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|Lateral surface of cerebral cortex|
Cerebral achromatopsia is a type of color-blindness caused by damage to the cerebral cortex of the brain, rather than abnormalities in the cells of the eye's retina. It is often confused with congenital achromatopsia but underlying physiological deficits of the disorders are completely distinct. A similar, but distinct, deficit called color agnosia exists in which a person has intact color perception (as measured by a matching task) but has deficits in color recognition, such as knowing which color they are looking at.
Signs and symptoms
Patients with cerebral achromatopsia deny having any experience of color when asked and fail standard clinical assessments like the Farnsworth-Munsell 100-hue test (a test of color ordering with no naming requirements). Patients may often not notice their loss of color vision and merely describe the world they see as being "drab". Most describe seeing the world in "shades of gray". This observation notes a key difference between cerebral and congenital achromatopsia, as those born with achromatopsia have never had an experience of color or gray.
Cerebral achromatopsia differs from other forms of color blindness in subtle but important ways. It is a consequence of cortical damage that arises through ischemia or infarction of a specific area in the ventral occipitotemporal cortex of humans. This damage is almost always the result of injury or illness.
A 2005 study examined 92 case studies since 1970 in which cerebral lesions affected color vision. The severity and size of the visual field affected in cerebral achromatopsiacs vary from patient to patient.
Bilateral and hemifield
The majority of cases in the 2005 study were the result of bilateral lesions in the ventral occipital cortex. It is unknown whether this was the result of bilateral lesions being more likely to produce color-loss symptoms, or if it was a sampling effect of patients with more severe brain trauma more often being admitted for treatment. In many of the cases examined, patients reported only partial loss of color vision. The locations of color vision loss can be restricted to one hemisphere or one quarter of the visual field. The term "hemiachromatopsia" has been used to denote patients who experience loss of color in only one hemisphere of the visual field. However, as applied to achromatopia resulting from brain trauma, the term is incomplete in characterizing the often-complex nature of the vision loss.
In still rarer cases, temporary ischemia of the associated ventral occipital cortex can result in transient achromatopsia. The condition has thus far been characterized only in stroke patients and provides further support for a color processing area.
In one case, a 78-year-old stroke victim had lost the ability to identify color, but was unaware of his deficit until doctors performed color discretion tests. Even when presented with this information, the patient believed he had retained his ability to perceive color even though the world around him appeared grey. He attributed this achromatism to "poor lighting" and it took several weeks for the patient to fully appreciate the extent of his disability. In addition, the characteristic comorbidity of prosopagnosia was present. After two months and frequent sessions with doctors, tests indicated his color had fully returned. The ischemia caused by lesions on the posterior cerebral arteries had subsided and follow up MRI scans indicated that blood flow had once again returned to the ventral occipital cortex.
Co-occurrence with other deficits
The most common disorder seen alongside cerebral achromatopsia is prosopagnosia, the inability to recognize or recall faces. In some studies, the comorbidity is seen as high as 72%. This significance has not been overlooked and is a subject of ongoing research. See § Difference from congenital achromatopsia below.
Cerebral achromatopes often have poor spatial acuity.
The most common tests perform to diagnose cerebral achromatopsia are the Farnsworth-Munsell 100 hue test, the Ishihara plate test, and the color-naming test. Testing and diagnosis for cerebral achromatopsia is often incomplete and misdiagnosed in doctor's offices.
Remarkably, almost 50% of tested patients diagnosed with cerebral achromatopsia are able to perform normally on the color-naming test. However, these results are somewhat in question because of the sources from which many of these reports come. Only 29% of cerebral achromatopsia patients successfully pass the Ishihara plate test, which is a more accepted and more standardized test for color blindness.
Difference from congenital achromatopsia
The most apparent distinguishing characteristic between congenital achromatopsia and cerebral achromatopsia is the sudden onset of color vision loss following a severe head injury or damage to the occipital lobe following a stroke or similar ischemic event. Non-invasive imaging techniques can be the most helpful in determining whether the area of damage following a traumatic event is an correlated with color-vision processing. Simple diagnostic tools can also be used to determine whether a patient is a likely candidate for further testing, as advancing imaging procedures can often prove expensive and unnecessary.
Co-morbid factors can be valuable indicators of the likelihood of cerebral achromatopsia. One disorder often seen alongside cerebral achromatopsia is prosopagnosia, the inability to recall or recognize faces. The correlation is still the subject of ongoing research, but the most telltale clue in this association is the close proximity of brain lesions seen in prosopagnosics and cerebral achromatopsiacs without prosopagnosia. Figure 1 illustrates overlap of brain lesions compiled from numerous case reports of both disorders. A common area of damage associated with both disorders can be seen in the right occipital lobe.
No current treatment is known for the disorder.
The number of reported cases of cerebral achromatopsia are relatively few compared with other forms of color-vision loss. In addition, the severity of the color perception deficits along with other psychological effects vary between patients.
Based on the knowledge gained from cerebral achromatopsia case studies, current research is focusing on learning more about the cortical area involved in color processing.
A recent study provided some of the first direct evidence of color-specific processing in the ventral occipital cortex. A subject with a history of seizure activity was examined using fMRI and electrode implantation. Using the fMRI, researchers examined the areas of blood oxygenation in the occipital lobe as the subject viewed various color-specific stimuli. The result of the experiment was the identification of an area in the subject, slightly anterior to the lesioned area in cerebral achromatic patients, that responded to variance in color stimulation. The resolution of the MRI was a limiting factor in identifying areas corresponding to specific colors. The next portion of the study used an electrode implanted in the right hemisphere in the location identified by the fMRI scan as pertaining to color processing. It was found the electrical activity of the area increased when the subject was presented with blue stimuli. The next, and most significant finding of the study, was that when the electrode was used to present an electrical stimulus in the subject's brain, the subject reported the perception of the color blue. Such a result is consistent with other reports of electrical stimulation in visual field maps eliciting perception of phosphines in subjects' visual field.
The color stimulus presented is not the only factor in determining the involvement of the ventral occipital cortex in color processing. The amount of attention and the type of object also affect the activation of the ventral occipital cortex. It has been noted that this area of the occipital lobe may not be a processing center but rather a pathway that is a critical intersection of several cortical areas involved in color perception.
Society and culture
The disorder is often presented as evidence of our incomplete knowledge of color processing. Color vision research is a well-studied field of modern neuroscience and the underlying anatomical processing in the retina have been well categorized. The presence of another factor in the perception of color by humans illustrates the need for more research.
The case of the colorblind painter
The most famous instance of cerebral achromatopsia is that of "Jonathan I." immortalized in a case study by Oliver Sacks and Robert Wasserman, and published as "The Case of the Colorblind Painter". The essay tracks Johnathan I.'s experience with cerebral achromatopsia from the point where an injury to his occipital lobe leaves him without the ability to perceive color, through his subsequent struggles to adapt to a black, white and gray world, and finally to his acceptance and even gratitude for his condition. Especially pertinent is the analysis of how cerebral achromatopsia affects his practice as a painter and artist. Descriptions of cerebral achromatopsia's effects on his psychological health and visual perception are especially striking. For instance, in recounting Mr. I.'s descriptions of flesh and foods, the authors write:
Mr. I. could hardly bear the changed appearances of people ("like animated gray statues") any more than he could bear his own changed appearance in the mirror: he shunned social intercourse and found sexual intercourse impossible. He saw people's flesh, his wife's flesh, his own flesh, as an abhorrent gray; "flesh-colored" now appeared "rat-colored" to him. This was so even when he closed his eyes, for his preternaturally vivid ("eidetic") visual imagery was preserved but now without color, and forced on him images, forced him to "see" but see internally with the


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The AirRes Mask can be used to simulate a variety of stressful and high-risk scenarios.
A research team working out of the Salzburg University of Applied Sciences in Austria has developed a unique accessory for the Meta Quest 2 VR headset that allows users to interact with the virtual world by simply breathing. The bizarre-looking peripheral can also be used to hinder the user's breathing in order to simulate "adverse" environmental conditions, such as smoke caused by fire.
The AirRes Mask, as it's referred to by the team, is composed of a standard half-face respirator equipped with a sensor and resistance disk. The device works by measuring the user's breathing, allowing them to engage with the virtual world in a variety of unique ways.
In a video provided by the team, we catch a glimpse of the device being used to play the harmonica. Depending on the position of the virtual instrument and the force of the breathing, the user is able to trigger different notes. Later on, we see the user operating a virtual blowgun and blowing up balloons by carefully breathing into the apparatus.
As previously mentioned, the AirRes Mask can also be used to simulate breathing resistance in VR, allowing developers to safely immerse user's in a variety of harsh environments. This is demonstrated with a firefighter simulator in which the user battles a raging inferno from within a confined space.
As the smoke begins to fill the room, the resistance disk restricts airflow through the mask to simulate smoke inhalation and a decrease in stamina. According to the research team, hindering a user's breathing can increase their stress levels, further immersing the user in a variety of high-risk scenarios.
"Breathing resistance can provide feedback for simple actions such as blowing into wind instruments, or for more complex contextual information about environmental conditions or the state of the user's virtual avatar," said the research team in their full research paper.
"For instance, effects of virtual smoke or low stamina of the avatar can be expressed by the system as an increase in breathing resistance. We explore such action-based and context-based mappings of breathing interaction in a user study and investigate the system's ability to precisely map a user's breathing force to actions as well as its ability to provide noticeable variations in breathing resistance."
We've seen our fair share of bizarre multi-sensory technology in the past, from a haptic feedback device that utilizes ultrasonic transducers to simulate the feeling of spiders crawling on your face to a location-based experience that lets you smell the inside of a tree. The AirRes Mask offers yet another way for developers to immerse VR users in their experiences via multi-sensory technology.
In addition to entertainment, the device could prove immensely useful for training purposes. The technology offers companies and organizations a way to efficiently simulate stressful and even potentially dangerous scenarios without risk to the trainee.
For more information on the project, read the team's full research paper, AirRes Mask: A Precise and Robust Virtual Reality Breathing Interface Utilizing Breathing Resistance as Output Modality.
Image Credit: Salzburg University of Applied Sciences

