text:
for Rating Tools is a joint project between the WorldGBC and the GBC of South Africa that focuses on incorporating environmental justice into the activities of the WorldGBC and its member councils. The guide addresses five themes that can be affected by sustainability efforts, especially green buildings. These themes are employment and economic opportunity, education and skills development, health and safety, equality, and community engagement and benefit. In order to create employment, the guide suggests using labor-intensive construction methods whenever possible as well as creating a facility that provides long-term economic opportunities. The guide suggests utilizing local and small business for goods and services as well as continued support in order to create economic opportunities. Green building projects must also dedicate a percentage of their expenditure toward education and skill development programs. The guide also suggests improving occupational health and safety practices and managing disease risk control as well as providing health awareness. Projects must incorporate equal access to employment for marginalized groups, affordable housing so that all socio-economic classes have opportunities for green housing, and creating equal access for those with disabilities, the elderly, and the infirmed. Finally, the guide suggests that projects engage with all stakeholders, especially local communities, and provide community facilities that meet the needs that are addressed by stakeholders (including the community).
The Business Case for Green Building
The WorldGBC released The Business Case for Green Building in 2013. The report synthesizes and reviews the existing published information on the costs and benefits associated with green building for developers, investors, and building occupants. It includes examples from across the globe as well as thoughts by leading experts in green building. The report is divided into five categories: design and construction cost, asset value, operating costs, workplace productivity and health, and risk mitigation. There is also a follow-up section on how to scale up from green buildings to green cities. The report is available in English, Spanish, and Chinese.
Health, Wellbeing and Productivity in Offices
The WorldGBC released Health, Wellbeing and Productivity in Offices: The Next Chapter for Green Building in 2014. The report provides that latest information on building design and how it affects the health, wellbeing, and productivity of the occupants of office buildings. It also provides a framework for tracking the impacts of buildings on those three aspects. The report findings indicate that strategies that maximize employee health, wellbeing, and productivity are largely compatible with green building strategies. Since approximately 90% of a business's operating costs come from their employees, it is critical for businesses to maintain a healthy environment that encourages productivity.
Global Coalition for Green School
- "By bringing together the leaders in the global green schools movement, the Global Coalition aims to ensure every child learns in a green school within this generation."
The Global Coalition for Green Schools is composed of GBCs and other related organizations that work to provide communities with the resources and support needed to create green schools. This coalition stems from the 1.2 billion students that are currently attending school in buildings that are poorly lit, ventilated, and heated – factors that can hinder a child's learning by up to 25%. The creation of green schools is not only a healthier alternative for students, but also for the environment.
Sustainable Cities Initiative
In partnership with C40 Cities, the Sustainable Cities Initiative works in conjunction with GBCs and local governments to create more sustainable cities. Current projects include City Market Briefs and Green City Tours. City Market Briefs are snapshots of cities around the world and their green building policies. These briefs serve as an example for other cities in their development of green building practices. The current City Market Briefs include Abu Dhabi, Bogota, Buenos Aires, Dubai, Hong Kong, Lima, Mexico City, Rio de Janeiro, Santiago, São Paulo, Seoul, and Tokyo. Green City Tours organize tours of green buildings and communities for GBC members, government representatives, and also local community members.
EDGE Certification System
In 2013, the International Finance Corporation (IFC), a member of the World Bank Group, and the World Green Building Council (WorldGBC) announced that they will collaborate to rapidly scale up the construction of green buildings in emerging markets. The new partnership demonstrates a shared commitment to playing a leadership role in transforming the built environment and mitigating climate change.
The WorldGBC has agreed to connect its network of national green building councils to IFC's investment and advisory program. The WorldGBC's local affiliate councils will certify green buildings through IFC's EDGE, a new web application that reveals solutions at the early design stage to reduce energy, water, and material consumption by twenty percent.
MIT Climate CoLab Contest
The WorldGBC partnered with the MIT Climate CoLab contest seeking proposals on how to create public demand for green buildings. Proposals were received until July 20, 2014.
