what the others have said during the discussion.
4. Ask the group members if they agree with the image. If they want to change something, the person suggesting the change takes over the role of the director while the first director takes his or her place in the picture. Continue until all are satisfied.
5. Show the images one by one to the whole group. Ask the onlookers to say what they see.
6. Dynamise the statues (give them a chance to express their meaning) by one of the following:
 - Touch each individual in the picture on their shoulder and ask them to say just one word, or make a sound to express what they are feeling.
 - Similarly ask them to unfreeze and show their next movement at your touch.
 - Let the whole group move together.
 - Play with the different options and let them speak and move together.
 - Discover your own ways to help them express their feeling and their meaning.
 7. Let the onlookers feed back what they saw and experienced. Focus on what they see and feel and hear. No deep interpretation needed, but do not shun it when it comes (obviously).
 Discuss the solutions to the problems portrayed, these lead to the values. If you have time, also make statues of the ideal world where the problems are solved. Again, the values come to the fore. Michael Shank: Theatre of the Oppressed Training Manual
 The values clarification exercise is moreeffective, however, than talking: ask them to show you an image of what they can do themselves to address the problems, or to instil the values identified. Alternatively, let them act out their stories and use forum theatre to test out solutions. Here is a fantastic resource on Forum theatre if you want to know more:
 A real world example
 Recently with a group of about 70 Education students learning to be Life Orientation teachers, I asked them to show me the problems that are caused in society by a lack of values. This can be an effective exercise for character education training as well.
 After showing and talking about their stills, we discussed which values will remedy these problems. Here was the list of problems and corresponding values they came up with:
 No discipline
 Dysfunctional leadership
 Peer pressure
 Values lacking:
 Self Esteem
 We took these 10 values in a next class and used the same values clarification exercise to do stills of what they can do to instill these values in their future classes. I auctioned off the values to the groups to see who wanted which value to work with.
 Three values were fought over: self esteem, acceptance and trust.
 I had to allow them to leave out some values and double up on these. These three were the critical values for this particular group. Note here that these values are not the values important of critical for the learners they would work with, but their own critical values. How do I know this? Because these are the values they could talk about most. The group is motivated to think about and explore them. These are the values I would use as a central theme for building self esteem in this group.
 What if self esteem was not a value on their list?
 I would simply use what ever values are on the list. I was lucky that this group was able to identify and name it as a need for themselves. If they didn't, I would simply continue the process with the values they did give me.
 Understanding and interrogating these values will inevitably lead to raised self respect and self confidence.
 Know your values and you will know your value.
 To understand better why this is so, read the article on Values Clarification: a crucial step in building self esteem.
 Dr. Petro Janse van Vuuren
Why bats hang upside down – the story
Once upon a time before humans ruled the earth, animals reigned on the ground and in the tree trunks and birds reigned the sky and the tree tops Both animals and birds loved their world and loved who they were.
One day the animals decided to celebrate their 'animalness' and the word was spread across the land. When Bat heard the news he was very excited. He loved dressing up and he loved making friends. So, on the night of the party, he brushed his hair, gelled it with a bit of tree gum, cleaned his wings and set off. On the way he caught his reflection in a puddle and he winked at himself.
At the party he was just about to swagger in after the tall giraffe when a foot shot out and tripped him. Wait a minute' said Big Baboon who was playing bouncer for the night. "You can't come in".
"Why not?" asked Bat surprised.
"Because you're not an animal", said Baboon, "you are a bird. Look at those wings and you only have two legs. OUT!"
"But I have fur and teeth. Look at me, I an animal", pleaded bat.
"What about my ears?"
"Owls have ears and they are birds"
Bat tried a desperate dash through the door, but Baboon grabbed him by the scruff of his neck and threw him out. He landed on a wing and bruised it. Limping home bat began to cry. At home he sat on a branch and the tears just kept streaming. He cried so much that the branch on which he sat got wet and slippery and Whoops! He slipped round it, his feet still clinging and there he hung, upside down, weeping.
A few weeks later the birds had a party. They