source: openbmb/Ultra-FineWeb


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Author: Kurt Vogler-Ludwig, Luisa Stock
Publisher: Thematic paper for the European Employment Observatory of the European Commission, Directorate General for Employment, Social Affairs and Equal Opportunities
This thematic paper for the European Employment Observatory investigates the quality of two macro-economic approaches which relate unemployment, output and inflation. The non-inflationary rate of unemployment (NAIRU) relates price and wage expectations in an equilibrium model. Okun's law describes the relation between unemployment and output. Both approaches have been challenged by the recent crisis. The paper concludes that this type of macro-economic modelling is hardly able to reflect basic behavioural and structural characteristics of the economies. Moreover, statistical estimation methods have limited capacities to mirror the theoretical principles. The two concepts are thus no adequate substitute to economic modelling.


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International journal of environmental research and public health article relationship between burnout and body mass index in senior and middle managers from the mexican. How can i differentiate between a junior employee and a senior i am looking to see if there are definable attributes between a junior employee and senior.
Policy on consensual sexual relationships between senior and the university has taken a middle into an official counseling relationship 3 all other senior. Iii abstract deborah albright santiago a study of the relationship between middle school and high school teachers instructional and behavior management practices and demographic variables. Achieving coherence in district improvement focuses on a problem of practice faced by educational leaders across the nation: how to effectively manage the relationship between the central office and schools.
What's the difference between entry level/jr/sr developers [closed] what's the difference between junior, middle, and senior developers related 32. What is the grammatical difference between old english, middle english and early modern english can a modern english speaker understand spoken middle english. Leadership and innovation senior executives say that the top three ways they spend time making decisions about innovation involve largely middle managers.
Relations between senior officers and junior officers the twin foundations of military courtesy among officers are precedence and deference to seniors. Middle management is the intermediate management of a hierarchical organization that is a middle manager is a link between the senior management and the. Balancing teaching and management thinks that the key to a successful relationship between middle and senior management is cooperation.
Overcoming disconnect between middle & upper senior managers report to the executive officer of the what is the current relationship between management. What is a liaison between the upper management and the 3 the relationship between hr & a there might be several middle managers between an employee's. America's seniors have historically been late adopters to the world of technology compared to their younger compatriots, but their movement into digital life. Running head: self-efficacy and work experience 1 relationship between self-efficacy and work experience in baccalaureate junior and senior.
What are the differences between the middle and middle class is the vast space between that amount and a what is the relationship between poverty and. Recommended citation hopkins, treg, the relationship between well-being and technology among senior citizens in indiana (2018) doctoral dissertations and projects. The uneasy relationship between church and state dominated the middle ages and has continued into modern times.
The west and the middle east the china–north korea relationship by eleanor albert read foreign affairs in your inbox more from foreign. The present study sought to investigate the relationship between cultural capital of senior high school english teachers and their self-efficacy in iran's english language classrooms using a mixed methods approach. Read consumer reports' investigation of risky drivers and see what the similarities are between old than that for middle that the senior can. In a six-part series, the middle east and the west, a troubled history, npr's mike shuster examines the nearly 1,000-year history of western involvement in the middle east.Download


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Tata Sky makes Classroom service available for free to all subscribers
Mumbai: COVID-19 has brought about a significant disruption when it comes to classroom learning and education, thereby necessitating the need for virtual learning to be a part of the new normal. In order to adequately equip students across India, Tata Sky, India's leading content distribution and Pay-TV platform, is now providing free unrestricted access to educational content on TV through the Tata Sky Classroom service. This service is powered by Tata ClassEdge, a pioneer in digital education, will help students across India gain access to learning through just the click of a button on their TV remote.
Commenting on the announcement, Pallavi Puri, Chief Commercial and Content officer, Tata Sky, said, "Online education in India is currently beset by several challenges, prime amongst them being the lack of adequate infrastructure. With Tata Sky's vast reach, millions of children will get access to quality education for free via their television sets. The service is mapped with children's CBSE school syllabus and offers concept learning videos, delivered in an interesting story led format."
Characterized and enabled by an engaging, interactive learning process, the service is targeted towards improving the digital learning scenario in Tier 2, 3 & 4 cities. Tata Sky Classroom enables immense flexibility to students in far off and remote areas to access quality education via the TV without any hassle thereby saving money, time and energy.
Focusing on concept learning, Tata Sky Classroom enables students to strengthen their core understanding of the fundaments of Science & Maths via fun & engaging animated concept learning videos. The service available in both Hindi and English offers curriculum-based content for students from class 5th to 8th in Maths and Science. Apart from video lessons, students can also avail of fun curriculum-based games, full length practice tests and sample papers with answers to help reinforce their learning from the videos.


Provided by: python-zsi_2.1~a1-3build1_all bug
NAME
 wsdl2py - generate client Python interface code from WSDL
SYNOPSIS
 wsdl2py -f wsdlfile | -u url [options]
DESCRIPTION
 wsdl2py is a utility for automatically generating Python client interface code from a WSDL
 definition, and a set of classes representing element declarations and type definitions.
 This will produce two files in the current working directory named after the WSDL
 definition name.
OPTIONS
 -f wsdlfile
 Specifies an on-disk WSDL file to parse.
 -u url Specifies a URL pointing to the WSDL file to be parsed.
 -h Display a brief help message.
 -e Enables experimental server code generation.
 -x Process just the schema from an xsd file (ie. no services).
 -z funcname
 Specifies a function to use to generate attribute names.
 -d outputdir
 Specifies the directory where the output files will be placed.
 -t typesmodule
 Specifies a module name to use as the types implementation.
AUTHOR
 This manpage written by Tristan Seligmann.
 WSDL2PY(1)


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Fair Trade - National
For the third year in a row, together, we have exceeded our goals for the National Valentine's Day of Action.
This year's goal: Educate 3,500 children and youth about Fair Trade by Valentine's Day, using Global Exchange's Fair Trade curriculum, providing students with a deep learning experience about Fair Trade, starting many families on a lifetime of interest and involvement in the Fair Trade movement.
And now…the numbers are in!
The results: Educators taught the curriculum to 3,870 students in the US; participants were spread over 22 states, from Kentucky to Washington State and Nebraska to Maine. Some educators from outside the US also reported in that they taught an additional 207 students about Fair Trade in the UK, Australia, Canada, and Puerto Rico. Moreover, social justice clubs at one high school used Global Exchange's curriculum and pooled their resources to create a brochure that they distributed to 1,800 students at their school with Fair Trade chocolate minis.
Grand total: 5,877 youth educated about Fair Trade as part of the National Valentine's Day of Action
(Because not all classrooms report their participation, the actual numbers are probably higher.)
THANK YOU to all of you who helped make the National Valentine's Day of Action a huge success by referring teachers to the curriculum and teaching about Fair Trade in your classrooms!
Please be part of educating even more students next year, by telling educators about the curriculum today! The curriculum can be downloaded at _URL_
|_URL_||Unsubscribe from this list|

source: HuggingFaceFW/fineweb-edu


We have analysed 11 human-specific Alu insertion polymorphisms in the Balkans to elucidate the origins of the Aromuns, a linguistic isolate inhabiting scattered areas in the Balkan Peninsula. Four Aromun samples (two from the Republic of Macedonia, one from Albania, and one from Romania) and five neighbouring populations (Macedonians, Albanians, Romanians, Greeks, and Turks) were analysed by means of genetic distances, principal components and analyses of the molecular variance (AMOVA). Three hypotheses were tested: Aromuns are Romanophonic Greeks; the result of a Romanian southward migration; or local descendants of the Thracians. The analyses show that the Aromuns do not constitute a homogeneous group separated from the rest of the Balkan populations. Grouping by language or geography does not explain the genetic differences observed in the region, suggesting a lack of genetic structure in the area. Aromuns do not seem to be particularly related to Greeks, Romanians, or to other Romance speakers. The Aromuns might have their origin to the south of the Danube river, with extensive gene flow with the neighbouring populations. The present results suggest a common ancestry of all Balkan populations, including Aromuns, with a lack of correlation between genetic differentiation and language or ethnicity, stressing that no major migration barriers have existed in the making of the complex Balkan human puzzle.