Every year, the WorldGBC recognizes individuals who have been key contributors to the green building movement.
The David Gottfried Global Green Building Entrepreneurship Award was first presented in 2011 and named for its winner, David Gottfried, who was one of the founders of the USGBC as well as WorldGBC. The award is presented to an individual who has been a pioneer in green building by helping transform or advance the green building mission. Other winners include Professor Siegbert Zanettini (a Brazilian architect) in 2012, Karim Elgendy (founder of the sustainability advocacy initiative, Carboun) in 2013, and Nils Kok (co-founder of the Global Real Estate Sustainability Benchmark) in 2014.
The WorldGBC Chairman Awards were first presented in 2011 to individuals who were instrumental in advancing the global sustainability movement as well as raised awareness for global issues.
The GBC Awards are given to members of the WorldGBC who have provided a significant contribution to their respective GBCs.
Government Leadership Awards
The Government Leadership Awards recognize government leaders who have shown excellence in creating city policies for green building. The award is given every other year in partnership with ICLEI and UN-Habitat.
In June 2014, the WorldGBC released an impact report for 2013 to 2014.The WorldGBC now has 100 GBCs worldwide with over 27,000 member companies and organizations. This has led to more than 1.2 billion square meters of green building area that is registered by the WorldGBC rating systems. The WorldGBC has also educated over 400,000 people and has more than 32,000 volunteers worldwide. The World GBC has provided global tools and resources through their activities, and is a leader in green building across the globe. Their Health, Wellbeing and Productivity in the Office Buildings report has promoted the importance and connection of building design to its occupants. Also, their "Socio-Economic Framework for Rating Tools" is one of the few key resources on incorporating environmental justice into sustainability. The WorldGBC provided multiple resources on quality assurance and market research for green buildings. The WorldGBC also made a commitment to engage the public through their Global Coalition for Green Schools and their partnership with the MIT ClimateCoLab contest.
The Americas regional network succeeded in achieving LEED Certification in all soccer stadiums for the 2014 FIFA World Cup in Brazil. Also, nine countries in the network collaborated with UNEP to produce The State of Play of Sustainable Building in Latin America. The Europe network hosted their first WorldGBC Europe Region Leadership Awards, acknowledging pioneers in green building across Europe. The network also submitted their first collaborative project proposal for the European Union (BUILD UPON). The Sing Yin Secondary School in Hong Kong was deemed winner of the Greenest School on Earth along with the Uaso Nyiro Primary School in Kenya. The Africa regional network also achieved 50 Green Star SA certified projects in South Africa.
- "The world's green buildings progress – an interview with Tony Arnel", Ecos Magazine, December 2011
- "WorldGBC 3 :: About WorldGBC". Worldgbc.org. Retrieved 2015-07-22.
- Sedlacek, Sabine (January 2014), "Non-Governmental Organizations as Governance Actors for Sustainable Development: The Case for Green Building Councils", Environmental Policy and Governance, 24: 247–261
- "WorldGBC 3 :: History". Worldgbc.org. Retrieved 2015-07-22.
- _URL_ Archived from the original on October 18, 2011. Retrieved October 27, 2011. Missing or empty
- Gottfried, David; Malik, Hriday (December 2009), "Perspectives on Green Building", Renewable Energy Focus, 10 (6): 38–41
- "WorldGBC 3 :: Our Board". Worldgbc.org. Retrieved 2015-07-22.
- "WorldGBC 3 :: The Team". Worldgbc.org. Retrieved 2015-07-22.
- Impact Report 2012-2013, World Green Building Council, June 2014
- "WorldGBC 3 :: Corporate Advisory Board". Worldgbc.org. Retrieved 2015-07-22.
- "WorldGBC 3 :: Our Partners". Worldgbc.org. Retrieved 2015-07-22.
- "WorldGBC 3 :: Member Councils". Worldgbc.org. Retrieved 2015-07-22.