0, \text { cell unstimulated} \\ \text {Normal}(\varvec{\delta }^{(1)}, \varvec{\Sigma }_B) &{} \text {if } Y_{ij} = 1, \text { cell stimulated} \end{array}\right. } \\ {\varvec{U}}_j&\sim \text {Normal}({\varvec{0}}, \varvec{\Sigma }_U). \end{aligned} \end{aligned}$$
Figure 5 shows a graphical representation of the hierarchical model. The stimulus activates proteins and induces a difference in marker expression. We define the effect size to be the difference between expected expression levels of stimulated versus unstimulated cells on the \(\log\)-scale. All markers that belong to the active set C, have a non-zero effect size, whereas, all markers that are not, have a zero effect size:
$$\begin{aligned} {\left\{ \begin{array}{ll} \delta ^{(1)}_p - \delta ^{(0)}_p > 0 &{} \text {if protein } p \text { is in activation set } p \in C \\ \delta ^{(1)}_{p'} - \delta ^{(0)}_{p'} = 0 &{} \text {if protein } p' \text { is not in activation set } p' \notin C. \end{array}\right. } \end{aligned}$$
Both covariance matrices have an autoregressive structure,
$$\begin{aligned} \begin{aligned} \Omega _{rs}&= \rho ^{|r-s|} \\ \varvec{\Sigma }&= {\text {diag}}(\varvec{\sigma }) \, \varvec{\Omega } \, {\text {diag}}(\varvec{\sigma }), \end{aligned} \end{aligned}$$
where \(\Omega _{rs}\) is the rth row and sth column of the correlation matrix \(\varvec{\Omega }\). We regulate two separate correlation parameters: a cell-level \(\rho _B\) and a donor-level \(\rho _U\) coefficient. Non-zero \(\rho _B\) or \(\rho _U\) induce a correlation between condition and marker expression even for markers with a zero effect size.
Processing of pregnancy dataset
We reproduce the original gating strategy according to the supplementary material (Figure S1) from [15] using the R package openCyto [17]. In our analysis, we focus on the 178,872 NK cells. The number of cells per sample vary between 6480 and 21,348. The full openCyto workflow is available as a vignette on our package website: _URL_
Availability of data and materials
All data analysed during this study are included in [15]. All results and figures can be reproduced by running the manuscript Rmd available on GitHub: _URL_ Our R package is available on GitHub: _URL_ A vignette is available on our R package website: _URL_
Abbreviations
GLM:
Generalized linear model
GLMM:
Generalized linear mixed model
FDR:
False discovery rate
BH:
Benjamini-Hochberg
BY:
Benjamini–Yekutieli
References
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Question: If M is a spin manifold. Condider the dirac operator on a spinor bundle. Can the eigenvalue of this operater tend to negative infinity? If it can, can we choose a riemann matrix such that under this matrix, the eigenvalue of dirac operator does not tend to negative infinity??
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2 Answers 2
Given any first order, graded, self-adjoint, elliptic operator on a manifold the spectrum is unbounded in both the positive and negative directions. There are probably elementary ways to see this, but I'll give an argument which is overly sophisticated but a bit more quantitative.
Given $D$ as above, consider the eta function associated to $D$:
$$\eta(s) = \sum_{\lambda} sign(\lambda) |\lambda|^{-s}$$
(the sum ranges over the eigenvalues of $D$)
By a variation on Weyl's asymptotic formula for the eigenvalues of the Laplacian together with some basic complex analysis, this function extends to a meromorphic function on the complex plane. It is a very deep topological fact that the eta function is actually bounded at $0$; in the case of Dirac-type operators this follows from the sort of heat kernel analysis used in the local proof of the Atiyah-Singer index theorem, and for general elliptic operators this follows from the Dirac case together with some cobordism theory.
In any event, $\eta(0)$ can be regarded as a sort of "renormalized difference" between the number of positive eigenvalues and the number of negative eigenvalues, and the fact that it is bounded means that there are infinitely many positive and negative eigenvalues.
As I said above this machinery is probably overkill as far as your actual question is concerned, but it proves something stronger: it makes precise the assertion that the cardinality of the positive part of the spectrum agrees with the cardinality of the negative part "up to a finite error".
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"There are probably elementary ways". I think the following should work: It suffices to show that the Rayleigh quotient $\langle \phi, D\phi\rangle/|\phi|^2$ is doubly unbounded. Take $\phi$ to be supported in a ball where $D$ is well approximated by a constant coefficient operator. In a much smaller domain, take $\phi$ to be an eigenvector $\psi$ for the latter operator thought of as an operator with periodic boundary condition (i.e. an operator on a torus). – Tim Perutz Oct 29 '11 at 22:56
In the larger ball, define $\phi$ by cutting off $\psi$, but slowly, so that the behaviour of $\psi$ dominates. This reduces the problem to the case of constant coefficient operators over the torus, for which Fourier series are available. – Tim Perutz Oct 29 '11 at 22:57
BTW, a good account of these facts about the eta function is given by Ken Richardson in his note "Introduction to the eta invariant" ncatlab.org/nlab/show/eta+invariant#Richardson – Urs Schreiber Aug 27 at 18:52
Can the eigenvalue of this operater tend to negative infinity?
Yes -- actually this question is closely tied to the physical origins of the Dirac operator. Very roughly speaking negative eigenvalues correspond to negative-energy eigenstates; the Dirac equation predicts that particles with positive energy (e.g. electrons, which can have arbitrarily large positive energy) there is an antiparticle "twin" with negative energy (positrons in this case).
For instance, if $M$ is the unit sphere in $\mathbb{R}^3$ then Dirac eigenfunctions give you the angular part of the electron wave function; the corresponding eigenvalues are simply all the integers $n \in \mathbb{Z}$ which show up with multiplicity $n+1$.
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Physics LibreTexts
1.5: Exercises
 - Page ID
 1. Show that the probability of throwing 6 points or less with three (six-sided) dice is \(5/54\).
 2. A battery of total emf \(V\) is connected to a resistor \(R\). As a result, an amount of power \(P=V^{\,2}/R\) is dissipated in the resistor. The battery itself consists of \(N\) individual cells connected in series, so that \(V\) is equal to the sum of the emf's of all these cells. The battery is old, however, so that not all cells are in perfect condition. Thus, there is a probability \(p\) that the emf of any individual cell has its normal value \(v\); and a probability \(1-p\) that the emf of any individual cell is zero because the cell has become internally shorted. The individual cells are statistically independent of each other. Under these conditions, show that the mean power, \(\langle P\rangle\), dissipated in the resistor, is \[\langle P\rangle= \frac{p^{\,2}\, V^{\,2}}{R}\left[1 +\frac{(1-p)}{N\,p}\right].\]
 3. In the "game" of Russian roulette, the player inserts a single bullet into the drum of a revolver, leaving the other five chambers of the drum empty. The player then spins the drum, aims at his/her head, and pulls the trigger.
 1. What is the probability of the player still being alive after playing the game \(N\) times?
 2. What is the probability of the player surviving \(N-1\) turns in this game, and then being shot the \(N\)th time he/she pulls the trigger?
 3. What is the mean number of times the player gets to pull the trigger?
 4. Suppose that the probability density for the speed, \(s\), of a car on a road is given by \[P(s) = A\,s\,\exp\left(-\frac{s}{s_0}\right),\] where \(0\leq s\leq \infty\). Here, \(A\) and \(s_0\) are positive constants. More explicitly, \(P(s)\,ds\) gives the probability that a car has a speed between \(s\) and \(s+ds\).
 1. Determine \(A\) in terms of \(s_0\).
 2. What is the mean value of the speed?
 3. What is the "most probable" speed: that is, the speed for which the probability density has a maximum?
 4. What is the probability that a car has a speed more than three times as large as the mean value?
 5. An radioactive atom has a uniform decay probability per unit time \(w\). In other words, the probability of decay in a time interval \(dt\) is \(w\,dt\). Let \(P(t)\) be the probability of the atom not having decayed at time \(t\), given that it was created at time \(t=0\). Demonstrate that \[P(t) = {\rm e}^{-w\,t}.\] What is the mean lifetime of the atom?
 Contributors and Attributions
 - Richard Fitzpatrick (Professor of Physics, The University of Texas at Austin)
 \( \newcommand {\ltapp} {\stackrel {_{\normalsize<}}{_{\normalsize \sim}}}\) \(\newcommand {\gtapp} {\stackrel {_{\normalsize>}}{_{\normalsize \sim}}}\) \(\newcommand {\btau}{\mbox{\boldmath$\tau$}}\) \(\newcommand {\bmu}{\mbox{\boldmath$\mu$}}\) \(\newcommand {\bsigma}{\mbox{\boldmath$\sigma$}}\) \(\newcommand {\bOmega}{\mbox{\boldmath$\Omega$}}\) \(\newcommand {\bomega}{\mbox{\boldmath$\omega$}}\) \(\newcommand {\bepsilon}{\mbox{\boldmath$\epsilon$}}\)


text:
Researchers at the Alaska Volcano Observatory say that Mount Redoubt may erupt within days.
The mountain, which lies about 100 miles to the southwest across the Cook Inlet from Anchorage last erupted in 1989. That event, according to the Anchorage Daily News, "disrupted international air traffic and coated Anchorage in a thin layer of volcanic dust."
It is quite unlikely that this eruption will really affect us here in Portland, but if you - like many Oregonians - have friends or family in Alaska, please pass on these volcano safety tips.
And it's never a bad time for us Oregonians to brush up on our safety knowledge since we have dozens of volcanoes along our beautiful Cascade Range.

source: HuggingFaceFW/fineweb-edu


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By Vendor > AgBio Communications > grassland plants of south dakota and the northern great plains
grassland plants of south dakota and the northern great plains
"Learning to identify and understand the plants that produce the forage, provide the cover, protect the soil, and enrich our lives in many ways is an essential first step to conserving our native grassland, whether they are the grasslands we own and manage, or the grasslands we hunt and hike over, or simply the grasslands we view from our vehicles. This photographic guide can help you discover and learn about the plants inhabitating our northern prairies and plains." David J. Ode, Botanist/Ecologist, South Dakota Game, Fish and Parks Department Authors are James R. Johnson and Gary E. Larson
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text:
Background: Receptor-mediated increases in the force produced by airway smooth muscle are attenuated by anesthetics such as halothane. Guanosine 5′-triphosphate (GTP) binding protein α subunits (Gαi) are known to participate in the regulation of force in airway smooth muscle. The authors hypothesized that halothane would inhibit the ability of Gαi subunits to bind a nonhydrolyzable analog of GTP (GTPγS). Methods: The effect of halothane on both GTPase-specific activity and [35S]GTPγS binding were assayed using purified, recombinant Gαi1. In separate experiments, [35S]GTPγS binding to Gαi in crude airway smooth muscle membrane preparations was assayed using an immunoprecipitation technique in the presence and absence of halothane. Results: The steady state GTPase-specific activity of the recombinant Gαi1 was 0.033 ± 0.018 (mean ± SD) mole Pi mole Gαi1-1 min-1 under control conditions and 0.035 ± 0.015 mole Pi mole Gαi1-1 min-1 in the presence of 1.1 ± 0.2 mM halothane, a difference that is not significant. The mole fractions of recombinant Gαi1 bound to [35S]GTPγS were 0.49 ± 0.02 and 0.60 ± 0.02 at 10 and 20 min, respectively. The addition of halothane (1.26 ± 0.07 mM) did not significantly change these values. Halothane did not affect the binding of [35S]GTPγS to Gαi subunits in membrane fractions of airway smooth muscle as measured using immunoprecipitation. Validity of the assays was confirmed using suramin, an inhibitor of GTP binding. Conclusion: These results suggest that halothane, which inhibits receptor-activated Gαi-coupled pathways in intact airway smooth muscle, must functionally target a component of the G protein-coupled receptor complex other than Gαi.
ASJC Scopus subject areas
- Anesthesiology and Pain Medicine