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Make a difference in the challenge to confront global warming and prevent nuclear war and the development and use of nuclear weapons.
A framework agreement has been reached for a final comprehensive deal with Iran. Write to your senators to keep diplomacy going so that we can reach a final deal!
Air Pollution Press Conference
October 1, 2012
Time: 11:30 am
Location: Kanawha Plaza, 8th Street and Canal St
Press conference held by Chesapeake Climate Action Network as part of a week-long action to increase cleaner sources of energy in Virginia. Dr. Catherine Thomasson, PSR Executive Director, to speak on the health impacts of fossil fuels and the links to climate change and air pollution.
More information »

source: m-a-p/FineFineWeb


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Title: Bayesian analysis of Home Care longitudinal data
Abstract: Estimation of uncertain future patients' demands is a key factor for appropriately planning human and material resources in health care facilities, where unplanned demand variations may deteriorate the quality of schedules and, consequently, of the provided service. This issue is even more important for health services provided outside hospitals, e.g., for home care services, where patients are assisted for a longer period and additional planning decisions related to service delivery in the territory must be taken. With the goal of helping home care management to take robust decisions, in this paper we propose a Bayesian model for estimating and predicting both the demand for care and the history of health conditions for patients in the charge of a home care service. In particular, we jointly model the temporal evolution of patients' care profile and the weekly number of visits required to nurses, and use a Markov chain Monte Carlo algorithm to compute posterior inference and prediction. The model is applied to data of one of the largest Italian home care providers, obtaining small prediction errors.
Author: Inad Nawajah
Advisors: A. Guglielmi, R. Argiento, E. Lanzarone
University: Politecnico di Milano
PDF (Link alla tesi possibilmente)


Path tracer depth of field
Scene rendered with 214 samples.
Scene rendered with 214 samples.
Scene rendered with 214 samples.
Essentially, we will define the distance to the focal plane and a blur radius. For each primary ray we find its intersection with the focal plane, \(\vec{p}\), and jitter the ray origin by an amount, \(\vec{d}\). We then define the new ray direction as \(\vec{r}=\vec{p}-\vec{d}\). Consequently, objects on the focal plane will appear in focus. Below is the addendum to the kernel() function.
 __vector dir = __vector(x - width / 2, -y + height / 2, 0 + width) + offset;
 __ray ray = { __vector(0, 0, 0), dir.unit() };
 u1 = rand_device[i*width*height*3+index+1];
 u2 = rand_device[i*width*height*3+index+2];
 r1 = 2 * M_PI * u1;
 r2 = u2;
 offset = __vector(cos(r1)*r2, sin(r1)*r2, 0.0) * blur_radius;
 __vector p = ray.origin + dir * (focal_distance / width);
 ray.origin = ray.origin + offset;
 ray.direction = (p - ray.origin).unit();
Again, don't forget to update the Makefile to reference the proper locations for the and libraries.
Download the updated project: pathtracer_dof.tar.bz2
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The cold temperatures maintained in the Trinity River are beneficial to fish but may be problematic for foothill yellow-legged frogs. TRRP assesses foothill yellow-legged frog breeding distribution, timing, and survival of egg masses. In 2009, 50 egg masses detected in the mainstem river between Lewiston Dam and the North Fork Trinity River. This was the highest count since egg mass surveys began in 2004, and several of the breeding sites were at restoration sites below Canyon Creek. However, it is still minimal compared to some tributaries. Tributaries and the mainstem with colder water had later onset of egg laying and emergence of smaller froglets when compared to warmer tributaries. While relative abundance on the mainstem has increased over the previous four years, reproductive effort is still substantially less than observed on the South or North Fork Trinity River.
Suggested further reading:
Fuller, T E; Pope, K L; Ashton, D T; and Welsh, H H Jr (2010) Linking the distribution of an invasive amphibian (Rana catesbeiana) [bullfrogs] to habitat conditions in a managed river system in northern California.
Ashton, D T; Bettaso, J B; and Welsh, H H Jr (2010) Foothill yellow-legged frog (Rana boylii) distribution and phenology relative to flow management on the Trinity River. Oral presentation provided at the 2010 Trinity River Science Symposium
Lind, A J; Welsh, H H Jr; and Wilson, R A (1996) The effects of a dam on breeding habitat and egg survival of the foothill yellow-legged frog (Rana boylii) in northwestern California.
Wilson, R A; Lind, A J; and Welsh, H Jr (1991) Trinity River riparian wildlife survey – 1990.


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high water level alarm
Understanding Your Septic System: What Is a Septic Tank Alarm?
For homeowners with a septic system, familiarity with its components is key to preventing problems. One such component is the septic tank alarm—a device designed to alert you to potential issues within your system.
Let's delve into what a septic tank alarm is, how it works, and why it's an essential aspect of maintaining a healthy septic system.
The Purpose of a Septic Tank Alarm
A septic tank alarm is part of a modern septic system's monitoring process. It's designed to sound an alert if the water level in the pump tank rises above or falls below normal levels, signaling a potential malfunction or overflow risk.
How Septic Tank Alarms Work
- Water Level Monitoring: The alarm is connected to a float switch inside the pump chamber—the part of the septic system that pumps effluent to the drain field. If the float switch detects abnormal water levels, it triggers the alarm.
- Alarm Activation: Upon activation, the alarm typically emits a loud auditory signal and may also have a visual indicator, such as a flashing light, to warn the homeowner.
- Types of Alarms: Alarms can be wired or wireless and may even connect to home automation systems for remote monitoring.
Responding to a Septic Tank Alarm
- Immediate Action: If the alarm sounds, reduce water usage immediately and inspect the septic system or call a professional. Continued water use can lead to a backup or overflow.
- Troubleshooting: Common issues include pump failures, clogged filters, or problems with the float switch itself.
Regular Maintenance and Testing
- Scheduled Inspections: Regular inspections by a septic professional can ensure your alarm system functions properly.
- Self-Testing: Homeowners can test alarms by lifting the float switch manually to see if the alarm activates.
A septic tank alarm is an essential component of your septic system's health, providing a warning to prevent overflows and ensuring the system functions effectively. Regular testing and maintenance can help catch issues before they become serious problems.


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4 Invaluable IBM Modernization Services And Their Advantages
IBM modernization is a unique transformation process of converting the old legacy systems into something more flexible and agile, blessed with applications that are quite receptive of modern technologies. The transformed apps have better interfaces and improved functionality that attracts more users and helps in popularizing your business by being able to deliver tasks in time. And the means to allow such transformations are modernization tools and services by solution providing companies like Fresche ibm solutions. The modernization services they offer have tremendous benefits and the best 4 such services and their benefits are given below.
- Strategy And Planning Services
Strategy comes way before the implementation of tasks. Companies that focus on roadmapping solutions before rolling them out practically are susceptible to the lesser risk of losses due to project failure. The noteworthy benefits of strategizing first are given below.
- You get to develop a thorough knowledge of your business requirements
- You get to identify what technologies are in compliance with your target
- You can migrate only such technologies that the business is in a requirement of
- Risk analysis can be done before migrating technologies for IBM transformation
- Code And Database Modernizing Services
Databases contain all the information about the company – contacts, clients, shares, and, assets – which is why you should be extra careful while modernizing them. Since legacy languages do not permit integration with modern technologies, they are unable to write codes as good as that by modern ones like.NET and Java. And the benefits of these services by reliable solution providers are given below.
- Offers complete code transformation
- Permits conversion of green screens into UI's that can work on all platforms
- Permits integration of graphical user interface
- The database is redesigned without changing the code after transformation to reduce the maintenance cost
- Staffing Services
Staffing services include training of employees so that they can swiftly learn the details about all modern migrated technologies. The benefits of doing so are given below.
- Estimation of how many employees are required once the transformation takes place
- Saves money by educating employees on how to maximize the productivity of existing apps
- Analyzing Services
Data analysis is the only way to regularly get reports on how is the business fairing after code transformation. The best benefits of regular analysis are given below.
- Ability to decide how many projects can be run simultaneously
- Timely reporting if the projects are proceeding towards timely competition
- Calculating project failure risk
- Regulating finances so that the projects do not overstep the allowed budget