- "WorldGBC 3 :: Committees". Worldgbc.org. Retrieved 2015-07-22.
- "WorldGBC 3 :: Policy Task Force". Worldgbc.org. Retrieved 2015-07-22.
- "WorldGBC 3 :: Rating Tool Task Group". Worldgbc.org. Retrieved 2015-07-22.
- "WorldGBC 3 :: Council Development". Worldgbc.org. Retrieved 2015-07-22.
- "WorldGBC 3 :: Audit Committee". Worldgbc.org. Retrieved 2015-07-22.
- "WorldGB


text:
Of nationalist discourse in china the foci of chinese intellectuals from 1895 to 1911 to assert the history of nationalism's. "you can't have nationalism in his "the discourse of race in modern china," frank dikotter explored the history of the chinese views of race and. Vis-à-vis a unified national language and explores the discourse of the local in china chinese history nationalism and language reform in. First published in 1992, the discourse of race in modern china rapidly became a classic, showing for the first time on the basis of detailed evidence how and why. Modernity in china, 1911-19491 hong-yu gong2 unitec new zealand his research interests include modern chinese cultural history nationalism 39.
1 march 10, 2011 alison a kaufman china analyst cna testimony before the us-china economic and security review commission hearing on "china‟s narratives. Of special edition of journal modern asian studies on world war ii in china (march 2011) history of nationalism history and the dynamics of discourse. Rights and citizenship in chinese educational discourse intellectual awakening from confucian traditionalism to modern nationalism the recent history of. After the fall of the empire in 1911 he was professor of the modern history of china at the 'in the discourse of race in modern china dikötter shatters. On the 100th anniversary of the chinese revolution _PHONE_ warsaw nationalism and ethnicism in the xinhai institute of modern history, chinese.
By nicholas js miller | 28 january 2011 confucianism was one of the dominant political philosophies of imperial china confucianism's influence declined throughout. From sinocentric appropriation to a rupture in nationalism integrated into chinese discourse the core of han-chinese history and also what has made. Many observers, both in asia and the west, are consequently concerned about the role that chinese nationalism could play in shaping the trajectory of china's rise. Based on a rich array of primary sources published between 1895 and 1911 karl conceives of chinese nationalism not solely as a discourse the history of china. "lucky cloud" over the world: the journalistic discourse of nationalism beyond china in the beijing olympics global torch relay.
The history of nationalism as culture the oxford handbook of the history of nationalism pearson, 2011. Rather than recounting one master narrative of chinese nationalism nationalism, civilization and transnational relations: the discourse of greater china. National humiliation in china and thereby the renaissance of national humiliation discourse the century of national humiliation is not a linear.
History of manchuria joana, china inside out: contemporary chinese nationalism and mccormack, gavan (1977), chang tso-lin in northeast china, _PHONE_. Chinese nationalism there have been major changes since the mid-20th century in the way in which the history of republican china (1911 li 2011 and. In nation and ethnicity julia c schneider give an analysis of the chinese discourse on nationalism and historiography in the chinese discourses on history. Confucianism was one of the dominant political philosophies of imperial china confucianism's influence declined throughout the 19th century coinciding with the end. From sinocentric appropriation to a rupture in nationalism integrated into chinese discourse the core of han-chinese history and also what has.

source: m-a-p/FineFineWeb


text:
Visit the Rishengchang Former Bank, the birthplace of modern banking in China. This historic bank played a significant role in the economic development of Pingyao and the country. Explore the well-preserved bank building, learn about its history, and gain insights into the financial system of ancient China. Don't miss the opportunity to step back in time and witness the birth of modern banking.
Descárgate Klisst en un instante y empieza a guardar y compartir tus listas.
Sigue los favoritos de tus amigos y no te pierdas ninguna novedad.

source: openbmb/Ultra-FineWeb


char} typed as a control character; that is, typing {char}
 while holding the CTRL key down. The case of {char} does not
 matter; thus CTRL-A and CTRL-a are equivalent. But on some
 terminals, using the SHIFT key will produce another code,
 don't use it then.