source: openbmb/Ultra-FineWeb


text:
You can add a shadow beneath elements in your newsletter, for example at the end of it. An example:
You can add the shadow as a full-length picture. First search (for example with Google) a picture of a shadow you'd like to use and save the image to your computer. Or use this one (click on it, and choose "Save image as"):
Then, click on the "+" sign in the bottom left corner of your template, and drag a full layout row to the location you wish to add the shadow to. Drag a picture element inside the layout row, and then upload the shadow picture.
You also need to remove the padding from the picture. Click on the picture settings icon in the upper left corner of the picture.
The image properties window will appear. From there, remove the checkmark from "Vertical padding".
If the shadow doesn't look as wide as it should, adjust it manually from the same image properties window. Set the image width to be 600px, leave the height empty (read also Changing the size of an image).


How should I keep my chocolates?
All filled chocolates in our chocolate gift boxes are best kept at 12c. At this temperature they will last for more than 8 weeks. Do not keep your chocolates above 20c. If keeping them in the fridge make sure they are wrapped, or that the chocolate box is kept airtight with clingfilm and keep away from strongly odoured items. Bring them up to room temperature before eating for the best flavour.
Although we do recommend that filled chocolates are best eaten within 2 weeks as this is when their flavour is at it's best.
Do you ship internationally?
Yes we ship everything but to the following countries:UK offshore (N.I, Isle of Wight etc), Ireland, France, Germany, Netherlands, Sweden, Denmark, Norway, Finland and Belgium.
Please see our delivery page for more information.
 - Is the percentage of cocoa solids an indicator of good chocolate?
 - In short, no. Whilst it does tell you the overall cocoa mass within a chocolate, it doesn't tell you anything about the flavour. A single origin chocolate with 65% cocoa solids can have way more flavour, complexity and length than a mass produced one at 85%. Flavour is affected by the type of cocoa bean(s) used, the area they were grown in, what plants were grown alongside them, how they were fermented, how the bean was roasted and how long it was conched for, along with many other esoteric factors.
 - We use a variety of chocolates in our gift boxes, our milk chocolate is 40%, whilst our dark chocolates ranges from 65% to 85%.
 - What is ganache?
 - Ganache is the filling in chocolates that is traditionally made with a mixture of chocolate, cream and sometimes butter. But the problem with that method is that cream and butter mask flavours. Just think about how you dull down the spices in a curry if it's too hot – by adding cream or yoghurt. The same things happens when you add it to chocolate, it dulls all those beautiful top and bottom notes that make up a great chococolate. So we've developed our very own method of making ganache that doesn't mask any of the flavours and gives a multi-layered, very clean taste experience. How do we do it? Ah, that's the secret bit, but it's all 100% natural.
 Do you really make all your own chocolates?
 Yes, all of our chocolates are handcrafted in house. The moulds are invidually hand decorated before we shell, fill, then cap the moulds. So you can be confident when purchasing one of our chocolate gift boxes that all our chocolate are truly artisanal.
 What is an artisan chocolatier?
 Firstly a chocolatier is someone who makes filled chocolates, chocolate creations and other confectionery from chocolate, whereas a chocolate maker is someone who makes chocolate from cacao beans. An artisan chocolatier is generally considered to be a chocolatier whose chocolates are handmade using top quality ingredients, no preservatives and produces a high quality product in both terms of look and taste.
 How do chocolatiers differ from standard chocolate retailers?
 Chocolatiers generally produce chocolates in small batches with a high degree of human skill involved as oppossed the mechanised chocolate production used by most large scale chocolate retailers. In addition to this a chocolatier is more likely to be focused on the quality of the chocolate and it's origin. Working with small batches allows the chocolatier to bring inviduality and subtle nuances to the chocolate that would be unachievable in large scale mechanised production.
 What is salted caramel chocolate?
 The term salted caramel is applied to many forms of caramel where any type of salt has been added. Whilst salted caramel has become popular over the last 5 years or so in the UK, it is not a new fad. In fact for centuries in Brittany, salted caramel sweets were made with sea water, giving them a salty note. Some people wonder at the wisdom of adding salt to caramel, but once they have tried it they soon realise that salted caramel is one of the true pleasures in a gourmet's life. The salt acts as a nice counterbalance to the sweetness of the caramel.
 Check out our range of salted caramel chocolates.
 What are our most popular chocolates?
 Without a doubt our most popular lines are the Ultimate Chocolate Gift Box, any of the Salted Caramel gift boxes and our Truffle Club Subscriptions.
 The Ultimate Chocolate Gift Box, as the name suggests, delivers some of our most distinct flavoured chocolates, with our favourites be the Award Winning Muscovado Salted Caramel and your choice of 3 truffle boxes and 3 chocolate bars. The perfect way to spoil someone (or yourself).
 The Salted Caramel gift boxes collections feature all 3 of our Salted Caramels, the Muscovado with Maldon Sea Salt, the Traditional with Fleur de Sel de Camargue and the unique Palm Blossom & Himalayan Sea Salt.
 Our truffle club subscription - each month you'll receive a different flavour of our handcrafted truffles. Some months will feature special edition flavours only available to Truffle Club members. Our truffles are designed and created by our head chocolatier, a triple Academy of Chocolate Award winner.
 Where do you get the cacao from that you use to make your chocolates?
 Our chocolate is sourced from a number of countries around the world. Most of our milk chocolate comes from Ghana and Java, whereas our dark chocolate comes from Madagascar, Cuba, Mexico & Peru. When selecting the chocolate we look for distinct character with the flavour profile as well as good body and lenght of flavour.
 What are the key inspirations for your chocolates?
 Inspiration is a strange thing and can come from anywhere. We might be eating a piece of fruit and get a note of something else within the flavour that sets me off thinking. It could be something visual that sets me off thinking, like the contrast of cherry blossom of a lawn that leads me to think about what "green" flavours might pair well with cherry. It could the the subtle nuanced flavours savoured within a glass of rum that lead me to a new chocolate recipe. And sometimes I am lucky enough to just wake up with a new idea in my head.....that's what happens when you are an obessed chocolatier.