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- 1 What can I do with old Christmas light bulbs?
- 2 How do you make a lightbulb ornament?
- 3 How do you decorate a light bulb?
- 4 What are some good Christmas crafts?
- 5 How do you use an old light bulb?
- 6 How do you make snowman ornaments with light bulbs?
- 7 What kind of paint do you use on light bulb ornaments?
- 8 How do you make a snowman light bulb?
- 9 How do you make a homemade light bulb?
- 10 Can you put acrylic paint on light bulbs?
- 11 How can I make a homemade lamp?
- 12 How can I make Christmas fun?
- 13 What are some fun and easy crafts to do at home?
- 14 How do you make homemade Christmas?
What can I do with old Christmas light bulbs?
Drop 'em off at a donation bin near you or find your local store. Your local municipal waste service: You're not the only one in the neighborhood taking down the Christmas lights. The EPA recommends contacting your local recycling service to see if it is accepting working or nonworking Christmas lights.
How do you make a lightbulb ornament?
Here's what to do:
- Paint your light bulb a solid color.
- Let the paint dry.
- Bend two pieces of pipe cleaner into the shape of antlers [Craftelf].
- Glue the antlers to the plug end of the light bulb, using the glue gun.
- Make eyes and a red nose on the light bulb.
- Tie the ribbon around Rudolph's neck.
How do you decorate a light bulb?
Here are six ways to turn your old bulbs into useful, decorative staples in your home. Six Ways to Decorate Your Home with Light Bulbs
- Decorative Containers. Classic bulbs have simple constructions that allow them to easily double as vases or containers.
- Crafts for Kids.
- Oil Lamps.
- Hanging Ornaments.
What are some good Christmas crafts?
25 Simple Christmas Crafts:
- How to Make a Christmas Wreath:
- Snow Globe Tumblers:
- Snowman Ornament:
- Sock Gnomes:
- Holiday Character Candy Pots.
- Popsicle Christmas Tree Ornaments.
- Santa Wreath.
- Snowy Mason Jar:
How do you use an old light bulb?
Check out these bright ideas on ways to reuse old light bulbs and up-cycle them into fun and elegant home decor. 14 Brilliant Ways to Reuse Old Light Bulbs
- Twine Pears Centerpieces.
- Wire Floating Vases.
- Fish Tank.
- Snow Globe.
- Oil Lamp.
- Hanging String Terrariums.
- Concrete Wall Hook.
- Sharpie Light Bulbs.
How do you make snowman ornaments with light bulbs?
Wrap floral wire around the metal portion of the light bulb to create a loop, and hang your new ornament from the tree! Twist a pipe cleaner scarf around the neck of the bulb and cut off excess. Wrap floral wire around the metal portion of the light bulb to create a loop, and hang your new ornament from the tree!
What kind of paint do you use on light bulb ornaments?
Let dry. Paint entire light bulb with white acrylic paint and let dry. Apply a second coat.
How do you make a snowman light bulb?
- Paint the shatter proof bulbs white.
- Paint the metal part of the light bulb red, or desired color.
- Paint two eyes, an orange carrot nose, and buttons onto the snowman light bulb.
- Once the red paint on the snowman's "hat" is dry, paint a layer of Mod Podge over it.
How do you make a homemade light bulb?
Twist two or three strands of the iron wire together, then twist the ends around the hooks in the copper wire. The iron wire will act as your filament. Place the lid (with the filament and wires attached) in the jar and carefully connect the free ends of the copper wire to the terminals on the 6-volt battery.
Can you put acrylic paint on light bulbs?
Acrylic paint is water-based. While it is safe to use acrylic on LED bulbs, the paint is likely to evaporate, burn, or change color when exposed to heat. Depending on the opacity of your paint, painted bulbs will be dimmer than non-painted bulbs. If your paint is extremely opaque, the light may not be usable.
How can I make a homemade lamp?
- Drill a hole through the center of the item you're using as a base.
- Stain or paint the wooden button caps to match your base.
- Using a hacksaw, cut the lamp rod to the desired length and file off any rough edges.
- To make the lamp cord easier to thread through the rod, place masking tape around the end or the cord.
How can I make Christmas fun?
Just choose your favorite from those below or use them to inspire an idea all your own.
- Take a Holiday Card Photo.
- Send Soldiers Holiday Cards.
- Decorate a Gingerbread House.
- Bake Unique Christmas Cookies.
- Plan a Family Photoshoot.
- Start a New Family Tradition.
- Host a Christmas Craft Party.
- Write Letters to Santa.
What are some fun and easy crafts to do at home?
Easy DIY Crafts Anyone Can Do
- Blue Monogrammed String Art.
- Picture Perfect Pom-Poms in Minutes.
- Paper Towel Roll Castle.
- Newspaper Seed-Starter Pots.
- Cardboard Tube Seed-Starting.
- Monogram Faux Floral Wreath.
- DIY Upcycled Wine Cork Board.
- Use Nail Polish to Create Marbled Votives.
How do you make homemade Christmas?
Our 90 Favorite DIY Christmas Decorating Ideas
- Make Ice Lanterns.
- Help Kids Count Down to the Big Day.
- Set the Table.
- Craft a Snowy Wreath.
- Make Your Bar Cart More Merry.
- Go Au Naturel.
- Put Candy Canes Under Your Tree.
- Turn a Toy Into Holiday Decor.


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This research project is a first step in assessing the status of visual literacy in Switzerland using qualitative methods from the social sciences and visual studies and in working out measures for targeted development of visual literacy.
Even though the concentration of museums in Switzerland has increased greatly in the last 20 years, we in science know very little about what museum visitors at an exhibition experience: how and for how long they look at images; what they see, feel or understand; how good their ability is to perceive and process images (visual literacy).
This research project started out from the observation that the increase in density of information in the visual sphere often overtaxes people. In these situations, the visual images can no longer be compared to existing ordering patterns and assessed. To narrow down the broad field of media images and practices, this study examined reception of photographs in museums as an example.
It is a fact that the emotionalization of media contents, which aims to attract the attention of as many viewers as possible, is steadily advancing. People are capable of surrendering to the medial world of emotions only voluntarily or not at all, if they process the triggered affects and feelings by understanding and reflecting upon the aesthetics and contents but also upon the way that the images work and impact us. With the aid of the research design chosen, the study examined what relationships there are between photographic images and people's moods and feelings, among other things.
For this reason, a focus of the analysis was on capturing emotions triggered by photographs. Type and strength of the emotions were recorded. The aim was also to find out how affects influence processes of making meaning and the evaluation of perceived objects, as it was assumed that particularly for visual images, levels there is intensive interaction between the emotional and the cognitive levels.


John Shore Christian Blog and Commentary
From Selflessness to Selfishness: Go, Xena, Go!
This post is the second in the series 7 Reasons Women Stay in Bad Relationships. It's part two of yesterday's post, From Selfless to Selfish: 1 Reason Women Remain in Bad Relationships.
If you saw yourself in yesterday's description of a woman who stays in a bad relationship because she's resistant to changing her self-image from Healing Nurturer to Selfless Terminator, then it is absolutely vital for you to understand that the least healing and nurturing thing you can do for yourself and the people you love is to remain in a bad relationship. There's virtually nothing you can do that's more healing to yourself and those around you than to once and for all kick a bad man out of your life. Here are some reasons that's true:
1. It's extremely encouraging to others. The people who care about you want both you and them to be okay. You having the inner strength and wisdom to rid yourself of a bad man not only shows them that you're okay, it also models for them how they can be okay, too. Seeing others take definitive steps toward healing themselves greatly encourages others to do the same thing in their own lives. Healing begets healing.
2. It refutes the Women as Victims model. Children grow up to build relationships just like the ones their parents had. Mothers who remains in bad relationships every single day teach their children that the natural role of women is to be hurt and demeaned by men, and that the natural role of men is to treat women like garbage.
3. Enabling a person to act poorly only hurts them. You do a man no favors by allowing him to continue to treat you shabbily. You don't train a dog to stop biting by letting it chew on your leg. Enabling dysfunctional behavior can't help but make it worse.
4. No one changes anyone. You can think, imagine, and dream that somehow, some day, you will change him. But he will only change when, how, where, and if he wants to. Period, end of story, close that lame, ancient fairy tale.
5. You are in a life and death situation. Just because it's happening slowly, bit by bit every day, doesn't mean that remaining with a bad man isn't destroying your life. Drowning an inch at a time is still drowning. You don't get another life. This is your life. Get desperate about improving it.
6.You are alone. You have exactly two choices: Take the steps necessary to save yourself, or suffer till you die. No one is going to come riding in on a white horse and make your life all better for you. Either do it yourself, or you wait till you die for someone else to. (Even when it comes to turning to God for peace and understanding: that's something you have to do. God doesn't make a habit of entering rooms into which he hasn't been invited.)
Comment here.
Please forward this article along to anyone you think it might help or encourage.
Join my Facebook fan page here.


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Mars schools lauded for AYP
January 23, 2013
ADAMS TWP — Four schools in the Mars School District will display Keystone Achievement Awards for earning Adequate Yearly Progress for two consecutive years, The primary center, the elementary school, Centennial school and the middle school attained AYP in the 2010-11 and 2011-12 school years. The Keystone Achievement Awards, which are sponsored by state Department of Education and the Pennsylvania Association of Federal Program Coordinators, recognize the efforts and commitment of educators and students across the state. Matt Friedman, assistant superintendent and director of curriculum, said that the awards are a result of hardworking students, parents who value education, dedicated teachers, and a school board that affords administrators and teachers the opportunities they need to excel. "Those four things will help us continue down that path," Friedman said. Board President Dayle Ferguson echoed Friedman's sentiments. "As AYP requirements continue to rise, we are so proud of our students and their efforts, our parents for their support, and the teachers and administrators who help our students achieve at high levels every day," Ferguson said. She acknowledged that Mars High School failed to meet AYP, but said that district staff would work hard for that school to meet the benchmark in the future. "We will work diligently on areas that need improvement," Ferguson said.


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A computer science professor has 7 different programming books on a bookshelf. 3 of the books deal with c++, the other 4 with Java. In how many ways can the professor arrange these books on the shelf if all the c++ books must be next to each other?
Is there a formula for this?
treat the c++ books as one unit.
then you will have five books
the number of arrangements for these is 5 x 4 x 3 x 2 x1
but the c++ books can arrange themselves in 3 x 2 x 1 ways
total number of ways = 5! x 3! = 720


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Lecture 12.  The ISBN 10-digit uses a reverse weighting system: multiply the first digit by 10, the second by 9, the third by 8 and so on until the check.
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Presentation on theme: "Lecture 12.  The ISBN 10-digit uses a reverse weighting system: multiply the first digit by 10, the second by 9, the third by 8 and so on until the check."— Presentation transcript:
1 Lecture 12
2  The ISBN 10-digit uses a reverse weighting system: multiply the first digit by 10, the second by 9, the third by 8 and so on until the check digit (the 10 th digit) is multiplied by 1. The sum of these should be evenly divisible by 11.  The ISBN 13-digit uses a different system: add all the digits in the odd places values; add all the digits in the even place values and multiply this sum by 3; finally add the two results. This result should be evenly divisible by 10.
3  A certain textbook has ISBN 1-285-56352-C, where C is the check digit. Let's determine what that number should be.  First we multiply appropriately:
4  We now need 218 + C to be divisible by 11. Multiples of 11 (near where we care) are 198, 209, and 220.  If we add 218 + 2 we will get an even multiple of 11, namely 220. Therefore C = 2
5  Using the 10-digit ISBN 1-285-56352-2 from our previous example, we will now convert it to a 13-digit ISBN.  First, attach 978 to the front of the number and remove the original check digit in order to get 978- 1-285-56352-C, where C is the new check digit.  Next, add all the digits in the odd place values: 9+8+2+5+6+5+C = 35 + C.  Then add all the digits in the even place values and multiply the result by 3: 3(7+1+8+5+3+2) = 3(26) = 78.  Add these to get 35 + C + 78 = 113 + C. We need this to be divisible by 10 so C = 7.
6  To find the check digit in a UPC code we multiply the digits in the odd place values by 3 and the digits in the even place values by 1. Add these results to a value that is divisible by 10.
7  Find the missing check digit in the product with UPC 0 44700 07205 C.  Multiply the digits in odd place values by 3 to get: 3(0+4+0+0+2+5) = 3(11) = 33.  Multiply the digits in the even place values by 1 to get: 1(4+7+0+7+0+C) = 18 + C.  Add these together to get 33 + 18 + C = 51 + C.  It must be that C = 9 so that the result is a multiple of 10.
8  A correct bank routing number is determined by multiplying the digits of the routing number by 7, 3, 9, 7, 3, 9, 7, 3, 9, adding the results and the final sum must be divisible by 10.  Bank routing numbers do not have a traditional check digit, it is more of an error detecting code in order to verify the number given is correct.
9  I think my Wells Fargo routing number is 107002129. Let's check:  7(1)+3(0)+9(7)+7(0)+3(0)+9(2)+7(1)+3(2)+9 (9) = 7+63+18+7+6+81 = 182.  This number must be incorrect because 182 is not evenly divisible by 10.  In order to determine the correct error, probably due to a transposition, I will switch pairs of numbers until I find the correct code.
10  To determine the last digit of a 16-digit credit card number: ◦ Add the digits in the odd place values and double the result. ◦ Next, count the number of digits in the odd place values that are greater than 4 and add this to the total. ◦ Finally, add the previous result to the sum of the digits in the even place values. ◦ The final sum must be divisible by 10.
11  A card is issued with the number 3125 6001 9643 001C, where C is the check digit. Let's find it.  Add digits in the odd place values and double the result: 2(3+2+6+0+9+4+0+1) = 2(25) = 50.  Count the number of digits in odd place values that are more than 4: only 2 (the 6 and 9) so we add 2 + 50 to get 52.  Add the values in even place values to 52 to get: 52+1+5+0+1+6+3+0+C = 68 + C.  In order for this to be divisible by 10 C must be 2.
12  Add the first 10 digits and divide by 9. The check digit is the remainder.  Example: A money order has number 6312472907C. Find the check digit. ◦ Add the first ten digits to get 6+3+1+2+4+7+2+9+0+7 = 41. ◦ Divide 41 by 9 to get 41 = 9(4) + 5, where 5 is the remainder. ◦ It must be that C = 5.
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Bardwell's Ferry BridgeEdit profile
The Bardwell's Ferry Bridge, built in 1882, is an historic lenticular Truss bridge spanning the Deerfield River between the towns of Shelburne and Conway in Franklin County, Massachusetts. The bridge is listed on the National Register of Historic Places.General information
The Bardwell's Ferry Bridge carries Bardwell's Ferry Road across the Deerfield River. The bridge is situated within a deep valley, with sharply sloping roadways on each side.Characteristics
Built by the Berlin Iron Bridge Co. of East Berlin, Connecticut, the bridge is 198 feet (60 m) long, consisting of 13 panels. It is the longest single span lenticular bridge in Massachusetts.
The end posts and upper chords are built-up open box members, consisting riveted plates and angles giving dimensions of 18 in. x 12 in. The lower chords are constructed from 1 in. x 3 in. eye bars. The bridge deck is 14 feet (4.3 m) wide and is constructed of wooden planks.
During the latter part of the 19th century, the Berlin Iron Bridge Co. of East Berlin, Connecticut manufactured and erected almost 800 lenticular truss bridges in the United States (Darnell 1979). While most of these bridges were built in New England, a few were constructed in Ohio and Texas. These bridges are sometimes referred to as "pumpkin-seed bridges", "cats-eyes bridges", "elliptical truss bridges", or "parabolic truss bridges" because of their unique lens shape. Lenticular bridges were only used for vehicular traffic and were generally considered too light to be used for railroad and trolley loads.
The Bardwell's Ferry Bridge was restored in the 1990s, and added to the National Register of Historic Places in 2000.


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Trust is first of all a mental state, an attitude towards another agent (usually a social attitude). Delegation necessarily is an action, a result of a decision, and it also creates and is a (social) relation among X, Y, and the action A.
Considerations on UMA Trust Model
UMA trust model can be showed through the tree phases of the entire process:
The first two phases can be consolidated in a unique and fundamental element that we call Bootstrapping Trust.
Through UMA, which is an user centric Identity management system, a Subject is able to control what information will be revealed for what purpose with which parties. Based on these elements, the following table describes the main factors that we consider relevant to measure the level of trustworthiness for each party involved in the protocol:
Bootstrapping trust in UMA is referred to the initial process to create a trust relationship among the three main parties: Authorizing User, Host and Authorization Manager.
The following picture shows the possible alternative approaches applicable to UMA protocol:
Bootstrapping Trust is the fundamental phase where the subject builds his (trust) mental state towards other agent (Host, AM), evaluating the trustworthiness factors.
Evaluating data sharing trust
UMA Data sharing process is based on three actions of delegation:
Delegation can be represented as a vector in a Cartesian plan (X-axes: Level of trustworthiness between the delegator and delegated agent, Y-axes: level of delegation, based on the iterative process of the protocol), which has initial point (delegator), a terminal point (delegated agent), a length and a direction.
The level of trustworthiness of UMA actors is calculated based on trustworthiness factors. For instance, in the person-self sharing constellation, we assume that the distance between Authorization Manager (AM) and Authorizing User (AU) is equal to 0, this is the highest level of trust that AU relays on AM, considering all the trustworthiness factors (qualitative and quantitative), which are evaluated during the Bootstrapping trust phase.
In the picture are represented the following delegation's vectors:
The degree of trust of the entire process of data sharing can be calculated as length of resulting vector from summing delegation's vectors (V1+V2+V3):
Without direct Authorizing User Consent
V1+V2 = (2,1)+(-1,1) = (1,2)
Degree = Length (V1+V2) = 2.23
With direct Authorizing User Consent
V1+V2+V3= (2,1)(-1,1)(0,-2) = (1, 0)
Degree = Length (V1+V2+V3) = 1
 T3 Trust theory _URL_
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Length of hospital stay determines 'usual time'
What is considered the usual postoperative bleeding time following a transurethral resection of the prostate?
A A definition of normal postoperative bleeding time is not published. If one were to follow the definition of the global period as the normal postoperative bleeding time, then a different CPT code would have to be chosen for the treatment of postoperative bleeding during the 90 day postoperative global or the TURP. The best available code for treatment of bleeding, other than code 52606, is 52214.
A second option would be to treat "normal postoperative bleeding time" as the average time for hospitalization following a TURP. This definition makes more sense clinically. Therefore, code 52606 would be used for treatment of postoperative bleeding that occurs after discharge, and bleeding during the hospital stay should be coded as 52214. As mentioned above, the global period of the 52601 is 90 days. Therefore, payment within the global period would require a modifier –78 for treatment of a complication in the operating room during the global period. The –78 could be appended to the code 52606. The –78 could also be appended to code 52214 for the fulguration of bleeding in the area.
A The type of scope (flexible or rigid) does not affect the choice of CPT code for these services. The correct CPT code for reporting this service would be 52353: cystoureteroscopy, with ureteroscopy and or pyeloscopy; with lithotripsy (ureteral catheterization is included). If the double-J stent is left indwelling, the code is 52332-59.
Q What is the proper code for a flexible nephroscopy with electrohydraulic lithotripsy and insertion of double-J catheter?
A The appropriate code for a percutan-eous nephroscopy/pyeloscopy with lithotripsy would be 50581. However, if the procedure (a pyeloscopy with lithotripsy) was performed through a ureteroscope, then you would code it exactly as answered in the previous question.
Q Our docs performed a right ureteral stent placement with surgical repair of the lower third right ureter during a surgery for ileostomy. When the stent was placed in the ureter, they came in through the kidney first, then the ureter, and finally the bladder. They went backwards. Do I code the same as if they went the other way?
A Coding for the placement of a stent in this fashion would be most closely reflected by the coding of an antegrade stent placement. Per the description above, it sounds as if a catheter was inserted and an endoscope was used. If this is the case, use code 50572, renal endoscopy through nephrotomy or pyelotomy, with or without irrigation, instillation, or ureteropyelography, exclusive of radiologic service; with ureteral catheterization, with or without dilation of ureter. A –52 or –22 could be added to slightly modify the description if desired.
If, in fact, a stent was placed in the ureter through an open incision without the use of the endoscope, then code 50605, ureterotomy for insertion of indwelling stent, all types, might best describe the service provided.