text:
Vice president, Tishman Construction Corporation of New York, New York, NY
Pages: 19 Published: Jan 1991
The object of this paper is to discern recurrent interactions between the exterior wall and structural systems in buildings. A general discussion in which the reader is introduced to the basic structural imperatives of high rise construction is presented first. Dynamic building movement due to gravity loads, wind loads, and thermal expansion/contraction are examined next so that an understanding can be gained regarding the performance requirements for exterior wall systems. Each of the basic design approaches to exterior wall construction (conventional masonry, panel systems, aluminum-framed systems) are discussed with emphasis placed upon their interrelation to the building structure. Various case studies are analyzed which demonstrate how these issues are handled on specific projects. Conclusions are drawn and correlations observed which can help the architect and structural engineer become sensitive to one another's goals.
interstory differential movement, creep, head receptor, thermal expansion and contraction, unitized curtain wall, wind tunnel, weather barrier, torsion, eccentric loading
Paper ID: STP20123S


text:
Ecosystem Management | Prof. Randy Van Dragt
This course investigated the water quality of a local West Michigan lake.
Randy Van Dragt, Department of Biology
1999: Project one involves an environmental impact assessment of the southern edge of the Ecosystem Preserve. This portion of the Ecosystem Preserve will be most heavily affected by the development of the Gainey athletic facility, the college conference and CAS facilities and the road connecting these two developments. Students teams are establishing baseline conditions oin the aquatic and terrestrial communities of this part of the preserve, investigating the impacts that development will impose and considering development options that will reduce these impacts. Project two investigates the net primary productivity in two common ecosystems on the college campus lawn and old field (In each system areas dominated by grasses and herbaceous plants will be used)-- and to compare carbon fixation in these communities to carbon dioxide production by various campus activities, such as automobile use, electric energy use, etc.
1998: The Biology 345 class will conduct an environmental assessment of the two athletic field ponds at the northwest corner of the college campus. In past years we have described various features of ecology of these ponds and their watershed. This year we will study the plankton community of the ponds and the water chemistry of the ponds and their major surface water inputs. In addition, we will compare the athletic field ponds, which have received significant human impact for many decades, to a similar, but more isolated, pond in the Ecosystem Preserve. Results of the study will be used to develop a tentative management plan for the ponds. Fall (22 students)


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Deleting a DNS Access Control List - BlueCat Address Manager - 8.3.1
Address Manager Administration Guide
prodname
BlueCat Address Manager
version_custom
8.3.1
Remove a DNS ACL from Address Manager. DNS ACLs can be deleted from the ACLs tab or the DNS ACL Details page.
Note: Pre-defined ACLs cannot be edited or deleted.
To delete a DNS Access Control List from the ACLs tab:
 1. From the configuration drop-down menu, select a configuration.
 2. Select the DNS tab. Tabs remember the page you last worked on, so select the tab again to ensure you're on the Configuration information page.
 3. Under ACLs, select the check box beside the DNS ACL(s) you wish to delete.
 4. Click Action, and then select Delete Selected.
 5. Under Change Control, add comments, if required.
 6. Click Yes.
 Note: If you have objects linked to the ACL(s) you want to delete, you will receive a warning prompt asking you to remove these objects before deleting the ACL.


text:
Common Name: Cardoon, Artichoke thistle. Scientific Name: Cynara cardunculus. Family: Asteraceae. Genus: Cynara. Plant type: Perennial. Height: 6-8 ft. (1.8-2.4 m). Flower color: Purple/Lavender. Foliage Color: Silver. Flowering time: June to September.
The cardoon or Artichoke thistle (Cynara cardunculus), is a thistle-like plant which is member of the aster family,Asteraceae. It is native to the Mediterranean. It can grow to 8 ft (2.4 m) tall and can spread to 6 ft (1.8 m) wide. It is in flower from June to September. The flowers are hermaphrodite.


text:
The impact of social class and status on citizenship information need: the results of two national surveys of the population of the United Kingdom.
MetadataShow full item record
MARCELLA, R. and BAXTER, G., 2000. The impact of social class and status on citizenship information need: the results of two national surveys of the population of the United Kingdom. Journal of Information Science, July 2000, 26(4), pp.239-254.
This paper reports the key results of the Citizenship Information research project funded by the British Library Research and Innovation Centre. This research comprised two large-scale surveys of the citizenship information needs of the UK public. The paper focuses upon the detailed analysis and examination of the results as they related to issues of social class and status. The research revealed that social class and status had an impact upon information need and information seeking behaviour, although the pattern emerging was not a simple one. Certain social classes and status groups were not exploiting public library information resources as effectively as they might; equally, certain groups were less willing (or able) to take advantage of new technologies to access information and participate in democratic activities. Those groups most willing to use a range of information sources were more conscious of disadvantage resulting from a lack of information. The paper concludes that there is a real danger of exclusion for certain groups of the UK population and that information policy must reflect an awareness of the most appropriate patterns of information dissemination in order to overcome barriers to access for each of these.


Transcripted Summary
In this lecture we're going to be talking about element actions.
Let us start by creating a new test called "elementActions.test.js".
We are going to require "internet.page", [and then our] describe and it.
Our first element action that we're going to use is the click.
We did a bit of this in the last lecture when we were talking about element state.
Let's just do it here again
it('should click element', () => {
})
In this test, we are going to do something similar to this last test that we had here, which is
internetPage = require('../../pages/internet.page')
it('should click element', () => {
 internetPage.clickOnLink
})
However, this time we are going to use our asserts.
What we are going to do, because we have previously declared in our config file all our Chai assertions, we are going to use Chai expect.
We are going to say
expect(browser.getUrl())
What this does is get the current URL of the page that you are on, and we are going to specify the URL that we want.
If you remember from the last lecture, this function clicks on the first link. If we go here and click on the first link, this (_URL_ is the URL that it should be expecting. We can copy that and paste it into our test.
internetPage = require('../../pages/internet.page')
describe(' Test element actions', function () {
 it('should click element', () => {
 internetPage.clickOnLink()
 expect(browser.getUrl()).equals('_URL_
 })
})
Before we run our test, we need to specify browser.url('/') so that our test will go to default URL.
internetPage = require('../../pages/internet.page')
describe(' Test element actions', function () {
 it('should click element', () => {
 browser.url('/')
 internetPage.clickOnLink()
 expect(browser.getUrl()).equals('_URL_
 })
})
Now, let us run our test. We only want to run this test instead of both.
We can do that in the terminal by specifying the folder and the filename that you want to run.
npm test -- --spec ./test/elementActions.test.js
If we run, we see that it's only executing one file instead of both.
If we realize this test passed because the expect passed.
The next element action that we have used previously is the getText.
Let's just use it here again.
If we go to our Page Object, we realize that we have a function here that is getting a specific element text.
What we can do is return this. so that when we call this function, we can do an assertion on it in our test.
getSpecificElementText(index) {
 return this.specificChildElement(index).getText()
}
In our test, we are going to say:
it('should get Text', () => {
 browser.url('/')
 expect(internetPage.getSpecificElementText(1)).equals('A/B Testing')
})
We are going to wrap this in an expect.
If we look here, we need to specify an index. If we specify the first index, it should equal to "A/B Testing".
Let's add browser.url('/') so that it will go back to the main URL, as we did in the previous test, we had clicked on a link.
Also, we need to add to this test, seeing as we are only navigating back to a page, we need to wait for this element to show up.
So, before we say getSpecificElementText, we can say:
getSpecificElementText(index) {
 this.specificChildElement(index).waitForDisplayed()
 return this.specificChildElement(index).getText()
}
What that [this.specificChildElement(index).waitForDisplayed()] does, it waits until we are fully back on the first page. It waits until this element is displayed. If this element is never displayed, then the test will fail.
So, a reminder that we need to enter the first index in our test.
Let us now run our test by specifying the test that we want in our terminal
npm test -- --spec ./test/elementActions.test.js
Okay, so it passed, because it got the specific element and it was equal to this ("A/B Testing").
Let us also look at click in another context.
If we go here to the Checkboxes page, to select a checkbox, you have to click it, right?
Then, we can use the element state isSelected to determine whether or not our checkbox click was successful.
Let's do that now.
First, we need to get the element for the checkbox.
So, it says input type "checkbox", which is within a form with the id "checkboxes".
We can go into our internet.page.js file and create an element called "checkboxes" and we are going to be accepting an index.
checkboxes(index) { return $('#checkboxes input:nth-child(${index})') }
Okay.
Then, we're going to write a function called clickCheckbox, which accepts an index.
clickCheckbox(index) {
 this.checkboxes(index).waitForDisplayed()
 this.checkboxes(index).click()
}
In our test, we're going to say:
it('should click checkbox', () => {
 internetPage.clickCheckbox(1)
 expect(internetPage.checkbox(1).isSelected()).equals(true)
})
We're going to click on the first one, so we're going to put in the index of 1.
Before we run our test, let us do a few things.
In this test here [from the previous lesson], where we have our pause, we are going to remove it.
We are instead going to have a waitForDisplayed for an element that is on the firstLink page. If we click the first link on the page, it contains h3 tag. So instead, we're going to wait for an h3 tag, all right?
We're going to create that element here [in our internet.page.js file]
get h3Header() { return $('h3') }
Then, in our function, clickOnLink, we're going to add the waitForDisplayed:
clickOnLink() {
 if (this.firstLink.isDisplayed() === true) {
 this.firstLink.click()
 }
 this.h3Header.waitForDisplayed()
}
This will no longer be an explicit wait. It's now an implicit wait — meaning before we had to wait 5,000 milliseconds whether or not the element showed up. Here we are only waiting for the amount of time needed for the h3 header to show or until the timeout expires.
Before our test can get to the checkbox, we need to click on this element "Checkboxes".
Let us look in our Page Object and we realize that we don't have anything apart from clicking on the first link [get firstLink() { return $('ul li:nth-child(1) a') }], so we need to add something as follows:
link(index) { return $('ul li:nth-child(${index}) a') }
Then we're going to have a function call clickLink that accepts an index.
It is a good practice to comment your code. Here we are going to specify that we have a number index, and this is the index of the element. This function clicks on the link based on the index provided. I will go through later on and add comments to these functions that we created early on.
/**
* Clicks on the link based on the index provided
* @param {Number} index the index of the element
*/
clickLink(index) {
 this.link(index).waitForDisplayed()
 this.link(index).click()
}
We are accepting an index; we are going to waitForDisplayed and then it's going to click our link.
So, in our tests, we can now add the code to click on the sixth link:
it('should click checkbox', () => {
 internetPage.clickLink(6)
 internetPage.clickCheckbox(1)
 expect(internetPage.checkboxes(1).isSelected()).equals(true)
})
So, a thing to know


text:
FEARS were raised for the health of the residents of Wales' only outpost last night, as a blanket of ash exerted a stranglehold on Patagonia.
Large swathes of the Argentinean region lay under a choking cloud of smoke and ash after the eruption of the long-dormant volcano of Chaiten in neighbouring Chile.
And the community, which retains strong Welsh links after being first settled 150 years ago, has experienced terrifying periods of "nuclear nights" when the pollution in the air has been so thick that it has blocked out the mid-afternoon sun. Earlier there were dramatic scenes, as ash was spewed 20 miles into the sky by the eruption.
In key Welsh Patagonian towns like Esquel and Trevelin, residents had to wear face masks whenever they went outside. Livestock were also beginning to die from breathing air and drinking water clogged with thick volcanic ash.
The area – known in Welsh as Y Wladfa – yesterday remained largely isolated from the outside world, with airports closed and roads opening sporadically because of the amount of ash on the road, up to 3cm deep in places.
Thousands of people were forced to evacuate from the towns of Chaiten and Futaleufu in Chile earlier this week after the volcano's first eruption in 9,000 years blew a thick column of ash eastward for hundreds of miles over Patagonia and Argentina to the Atlantic Ocean.
Patagonia is just half-an-hour's drive from the volcano.
"It looks like all the world like it has been snowing heavily – imagine a scene from the cartoon South Park," said Gill Stephen, a teacher from Cardiff who is currently teaching in Ysgol Gymraeg yr Andes (Andes Welsh School) as part of the Welsh Language Project established in 1997.
"In fact, it's a bit of a worry because it is pumice stone so it is quite abrasive and there are concerns for the health of people and animals that are breathing it.
"You can see in the flash of a camera that the air is thick with these particles – thicker than any fog you can imagine."
Residents of the larger towns in Patagonia – a region on the borders of Chile and Argentina to where 3,000 Welsh people emigrated between 1865 and 1912 – can still get water from the mains but thousands of litres of bottled water have been transported to smaller outlying towns and villages.
And the weekend's popular Eisteddfod de Trevelin, where opera star Rhys Meirion performed, took place under thick cloud and has already been dubbed "Eisteddfod y Llwch" (Eisteddfod of Dust).
Ms Stephen said she knew nothing of the eruption until white flakes began falling on her clothes as she waited for a bus on Friday morning in Esquel, a town popular with backpackers and skiers.
"I thought it had started snowing but when I got on to the bus they didn't melt and that's when I realised what it was," she said.
"It is an event that has taken everybody by surprise, nobody has seen anything like this before."
Experts are now waiting to see whether the volcano will affect the world's climate.
So far, Chaiten has emitted only a few thousand tons of sulphur dioxide.
In general, a volcano must spew at least one million tons of sulphur dioxide into the stratosphere to have a global effect on climate.
After eruptions of unusual size, sulphur dioxide, converted into sulphuric acid, can form a thin white cloud in the atmosphere that reflects sunlight away from Earth.
The Philippines' Mount Pinatubo produced a brief cooling of the climate after spewing 20 million tons of sulphur dioxide in 1991.
Luis Lara, a volcanologist with the Chilean government's Geology and Mining Service, said lava was rising within Chaiten without yet spilling over.
Atuel Williams, the former president of Eisteddfod de Trevelin, said streetlights were sometimes being lit during the day because of the artificial darkness.
"There is a lot of smoke here and it is very difficult to breathe without a mask," he said.
"The people in Chaiten are more worried about the lava but here they are worried about how long the situation is going to last.
"We are fine, but we are hoping it will finish.
"Sheep and cows are starting to die because they cannot drink the water, or they are drinking it and it is thick with ash."
Page 2 - The story of Wales' only outpost
Page 2 - A short history of Welsh links with Patagonia

source: m-a-p/FineFineWeb


Wednesday, February 10, 2016
New Hampshire's Best Fly Fishing School
If you're reading this, I am guessing you're searching for fly-fishing or fly-casting lessons. In your search, you might have seen how other vendors sell the benefit of a casting pond -- the ability for you to cast in real world conditions. Well, that's not entirely true, and in my opinion, casting ponds present several problems.
 - If it is man made, it's probably not eco-friendly.
 - If it is man made and is stocked with fish, it may mean the water is treated and cooled by electric or gas power pumps. Not very eco-friendly. This is a man made hatchery.
 - Ponds allow one instructor to safely teach large groups of people = great profit, but poor education model.
 - Ponds or lakes are NOT rivers. You learn very little when compared to a river!
Why Teach Fly Casting in a River
 1. >90% of fly-fisherman fish in rivers -- not ponds or lakes.
 2. We teach fly-casting in real world conditions -- doesn't that make more sense? During our classes, if the river is unsafe, then we teach at a pond, or reschedule our program.
 3. While standing in a river casting, you'll also learn real world fishing technique's -- line control, presentation, and reading water (these can not be taught at a casting pond).
Casting in a river has significant educational benefits.
You have completed the E.I. Fly™1X class, or you are an advance beginner needing to fine tune your casting skills. Also you are ready to step into a river and learn a few tricks. We will spend time in the water working on the following: PULD, Static and Dynamic Roll, False Cast, Roll-Pick-up, Tension, Water Haul, Reach Mend, Wiggle, and Pile. We'll also practice fly and fly line presentation techniques.
This program is a blend of casting and fishing presentation skills. This is a must have for the beginner - intermediate anglers who want to prepare themselves for the next level.
Rates: E.I. Fly™2X
 - (1) Angler $25 per hour
 - (2-3)) Anglers: $15 per hour, per person
 - (4) Anglers: $10 per hour, per person
 - Minimum Course Time: 4 hours.
 - Age: 16 years and older (service is designed for mature young teenagers and adults)
 - Monday-Sunday
 - Home Base: Seacoast New Hampshire
Ready to Begin
We offer both lessons and guiding services. To understand the difference between the two, Please visit:
Lessons and Guiding:
Wild Fish Guiding and Lessons:
Thanks for reading and hope to see you soon.