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Students following 4 year degree in Agricultural Technology & Management begins their Academic Journey at MI Sub Campus. & subjects totaling to 17 credits are offered for one semester. All subjects include substantial exposure to theoretical aspects and students get practical experience by engaging in crop and livestock raising under Academic Guidance.
Students also visit different related institutes and farming community as guided learning activities. These includes small group activities to closely associate with farm families introduce to the students at the beginning of the semester.
Students also visit large successful commercial oriented farms within the area to closely observe their practices. These include crop and livestock farms as well as other small Agri-Businesses.
At the end of the semester students collaborate with staff to showcase outcome of their learning outcome to stakeholders through organizing annual Agri Learn Expo –Exhibition. Farmers, scientists from nearby institutes school children and general public participate in this programme hearing learning outcome of the students.
At the end of the semester students are evaluated through an examination which includes written, oral and practical components. Students also submit, individually prepared self learning portfolios for some subjects.
Each course is coordinated by a Senior Faculty member selected by respective Academic Departments. Teaching sessions are conducted by Senior Lecturers from the faculty of Agriculture and by invited Scientists from nearby Institutes.
Association of Young Agriculturists (AYA@MI)
AYA@MI is a students' society functioning since 2015. The main objective of the society is to enhance the participatory learning experience of students. Students through this association work closely with communities around the Sub Campus that provides learning resources to their academic program. With the aim of strengthening the relationship between the university and the community and the institutions around the sub-campus through various activities students organize number of activities annually.


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This is a description of how to use paper chromatography of amino acids (to identify amino acids).
- To demonstrate separation of amino acids by paper chromatography
- To use chromatography to identify amino acids
- Chromatography tank and lid
- Chromatography paper (or filter paper), to fit tank
- Capillary tubes or pasteur pipettes
- Amino acid samples in 1 molar hydrochloric acid (IRRITANT)
- Unknown samples (e.g. 'unknown' mix or filtered fruit juice)
- Solvent (BAW): Butan-1-ol : Acetic acid : Water 60 : 15 : 25 (FLAMMABLE, TOXIC)
- Hairdryer or heating tray
- Spray can of Indanetrione (Ninhydrin) 1% in butan-1-ol (FLAMMABLE, TOXIC)
- Latex gloves
- Access to fume cupboard
- Drying oven at 100°C
BAW solvent should be made up fresh on the day
Using a pencil, lightly draw a line 1.5–2 cm above the bottom of the chromatography paper. Make small marks at 1.5 cm intervals along the line.
Fill a capillary tube or pipette by capillary action with your first sample. Touch the tip of the capillary to the first mark and pull it away. You should leave a small (>5 mm) wet spot. Let this dry and apply the sample again. Make a note of which sample is placed on the spot (you can lightly write on the paper beneath the mark, using a pencil). Repeat for each sample or mixture, on a different mark and using a fresh tube or pipette each time. Let the paper dry.
Put 1 cm or less of BAW into the chromatography tank. The sample spots should not dip into the solvent. Place the tank in a cool place out of direct sunlight. Stand the chromatography paper in the tank so that the bottom edge is in the solvent but the remaining paper does not touch the tank. Place the lid on the tank and leave for about 1 hour.
Wearing gloves, remove the damp paper and mark where the solvent has reached. Dry the paper in the fume cupboard. Still in the fume cupboard, spray the whole of the paper with ninhydrin in butanol. Dry the paper and transfer it to the drying oven for 1–2 min.
Mark the position of each spot that develops. Note the colour and Rf (or travel distance) of each standard and hence find the amino acid composition of the unknown samples.
- Acetic acid
- Irritant vapour. On skin; flood with water. Ventilate area.
- Highly flammable. Remove ignition sources
- Harmful by inhalation. Irritant vapour. Use fume cupboard.
- Hydrochloric acid 1 molar
- Irritant, may cause burns. On skin; flood with water. Spills, neutralise with sodium bicarbonate.
- Irritant. Wear gloves. Indanetrione, spilt on the skin, is not immediately noticeable. It stains skin purple, slowly, and even seems to work through gloves. Wash frequently to remove it.
- Hot Oven; also produces Butan-1-ol fumes.
- Remove papers wearing gloves, or use forceps. Ventilate area


Category: Protobug
The Thinking Bug (1)
The Goal First thing's first, a good question might be, "What is the point of all this mucking around with neuroscience?" It ends up being a fairly complex answer, but it points back to one of the core elements of Protobug. Artificial Intelligence and its role in adaptive and emergent behaviors. In the realm of […]


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Units of Work
The Units of Work are delivered as downloadable WORD documents so that teachers can customise them for use in their classroom. They include references to electronic resources (software, websites and items from The Learning Federation collection of online resources), print resources (many include worksheets for students to use) and other physical resources. There is a brief outline of each unit below including suggested year level(s).
Teachers from around the country were involved in this work, and AAMT members would like to thank them for their efforts.
Melanie Bezear, Calwell Primary School, ACT
Jane McAlpine, Chapman Primary School, ACT
Anne Pillman, Marryatville Primary School, SA
Stephanie Watts, Trinity Catholic Primary School, NSW
Thomas Psomas, All Saints Grammar School, NSW
Gayle Cann, Parap Primary School, NT
Mark Darrell, Hallett Cove School, SA
Nicole Heyder, Atwell College, WA
Lyn Pierrehumbert, Durack School, NT
Shelley Jenkinson, Deanmore Primary School, WA
Bernie O'Sullivan, St Luke's Anglican School, Qld
Wendy Fletcher, Centre for Extended Learning Opportunities
Roxanne Steenbergen, Claremont Primary School, Tas
Michael Macrae, Duncraig Senior High School Education Support Centre, WA
Terry Jacka, St Hilda's School, Qld
Ed Cuthbertson, Lanyon High School, ACT
[Year 1] Counting on, counting back
The beginning of this unit focuses on ensuring that students have basic foundation skills, and an understanding of both what the number line means and the forward and backward number sequence. They then progress to developing conceptual understandings of place value, specifically tens and ones. Once these foundation skills have been mastered, students are introduced to the strategies of counting on and then counting back.
uw_003_counting_on_counting_back.doc 582.50 kB
[Years 2-4] Going places
In this unit of work students visualise and plan routes, understand and use the language of position and give and interpret directions using a variety of formats and resources.
uw_005_going_places.doc 665.00 kB
[Year 3] Area and perimeter
This unit allows students to explore the beginning concepts of perimeter and area, including the formal units of cm, m, cm sq, and m sq and to learn the differences between these measurements.
uw_006_area_perimeter.doc 140.50 kB
[Year 4] Multiplying and dividing with arrays
This unit explores the concepts of multiplication and division and offers students strategies to perform these operations.
uw_003_uniting_and_dividing.doc 282.50 kB
[Years 4-5] Cities taking shape
Students develop their knowledge of 2D and 3D shapes, and the relationships between them. They learn about how a 3D shape can look different when viewed from different positions. Students use knowledge and skills gained through the unit to design and construct a 'model' city or town block.
uw_003_cities_taking_shape.doc 948.00 kB
[Years 4-10] Telling the time
This unit introduces the formal measurement of time using the terms 'o'clock', 'half past', 'quarter past' and 'quarter to' and their representation on an analogue clock. It is specifically for students with autism spectrum disorders (ASD), so the learning experiences offered are structured, methodical and sequential and require one-to-one instruction.
uw_006_telling_the_time.doc 639.00 kB
[Years 5-6] Graphs and data
This unit of work explores why we need data, and how to collate, present and analyse it to extract the information it offers.
uw_004_graphs_and_data.doc 247.00 kB
[Years 5-6] Chances are
This unit explores the mathematics of chance. Discover the language of chance and how it affects our decisions. Explore the notion of probability, and how we can influence this.
uw_005_chances_are.doc 699.50 kB
[Year 6] You say data, I say data
This unit introduces the students to a variety of graphs. They will examine examples of various types of graphs and then conduct their own surveys to collect and present the data in a specified form.
uw_003_you_say_data.doc 495.00 kB
[Years 6-7] Places for polygons
This unit of work investigates the geometric properties of buildings to develop students' understanding of polygons.
uw_003_places_for_polygons.doc 412.00 kB
[Years 6-8] Take a chance
This unit provides students with a real life context to investigate the language of chance and how events may be manipulated to alter the chance of something happening. It also introduces the use of fractions, decimals and percentages when looking at probability.
uw_004_take_a_chance.doc 276.50 kB
[Years 7-8] Fraction action
In this unit of work students move from working with tenths, hundredths and thousandths to relating common and decimal fractions and percentages.
uw_007_fraction_action.doc 350.50 kB
[Year 8] Investigating us
This unit is designed to enable students to design and conduct simple surveys, collate the data into appropriate tables, identify the types of graphs that are suited to display the data sets depending on the number and types of variables, select appropriate display formats to represent the data and interpret data from the graphs and tables. It utilises students' natural interest regarding themselves and where they 'fit in' in relation to their peers.
uw_004_investigating_us.doc 582.00 kB
[Years 8-10] Turn up the volume
In this unit of work students explore and explain the connections between the surface area and volume of different shapes and how each attribute is measured.
uw_008_turn_up_the_volume.doc 881.00 kB
[Years 11-12] Periodic functions
This unit focuses on periodic functions and is part of a university preparation course for those aiming to study mathematics and science courses such as engineering.
uw_005_periodic_functions.doc 831.00 kB


text: Organic materials with redox-active oxygen functional groups are of great interest as electrode materials for alkali-ion storage application due to their earth-abundant constituents, structural tunability, and enhanced energy storage properties. They are considered promising candidates to overcome the challenges associated with conventional inorganic electrode materials including high cost, limited natural reserves of rare earth metals, and environmental impact. However, the deficient charge conductivity and poor structural integrity in electrolyte solutions significantly limited the utilization of organic materials in electrochemical energy storage systems. Therefore, it is critical to design highly conductive and stable organic frameworks for the development of next-generation organic batteries. In this study, reduced graphene oxide (rGO) with highly defective and hierarchically porous 3D structures were synthesized via subtractive and additive approaches. The controlled modifications upon rGO under solvothermal conditions including chemical etching and hybridization of carbon quantum dots (CQDs) were found to induce significant differences in physical and chemical aspects of the carbon structure, and systematic studies were undertaken to investigate the redox mechanisms of these materials with alkali-ions. Enhanced electrochemical performance was demonstrated for both alkali-ion cathodes and anodes, and the unique impact of electrode nanostructure and surface morphology were distinguished for each application. The findings offer insight into next-generation organic electrode design and charge storage optimization.


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Science may have the solution: a chemical "hydrogel" coating made from chitosan, derived from the shells of crabs and shrimp. Chitosan is already sprayed on lots of other fruits and vegetables to kill bacteria and keep produce fresh. And on Wednesday, Xihong Li of Tianjin University presented data at a meeting of the American Chemical Society showing that it can work to delay banana ripening -- bad news for fruit flies, good news for you.
"We found that by spraying green bananas with a chitosan aerogel, we can keep bananas fresh for up to 12 days," Li said in a statement Wednesday. "Such a coating could be used at home by consumers, in supermarkets or during shipment of bananas."
Like other fruits, bananas don't die when they're picked. They respire through their skin, taking in oxygen and expelling carbon dioxide. Increased respiration means quicker ripening. The chitosan coating used by Li and his colleagues slowed down respiration enough to keep the fruit fresh.
Bananas also release a compound called ethylene, which encourages ripening. So leaving a bunch of bananas in a bag will trap a lot of ethylene gas in there, which makes them ripen faster. Other fruits and vegetables produce ethylene too, so keeping your banana in the same bowl as a bunch of apples will hasten its progress toward gooey oblivion.
Chitosan, with its seafood origin, could possibly pose problems for strict vegetarians and vegans, but it wouldn't be the first food additive that flew under the radar. Shellac, which you might primarily think of as something to polish furniture, is also applied to apples to replace natural waxes lost during the cleaning process. It's also made from a resin secreted by the female lac bug. Starbucks caught flak from its crunchier customers after it was revealed that the coffee giant was using crushed beetle shells to color its strawberry frappuccinos.
Still, if you're not squeamish about animal products, chitosan could be a good way to keep good bananas from going bad.


Manage DNS Zones With PowerShell
Adam Bertram
Adam Bertram
Read more posts by this author.
If you find yourself making changes on your Microsoft DNS servers using the DNS MMC snapin you're probably wasting a lot of time.
Why? Because it's possible to create, modify or remove any DNS object that you can from the MMC with PowerShell! By using PowerShell to manage DNS allows you not only control things from the command line but to take those commands and put them into a script to automate all kinds of time-consuming tasks.
To limit this article's scope, we're going to just focus on managing DNS zones with PowerShell although it's completely possible to administer other DNS objects like records and the server itself as well.
Before we get too far, there are a few prerequisites you need to be aware of. First, I'm assuming you have permissions to read, modify and remove DNS zones from your Windows DNS servers. Second, I'll be demonstrating a few concepts from DNS servers that are in an Active Directory domain with AD-integrated zones. PowerShell is still capable of managing zones and records outside of Active Directory but may not quite be the same result as I'll be showing you here. Finally, you'll need to ensure you have a version of the Remote Server Administration Tools (RSAT) installed on your client specific to your operating system.
Now that we have that out of the way let's start out by first ensuring the DNSServer module is available to us. To do that, I'll use the Get-Module cmdlet.
PS> Get-Module DnsServer -ListAvailable

 Directory: C:\Windows\system32\WindowsPowerShell\v1.0\Modules

 ModuleType Version Name ExportedCommands
 ---------- ------- ---- ----------------
 Manifest 2.0.0.0 DnsServer {Add-DnsServerConditionalForwarderZone, Add-DnsServerDirectoryPartition, Add-DnsServerForwarder, Add-DnsServerPrimaryZone...}

Great! It looks like our module is downloaded and we have some available commands. Let's now see what commands we have to work with DNS zones.

PS> Get-Command -Module DnsServer -Noun *Zone*

 CommandType Name Version Source
 ----------- ---- ------- ------
 Function Add-DnsServerConditionalForwarderZone 2.0.0.0 DnsServer
 Function Add-DnsServerPrimaryZone 2.0.0.0 DnsServer
 -- SNIP --
First up, let's create a zone with PowerShell. To do this, we'll use the Add-DnsServerPrimaryZone function. The simplest way this can be done is by using two parameters. Those parameters are Name and ReplicationScope. However, in our example, I'll also be using the ComputerName parameter since I'm invoking this command on a remote computer.
PS> Add-DnsServerPrimaryZone -Name testzone.mylab.local -ComputerName DC -ReplicationScope Forest
Above you can see that my domain is mylab.local and my zone name is testzone. My DNS server is DC so I'm specifying that for the ComputerName parameter and finally since this server is on my domain I have to also set the ReplicationScope so I've chosen to replicate this zone amongst all other DNS servers in my Active Directory forest.
Next, to verify this zone was created, I can then use the Get-DnsServerZone command. I could use the Name parameter but to show you all of the zones I have I'll just tell Get-DnsServerZone to find all of them.
PS> Get-DnsServerZone -ComputerName DC

 ZoneName ZoneType IsAutoCreated IsDsIntegrated IsReverseLookupZone IsSigned
 -------- -------- ------------- -------------- ------------------- --------
 _msdcs.mylab.local Primary False True False False
 0.in-addr.arpa Primary True False True False
 127.in-addr.arpa Primary True False True False
 255.in-addr.arpa Primary True False True False
 mylab.local Primary False True False False
 testzone.mylab.local Primary False True False False
 TrustAnchors Primary False True False F
And just to be sure we go through the entire lifecycle of a DNS zone, I'll then remove it.
PS> Remove-DnsServerZone -Name testzone.mylab.local -ComputerName DC -Confirm
This will also remove all the records in the zone, and the server will no longer host the zone, do you want to continue?
[Y] Yes [N] No [S] Suspend [?] Help (default is "Y"): y
 PS> Get-DnsServerZone -ComputerName DC