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This workshop addresses the changing and expanding role of the Practice Manager providing tools to help take some of the responsibility off the shoulders of the practice owner/dentist.
Business acumenThink like a patient, act as an owner:
- Quality control for the patient at every step
- Key Performance Indicators/ KPIs
- Analysing key reports to support your practice owner
People ManagementHow to gain, train and retain your team:
- Alleviating recruitment stresses and the importance of contracts
- Training and motivating your team to succeed
Customer service cultureCreating an aligned and consistent team:
- Creating practice standards and protocols
- What you need to know about marketing and patient retention
- Fostering a patientfocused culture in your practice
- Staying on top of regulatory compliance
- WH&S and infection control procedures
- Creating standards
Outcomes for the day:
- Improve practice performance and production.
- Greater team alignment reducing inefficiency and waste.
- Increased patient satisfaction.
- Reduce stress for the dentist.
Australian clinicians are required to make their own assessment as to the number of hours of Non-Scientific Continuing Education each course provides. This course is eligible for NZDA CPD points.
Prime Practice guarantees courses are compliant with the current Dental Board of Australia Guidelines on Continuing Professional Development.
* Number of accredited CPD hours depends on the length of the workshop.


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Spectrum Channel Power visualizations depicts the measured spectrum results from the channel-by-channel point of view. It shows how much energy and power (in dBm) was received by spectrum analyzer on each channel scanned by the device (by default spectrum analyzer scans then all the 2.4Ghz OR 5Ghz channels) on any measured point on the map.
By first glance this visualization looks quite similar to earlier introduced Signal Strength, but there is one CRUCIAL difference here. With the Spectrum Channel Power you're measuring ALL signals and energy from the measured channels, not just the strength of Wifi signals like with Signal Strength visualization. This allows you to find and troubleshoot interfering signals such as microwave ovens, baby monitors or Wifi cameras.
In the attached gif, the spectrum channel power is -40 to -35 dBm for 42.2% of the visualization area, when both 2.4 and 5 GHz are selected.
To display this visualization you need surveys with measured spectrum analyzer data. This visualization cannot be simulated.


Building your own robot#
In this tutorial we will learn how to build our own robot in SDFormat. We will build a simple two wheeled robot.
You can find the finished SDF file for the tutorial here.
What is SDF#
SDFormat (Simulation Description Format), sometimes abbreviated as SDF, is an XML format that describes objects and environments for robot simulators, visualization, and control.
Building a world#
We will start by building a simple world and then build our robot in it. Open a new file called building_robot.sdf and copy the following code to it.
<?xml version="1.0" ?>
<sdf version="1.10">
 <world name="car_world">
 <physics name="1ms" type="ignored">
 <max_step_size>0.001</max_step_size>
 <real_time_factor>1.0</real_time_factor>
 </physics>
 <plugin
 filename="gz-sim-physics-system"
 name="gz::sim::systems::Physics">
 </plugin>
 <plugin
 filename="gz-sim-user-commands-system"
 name="gz::sim::systems::UserCommands">
 </plugin>
 <plugin
 filename="gz-sim-scene-broadcaster-system"
 name="gz::sim::systems::SceneBroadcaster">
 </plugin>
 <light type="directional" name="sun">
 <cast_shadows>true</cast_shadows>
 <pose>0 0 10 0 0 0</pose>
 <diffuse>0.8 0.8 0.8 1</diffuse>
 <specular>0.2 0.2 0.2 1</specular>
 <attenuation>
 <range>1000</range>
 <constant>0.9</constant>
 <linear>0.01</linear>
 <quadratic>0.001</quadratic>
 </attenuation>
 <direction>-0.5 0.1 -0.9</direction>
 </light>
 <model name="ground_plane">
 <static>true</static>
 <link name="link">
 <collision name="collision">
 <geometry>
 <plane>
 <normal>0 0 1</normal>
 </plane>
 </geometry>
 </collision>
 <visual name="visual">
 <geometry>
 <plane>
 <normal>0 0 1</normal>
 <size>100 100</size>
 </plane>
 </geometry>
 <material>
 <ambient>0.8 0.8 0.8 1</ambient>
 <diffuse>0.8 0.8 0.8 1</diffuse>
 <specular>0.8 0.8 0.8 1</specular>
 </material>
 </visual>
 </link>
 </model>
 </world>
</sdf>
Save the file, navigate to the directory where you saved the file and launch the simulator:
gz sim building_robot.sdf
Note: You can name your file any name and save it anywhere on your computer.
You should see an empty world with just a ground plane and a sun light. Check World demo to learn how to build your own world.
Building a model#
Under the </model> tag we will add our robot model as follows:
Defining the model#
<model name='vehicle_blue' canonical_link='chassis'>
 <pose relative_to='world'>0 0 0 0 0 0</pose>
Here we define the name of our model vehicle_blue, which should be a unique name among its siblings (other tags or models on the same level). Each model may have one link designated as the canonical_link, the implicit frame of the model is attached to this link. If not defined, the first <link> will be chosen as the canonical link. The <pose> tag is used to define the position and orientation of our model and the relative_to attribute is used to define the pose of the model relative to any other frame. If relative_to is not defined, the model's <pose> will be relative to the world.
Let's make our pose relative to the world. The values inside the pose tag are as follows: <pose>X Y Z R P Y</pose>, where the X Y Z represent the position of the frame and R P Y represent the orientation in roll pitch yaw. We set them to zeros which makes the two frames (the model and the world) identical.
Conclusion#
Run the world:
gz sim building_robot.sdf
It should look like this:
two_wheeled_robot
Hurray! We build our first robot. You can learn more details about SDFormat tags here. In the next tutorial we will learn how to move our robot around.
Video walk-through#
A video walk-through of this tutorial is available from our YouTube channel: Gazebo tutorials: Building a robot.


The figure shows a mapping to retrieve data from an SAP system. It consists of the following objects from left to right: Table BKPF and an Input Parameter are connected to a Filter operator, FILTER. Tables KONV, VBRP, VBRK, and the output from the Filter operator are connected to a Joiner. The output data from Joiner is connected to a staging table STG_BILLING_TABLE.