 ZoneName ZoneType IsAutoCreated IsDsIntegrated IsReverseLookupZone IsSigned
 -------- -------- ------------- -------------- ------------------- --------
 _msdcs.mylab.local Primary False True False False
 0.in-addr.arpa Primary True False True False
 127.in-addr.arpa Primary True False True False
 255.in-addr.arpa Primary True False True False
 mylab.local Primary False True False False
 TrustAnchors Primary False True False
Now that you've learned about DNS zone, why not pick up at the next logical spot and begin learning about DNS records in this detailed, step-by-step, tutorial on managing DNS records.
Summary
There is so much more possible with managing DNS zones in PowerShell. I encourage you to look through all of the commands possible in Get-Command -Module DnsServer -Noun Zone. This command gives you a list of all of the commands inside of the DnsServer module that have 'Zone' in the name. You'll find that the command names are self-explanatory and if you need to investigate further always consult the help of each command using Get-Help.
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text:
Art of Belgium
From The Art and Popular Culture Encyclopedia
Despite its size, Belgium has a long and distinguished artistic tradition that goes back to the Middle Ages, considerable pre-dating the foundation of the country itself.
History of Belgian art
Mosan art is a regional style of Romanesque art from the valleys of the Meuse in present-day Wallonia, and the Rhineland, with manuscript illumination, metalwork, and enamel work from the 11th, 12th and 13th centuries. Among them the masterpiece of Renier de Huy and perhaps of the whole Mosan art Baptismal font at St Bartholomew's Church, Liège. The architecture of Roman churches of the Walloon country are also named Mosan, exemplified by the Collegiate Church of Saint Gertrude in Nivelles, and the churches of Waha and Hastière, Dinant. The Ornamental brassware is also a part of the Mosan art and among these dinandiers Hugo d'Oignies and Nicholas of Verdun.
Early Modern art
During the so-called Northern Renaissance, Belgium experienced an artistic boom, spawning the immensely popular Baroque Flemish school of painting. The cities of Bruges and Antwerp, some of the richest in the region, became artistic centres during the period.
Flemish art was not confined to the boundaries of modern Flanders and several leading artists came from or worked in areas in which langues d'oïl were spoken, from the region of modern Wallonia, e.g. Robert Campin, Rogier van der Weyden (Rogier de la Pasture) and Jacques Daret. Joachim Patinir Henri Blès are generally called mosan painters. Lambert Lombard (Liège, 1505 – 1566) was a Renaissance painter, architect and theorist for the Prince-Bishopric of Liège. Gérard de Lairesse, Bertholet Flemalle were also important painters in the Prince-Bishopric of Liège.
The Brueghel Dynasty
- See also Bruegel Family
Flemish genre painting is strongly tied to the traditions of Pieter Bruegel the Elder and was a style that continued directly into the 17th century through copies and new compositions made by his sons Pieter Brueghel the Younger and Jan Brueghel the Elder. Many of these are kermis paintings and scenes of peasants partaking other outdoor enjoyments viewed from an elevated viewpoint.
Belgian art in the 19th-20th centuries
Originating in France, the Impressionist style was also adopted by Belgian artists. Anna Boch, Eugène Boch (a close friend of Vincent Van Gogh), Georges Lemmen and Théo van Rysselberghe were all influential Belgian impressionist or neo-impressionist painters.
During the 19th and 20th centuries many original romantic, expressionist and surrealist Wallon painters emerged, including Félicien Rops, Paul Delvaux, Pierre Paulus, Fernand Verhaegen, Antoine Wiertz, René Magritte... The avant-garde CoBrA movement appeared in the 1950s.
Jacques du Broeucq was a sculptor of the 16th century. Constantin Meunier was an influential Belgian sculpter of the late 19th-early 20th century. Unusually, his figures often depict industrial workers. George Grard (1901 — 1984) was a Walloon sculptor, known above all for his representations of the female, in the manner of Pierre Renoir and Aristide Maillol, modelled in clay or plaster, and cast in bronze. And in Liège also, principally Jean Del Cour, the sculptor of the Virgin in Vinâve d'Isle, Léon Mignon the sculptor of Li Tore and Louis Jéhotte of the statue of Charlemagne.
Gustave Serrurier-Bovy (Liège, 1858-Antwerp, 1910) architect and furniture designer, credited (along with Paul Hankar, Victor Horta and Henry van de Velde) with creating the Art Nouveau style, coined as a style in Paris by Bing.
Comic art (known as bande dessinée) first became popular in Belgium in the 1920s, but achieved huge popularity internationally after the Second World War. The Adventures of Tintin by Hergé first appeared in 1929, and have been translated into fifty languages, selling a total of 200 million copies.
Notable art collections in Belgium
The most significant art collection in Belgium is the national collection at the Royal Museums of Fine Arts of Belgium, Brussels, however, there are more than a douzen other significant art collections around the country. Some of the most impressive museums in Belgium are The Royal Museum for Fine Arts, in Antwerp, which has an admirable collection of works by Peter Paul Rubens, the Groeningemuseum, in Bruges, with the Flemish Primitives, the Museum Aan de Stroom (MAS), which is the biggest museum in Belgium. There are also numerous smaller museums, often supported by the state, focused on individual artists, with museums devoted Magritte, Wiertz and Meunier amongst many others.
Belgium also has numerous galleries devoted to collections of non-indigenous art, including Oriental, Classical and Congolese painting, sculpture and other visual art.


Anatomy of the Tarpon Jaw
Close examination of the anatomy of the tarpon jaw helps reveal why these powerful and widely sought fish are so difficult to hook and land.
Why the "sport" in this sport fish? Check out that jaw!
Tarpon, Megalops atlanticus, are primitive teleosts or boney fishes that are members of the family Elopidae. They are characteristically slender, have somewhat laterally compressed bodies, and can exceed 8 feet in length and 280 pounds in weight. They have a rounded belly and scales that are large and firm with silvery membranous borders. The silver color of the scales is what gives the tarpon its nickname- the Silver King. Their fight, stamina, and acrobatic leaps on the end of a line explain their popularity as sport fish throughout the world. The tarpon's mouth is large, terminal (at the frontmost part of the head) superior (slightly upturned), and remarkably boney. Its extremely boney mouth makes the tarpon one of the most challenging fish to hook and land. A recent FWC study ( see details) showed that only 37% of all hooked tarpon actually made it to the boat- hence, the "sport" in this sport fishery. Maxillaries are large, and consist of three bones- the maxilla and two supramaxillae that extend back far past the eye in adults. The premaxillaries are not protractile like the maxillaries and are fused together by a suture at the very center point of the upper jaw. Large paired bones form the lower jaw or dentaries of the tarpon. The anterior ends of the dentary bones are fused in the center of the lower jaw. Smaller articular bones are located posterior to the dentary bones. A bony gular plate extends between the dentaries of the lower jaw. The following images show the jaw structure of a tarpon:
Sutures fuse the eight bones (2 premaxillae, 2 maxillae and 4 supramaxillae) that constitute the maxillary or upper jaw of the tarpon.
Side view of a tarpon skull showing position of bones and sutures of the jaw.
As viewed down the mouth of the tarpon (frontal view), the two premaxillae are sutured in the middle of the fish's jaw.
Fishing hooks often penetrate the sutures that separate individual bones of the jaw. These areas are softer than the large, bony jaw structure of the tarpon.

Sources
Hildebrand, S.F. 1963. Family Elopidae, pp. 111-123. In: Memoir I. Sears Foundation for Marine Research. Fishes of the Western North Atlantic. Part 3. Soft-rayed Bony Fishes. New Haven, Yale University. 630 pp.
Gregory, W.K. 2002. Fish Skulls: A study of the evolution of natural mechanisms. Krieger Publishing Co. Malabar, FL 481pp.
FWC Facts:
Some snook can change sex from male to female. As a result, larger and older specimens are more likely to be female.
Learn More at AskFWC


text:
The Unmanned Aerial Systems Special Interest Group (UAS SIG) is a membership group focused on the application of unmanned aerial systems in agriculture. Supported by the National Centre for Precision Farming and founder member URSULA Agriculture, its membership broadly reflects the UAS in agricultural industry, including UAS operators, operations and service providers, technologists, agronomists, agricultural training and academia. The group has close links with organisations such as the Civil Aviation Authority (CAA) and Association of Remotely Piloted Aircraft Systems (ARPAS).
The UAS SIG was officially launched on 6 March 2014 and it aims to develop operational standards and training for UAS operators in agriculture; raise awareness of the operational requirements for UAS in agriculture, and develop all aspects of UAS technology, thereby increasing the application of UAS in agriculture.
The special interest group provides links between commercial, industrial, academic and international organisations and gives its members wider opportunities to exploit available technology and to combine their knowledge and skills. Its activities are relevant to individuals and groups interested in the:
Members are involved in an extensive range of projects including:
UAS SIG outputs include
If you are interested in the UAS Special Interest Group please contact _EMAIL_.


text:
What are the components of the soil?
The soil is a thin non-compacted superficial layer which covers the Earth crust, and it is a very important part of the environment, There are different types of the soil that are different in color and texture.
Where the color of the soil helps the scientists to identify the elements and the minerals inside it and the texture of the soil is smooth or granular or rocky rough.
The soil components
The soil is made of many components such as the water, the air, the silt, the humus and pieces of rocks (which is composed of the sand, the clay, the minerals and the gravels).
The rocks are the main source of the sand and the clay which are the main components of the soil, The humus is the decayed remains of the animals and the plants mixed with the soil components, and its color is dark brown or black.
How is the humus formed?
When the living organisms (the plants or the animals) die, their bodies decay forming the humus, So, The animals and the plants affect on the soil composition.
The humus adds the nutrients to the soil and it affects on the color of the soil, So, the color of the soil is dark brown or black, The soil is composed of the minerals mixed with different microorganisms and the decayed materials of the dead organisms.


text:
Date of Award
Doctor of Philosophy (PhD)
Career expectations show predictive validity for future job selection and work outcomes above traditional vocational interest inventories, yet are rarely tracked longitudinally. The current study explored characteristics of adolescents' freely reported career expectations by examining their formation, typical trajectories of their development, individual differences in their development, and their utility as predictors of life outcomes. Though some past research has examined longitudinal trends in adolescents' career expectations, this was the first study to assign dimensional RIASEC scores to participants' expected occupations rather than a single categorical code. Using data from 21,444 students in the High School Longitudinal Study (HSLS 09:16; Ingels et al., 2015), the characteristics of adolescents' career expectations for age 30 were tracked over three waves from freshman year to three years post-high school. Stability of RIASEC characteristics was moderate, indicating that the kinds of activities young people plan to do in their future careers are fairly consistent over time. These preferences also aligned to a moderate degree with the characteristics of actual choices people made, such as future jobs or majors. In addition, systematic, mean-level changes were consistent in some ways with established mean-level changes in vocational interests, but diverged from these trends in ways that indicate the realities of the work force and the compromises that individuals make when planning for future careers, regardless of their intrinsic interest in certain activities. Finally, gender and socioeconomic status were the strongest predictors of individual differences in change in expectations, indicating their predictive power for students' career goals.
Chair and Committee
Joshua J. Jackson
Patrick L. Hill, Tammy English, Randy Larsen, Emily Grijalva,
Schultz, Leah Hope, "Vocational expectations from adolescence to early adulthood: An integrative exploration of their formation, consistency, change, and predictive value" (2020). Arts & Sciences Electronic Theses and Dissertations. 2342.