Memory Alpha
36,783pages on
this wiki
The Explored Galaxy
The location of Deneb in "The Explored Galaxy" wall chart
Deneb was the primary of the inhabited Deneb system. (TOS: "Where No Man Has Gone Before") Its location in the Alpha Quadrant of the Milky Way Galaxy was depicted in a Federation star chart in 2293. (Star Trek VI: The Undiscovered Country, production art)
According to Star Trek: Star Charts, there were two stars that were known as Deneb - Beta Ceti, also known as Deneb Kaitos, and Alpha Cygni. Beta Ceti was a G9.5 star with an apparent magnitude of 0.8. The sixth planet, a failed protostar classified as a Class T planet, was viewed by some as a binary companion of Beta Ceti. Alpha Cygni was a bright blue giant located 3,230 light years from Sol. Both stars were located in the Alpha Quadrant. (page 33, 34, & 41)
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text:
Visualization of the Fragmentation of a Weak Granular Material During Compression
The purpose of this research was to visualize the crushing of a weak granular material during compression. In order to be able to see the individual particles of the sample with out the usage of sophisticated and expensive equipment, roasted chick peas were used to model granular material. The chick peas were chosen because of their size and availability. A series of uniaxial confined compression tests were run on the chick peas to check different aspects of the fragmentation. All the samples used in the tests were prepared the same way having the same initial height and mass. The samples also had uniform gradation. An initial test was run on the chick peas to an applied vertical load of 3 kN. This test was used to create a void ratio versus the logarithm of the stress curve. From the curve constructed from the results of the first test four applied vertical loads were chosen. These four applied vertical loads were used throughout the research. The first set of uniaxial confined compression tests were used to determine how many chick peas were broken during compression. The next set of uniaxial confined compression tests were used to run sieve analysis on each sample and to determine how the gradation of the sample changed as the applied vertical load increased. Another confined uniaxial compression test was run to a selected load to determine how the crushing occurred internally. Through out the research several pictures were taken with a digital camera to help illustrate the crushing inside and outside the samples. Pictures outside the samples were possible since the cylinders used for the compression tests were transparent. A fractal analysis was done using the results of the sieve analysis for each sample. Fractal fragmentation dimensions were calculated to determine the degree of crushing at each of the applied vertical loads. Another fractal analysis was done using a Seirpinski Gasket in order visualize the way the samples developed a fractal size distribution. Six level of the gasket were generated and used to model a sample fragmenting during compression.
Advisor:Calixto I. Garcia; Luis E. Vallejo; Jeen-Shang Lin
School:University of Pittsburgh
School Location:USA - Pennsylvania
Source Type:Master's Thesis
Keywords:civil and environmental engineering
Date of Publication:09/25/2007


text:
The Offshore Engineering group conducts applied and fundamental research of value to the offshore engineering community. Alongside the research activities, the group is strongly involved in education within the Offshore and Dredging Engineering interfaculty curriculum. Both the research and education are carried out in close cooperation with the energy-oriented companies focused on the offshore developments.
The research mission of the group is to provide mechanics-based tools and solutions to offshore engineering challenges. The focus of the research is placed on the integral modelling and design of offshore structures under various loads such as wind, waves, currents and ice. Currently on the frontline are the research projects associated with the deep water challenges, developments in the Arctic and expansion of the offshore wind sector.
The educational mission of the group is to educate Offshore Engineers who will be in high demand at the energy-focused companies working with oil, gas and renewable energy. We accomplish this by providing the students with a strong fundamental background, applied knowledge and direct and indeed very active contacts with the industry.


text:
Scientists have come up with a special microscope that can not only quickly diagnose various diseases such as skin cancer، but also perform ultra-precise surgery without even cutting the skin، as the Technical Times said.
With this high-tech multiphoton excitation microscope، doctors will be able to observe، diagnose، and treat disease with incredible speed and precision — even in the most delicate parts of the body where nearly superhuman precision is necessary. As the scientists behind it describe in a news release، it's a "revolutionary" technique that can change the medical landscape for diseases such as skin cancer.
A Cutting-Edge Laser Microscope In a paper published in the journal Science Advances، the researchers explain how they developed this specialized type of multiphoton excitation microscope، which is capable of scanning tissue quickly and performing surgery to treat abnormalities without penetrating the skin.
This cutting-edge device uses an ultrafast infrared laser beam to achieve the imaging of living tissue up to about one millimeter in depth. Then، when the laser's heat is intensified، the researchers are able to treat the tissue as well.
With this special microscope، medical professionals will be able to detect the exact location of an abnormality، then diagnose and treat it instantly. It could be used anywhere in the body that is reachable by light، especially on body parts that require utmost precision، such as nerves، blood vessels، brain، and eyes، among others.
"We can alter the pathway of blood vessels without impacting any of the surrounding vessels or tissues،" explained study coauthor Harvey Lui، who is a professor at the University of British Columbia and a dermatologist at BC Cancer. "For diagnosing and scanning diseases like skin cancer، this could be revolutionary."
Behind The Development Of The Device According to the authors، they set out to improve multiphoton microscope technology and create a more versatile، more precise instrument.
Senior author Haishan Zeng، a professor at UBC، explained that the team wanted their device to have the ability of identifying what's happening under the skin from different angles and imaging various sites in the body. Upon achieving this، they wondered whether it would be possible to create a device that could both diagnose and treat patients by just turning up the laser's power.
Incredibly، their experiment worked.
"We are not only the first to achieve fast video-rate imaging that enables clinical applications، but also the first to develop this technology for therapeutic uses،" said Zeng.


text:
Washington, Aug 9 (IANS) The formation in the air of sulphuric acid, which smells like rotten eggs, is significantly impacting our climate and health, says a study.
The study led by Roy Lee Mauldin III, research associate at the University of Colorado-Boulder's atmospheric and oceanic sciences department, charts a previously unknown chemical pathway for the formation of sulphuric acid, which can trigger both increased acid rain and cloud formation as well as harmful respiratory effects on humans.
Sulphuric acid plays an essential role in the Earth's atmosphere, from the ecological impacts of acid precipitation to the formation of new aerosol particles, which have significant climatic and health effects. Our findings demonstrate a newly observed connection between the biosphere and atmospheric chemistry, Mauldin was quoted as saying in the journal Nature.
More than 90 percent of sulphur dioxide emissions are from fossil fuel combustion at power plants and other industrial facilities, says the US Environmental Protection Agency, according to a university statement.
Other sulphur sources include volcanoes and even ocean phytoplankton. Sulphur dioxide reacts with hydroxide to produce sulphuric acid that can form acid rain, harmful to terrestrial and aquatic life on Earth.
Airborne sulphuric acid particles, which form in a wide variety of sizes, play the main role in the formation of clouds, which can have a cooling effect on the atmosphere, Mauldin said.
Most of the lab experiments for the study were conducted at the Leibniz-Institute for Tropospheric Research in Leipzig, Germany.


text:
Purchase this article with an account.
Masatoshi Murata, Atushi Sanbe; Retro-ocular insertion of intrachoroidal dexamethasone implant for drug delivery system to posterior eye segment. Invest. Ophthalmol. Vis. Sci. 2017;58(8):4449.
Download citation file:
© ARVO (_PHONE_); The Authors (2016-present)
Dexamethasone(DEX) is widely used for the treatment of posterior segment eye diseases. However, it is difficult to deliver effective doses of DEX to the posterior eye segment for long periods. We have generated a simple procedure of retro-ocular implantation through sclera for the intrachoroidal DEX delivery. This procedure would be helpful to increase the DEX level in the posterior retina.
An implant was prepared by dissolving poly(DL-lactide) and DEX. In vitro release of DEX was measured at 1, 7, and 21 days by ELISA. In vivo, 25G needle was shallowly stabbed the sclera and moved ahead in the choroid. After that, the implant in 25G needle, was inserted to the choroid by using an injector at 2 disc diameter inferior to the optic disc. After the implantation, the DEX level in the retina was determined at 1, 7, and 21 days by mass spectrometry. Possible adverse effects of the implant, were evaluated by ophthalmoscopy and light microscopy. Endotoxn-induced uveitis (EIU) was induced after DEX implantation, and anti-inflammatory activities were evaluated by histopathologic studies.
The implant showed an initial burst within 24 hours, and then the DEX was gradually released at least for 3 weeks in vitro. In vivo, the intrachoroidal implant at 24 hours effectively delivered the DEX into the posterior retina. After that, this implant released the DEX constantly at least for 3 weeks. DEX implant showed no retinal abnormalities except the implantation site in ophthalmoscopy and light microscopy. The implant effectively prevented the retinal inflammation in EIU.
We have demonstrated a simple methodology of retro-ocular implantation through sclera for intrachoroidal sustained drug delivery system in posterior eye segment. This new drug delivery system may be useful in adjusting the most effective and minimum medication to individual patient. Furthermore, this procedure might be possible to insert a tube instead of the DEX implant.
This is an abstract that was submitted for the 2017 ARVO Annual Meeting, held in Baltimore, MD, May 7-11, 2017.
This PDF is available to Subscribers Only


Sorocarp
From Wikipedia, the free encyclopedia
Jump to navigation Jump to search
A sorocarp (from the Greek word soros "a heap" + karpos "fruit") is the fruiting body characteristic of certain cellular slime moulds (e.g., Dictyosteliida). Each sorocarp consists of both a sorophore (stalk) and a sorus.[1][2] Sorocarps release spores.
References[edit]
 1. ^ _URL_
 2. ^ Lawrence, E. 2005. Henderson's Dictionary of Biology, 13th Ed. Prentice Hall, London


text:
ONLINE CHAT SERVER PROJECT REPORT
||ONLINE CHAT SERVER PROJECT REPORT
ONLINE CHAT.docx (Size: 385.99 KB / Downloads: 25)
The simplest computer chatting is a method of sending, receiving, and storing typed messages with a network of users. This network could be WAN (Wide Area Network) or LAN(Local Area Network). Our chatting system will deal only with LAN's (static IP address) and it is made up of two applications one runs on the server side (any computer on the network you choose it to be the server) while the other is delivered and executed on the client PC. Every time the client wants to chat he runs the client application, enter his user name and password where the server application is running, and hits the connect button and start chatting.
The system is many-to-many arrangement; every–one is able to "talk" to anyone else. Messages may be broadcasted to all receivers (recipients are automatically notified of incoming messages) or sent to special individuals (private chatting through server). Java is our programming language, TCP/IP is our network protocol, and finally windows sockets, RMI (Remote Method Invocation), and RTP (Real Time Transport Protocol) are our programming interface to have access to network functionality. This is a first glance at my senior project and the rest of explanations and ideas are eagerly waiting for you in the next chapters.
Systems analysis is the process of examining a business situation for the purpose of developing a system solution to a problem or devising improvements to such a situation. Before the development of any system can begin, a project proposal is prepared by the users of the potential system and/or by systems analysts and submitted to an appropriate managerial structure within the organization. So the objective of the system analysis phase is the establishment of the requirements for the system to be acquired, developed and installed. For this system analyst should develop alternative system and evaluate each in terms of cost, benefit and feasibility.
Requirements analysis encompasses those tasks that go into determining the requirements of a new or altered system, taking account of the possibly conflicting requirements of the various stakeholders, such as users. Requirements analysis is critical to the success of project. Systematic requirement analysis is also known as requirements engineering.
An existing system is one which does the same functionality as the one proposed. But there is no such system which provides the same functionality as the one proposed. In the present chat server systems like yahoo messenger, etc the video chatting is achieved by capturing the video from user device/web camera and capture the current still image from webcam and store this image to server. Then the other end user read this image from server for viewing the webcam of his partner. The main disadvantage/problem of this system is it consists of excessive write and read operations so time delay will occur for video chatting.
The proposed system overcomes all the above-mentioned problems. The proposed system is much helpful for the users. The system is to be implemented using the JAVA programming language. In proposed system we used a new protocol for audio, video transmission.That's RTP (Real-time Transport Protocol).Using this protocol each users can conduct video conferencing without any delay because RTP don't need the excessive write and read operations. We just stream the user's webcam, audio device to a specific port in the server. Then the other users can view the webcam by receiving the RTP Stream from the Server. So there is no need of storage's it will fast and we will get the real-time webcam streams without any delay. This RTP protocol will use for live video, audio broadcasting.
The prime objective of feasibility study is to ensure that the problem is worth to be solved. At this stage a cost benefit analysis is performed to assertion that the benefit from the system will over rule the cost associated with the whole analysis, design and development of the new system. An important outcome of the preliminary investigation determining whether the system required is feasible.
Feasibility study is a test of proposed system regarding its efficiency, impact on the organization, ability to meet the needs of users and effective use of resources. Thus, when a new project is proposed, it normally goes through a feasibility study before it is approved for development.
All the projects are given unlimited resources and infinite time. Unfortunately, the development process of a computer-based system is time bound. Feasibility and risk analysis are related in many ways. If project risk is great, the feasibility of producing the quality software is reduced. There are three aspects in the feasibility study portion of the preliminary investigation.
Java is a programming language originally developed by James Gosling at Sun Microsystems (which is now a subsidiary of Oracle Corporation) and released in 1995 as a core component of Sun Microsystems' Java platform. The language derives much of its syntax from C and C++ but has a simpler object model and fewer low-level facilities. Java applications are typically compiled to byte code (class file) that can run on any Java Virtual Machine (JVM) regardless of computer architecture. Java is a general-purpose, concurrent, class-based, object-oriented language that is specifically designed to have as few implementation dependencies as possible. It is intended to let application developers "write once, run anywhere". Java is currently one of the most popular programming languages in use, and is widely used from application software to web applications.
The NetBeans IDE is a modular, standards-based, integrated development environment (IDE) written in the Java programming language. The NetBeans project consists of an open source IDE and an application platform, which can be used as a generic framework to build any kind of application. The NetBeans IDE is written in Java and can run anywhere a JVM is installed, including Windows, Mac OS, Linux, and Solaris.
Design is the first step in the development phase for any engineered product or system. It may be defined as: " the process of applying or a various techniques and principles for the purpose of defining a device, a process or a system in sufficient detail to permit its physical realization ''. Computer software design like engineering design in other disciplines changes continually as new methods, better analysis, and broader understanding evolve.
Using one of a number of design methods the design step produces a data design, an architectural design and a procedural design. Preliminary design is concerned with transformation requirements to data and software architectures. Details design focus on refinements to architectural representation that lead to detailed data structure and algorithmic representation for software. The data design transforms the information domain model created during analysis in to the data structures that will be required to implement the software. The architectural design defines the relationship among major structural components in to a procedural description of the software.
The implementation stage of the software development is the process of converting a system specification into an executable system. Implementation is the process in which the theoretical design is changed into working system. The system can be implemented only after completing the testing. During implementation the software design is realized as a set of programs or program units. During implementation, each component of the design is implemented as program modules and each of these program modules are undergoing a unit testing. The end product of this phase is a set of program modules that have been individually tested.
Data Validation Testing:
At the culmination of integration testing software is completely assembled as a package. Interfacing errors have been uncovered and corrected and a final series of software test-validation testing begins. Validation testing can be defined in many ways, but a simple definition is that validation succeeds when the software functions in manner that is reasonably expected by the customer. The software is completely assembled as a package. After the validation testing, I got the result that the system completely satisfies the user needs. For this, I entered a user name that already exists in the registration table. Then I got the message that the user name already exists, enter another user id. Thus I confirmed that data validation takes place in this system. The fields which are mandatory should be filled by the user. Otherwise the values cannot be entered into the tables.