'option' An option, or parameter, that can be set to a value, is
 enclosed in single quotes. See |options|.
"command" A reference to a command that you can type is enclosed in
 double quotes.
 *key-notation* *key-codes* *keycodes*
These names for keys are used in the documentation. They can also be used
with the ":map" command (insert the key name by pressing CTRL-K and then the
key you want the name for).
notation meaning equivalent decimal value(s)
 zero CTRL-@ 0 (stored as 10) **
 backspace CTRL-H 8 *backspace*
 tab CTRL-I 9 *tab* *Tab*
 linefeed CTRL-J 10 (used for )
 formfeed CTRL-L 12 *formfeed*
 carriage return CTRL-M 13 *carriage-return*
 same as **
 same as **
 escape CTRL-[ 27 *escape* **
 space 32 *space*
 less-than < 60 **
 backslash \ 92 *backslash* **
 vertical bar | 124 **
 delete 127
 command sequence intro ALT-Esc 155 **
 CSI when typed in the GUI **
 end-of-line (can be , or ,
 depends on system and 'fileformat') **
 cursor-up *cursor-up* *cursor_up*
 cursor-down *cursor-down* *cursor_down*
 cursor-left *cursor-left* *cursor_left*
 cursor-right *cursor-right* *cursor_right*
 shift-cursor-up
 shift-cursor-down
 shift-cursor-left
 shift-cursor-right
 control-cursor-left
 control-cursor-right
 - function keys 1 to 12 *function_key* *function-key*
 - shift-function keys 1 to 12 **
 help key
 undo key
 insert key
 home *home*
 end *end*
 page-up *page_up* *page-up*
 page-down *page_down* *page-down*
 keypad home (upper left) *keypad-home*
 keypad end (lower left) *keypad-end*
 keypad page-up (upper right) *keypad-page-up*
 keypad page-down (lower right) *keypad-page-down*
 keypad + *keypad-plus*
 keypad - *keypad-minus*
 keypad * *keypad-multiply*
 keypad / *keypad-divide*
 keypad Enter *keypad-enter*
 keypad Decimal point *keypad-point*
 - keypad 0 to 9 *keypad-0* *keypad-9*
 shift-key *shift* * control-key *control* *ctrl* * alt-key or meta-key *meta* *alt* * same as * command-key (Macintosh only) * key with "xx" entry in termcap
Note: The shifted cursor keys, the help key, and the undo key are only
available on a few terminals. On the Amiga, shifted function key 10 produces
a code (CSI) that is also used by key sequences. It will be recognized only
after typing another key.
Note: There are two codes for the delete key. 127 is the decimal ASCII value
for the delete key, which is always recognized. Some delete keys send another
value, in which case this value is obtained from the termcap entry "kD". Both
values have the same effect. Also see |:fixdel|.
Note: The keypad keys are used in the same way as the corresponding "normal"
keys. For example, has the same effect as . If a keypad key
sends the same raw key code as its non-keypad equivalent, it will be
recognized as the non-keypad code. For example, when sends the same
code as , when pressing Vim will think was pressed.
Mapping will not work then.
Examples are often given in the <> notation. Sometimes this is just to make
clear what you need to type, but often it can be typed literally, e.g., with
the ":map" command. The rules are:
 1. Any printable characters are typed directly, except backslash and '<'
 2. A backslash is represented with "\\", double backslash, or "".
 3. A real '<' is represented with "\<" or "". When there is no
 confusion possible, a '<' can be used directly.
 4. "" means the special key typed. This is the notation explained in
 the table above. A few examples:
 Escape key
 CTRL-G
 cursor up key
 Controlleft mouse click
 Shifted function key 11
 Meta- a ('a' with bit 8 set)
 Meta- A ('A' with bit 8 set)
 "kd" termcap entry (cursor down key)
If you want to use the full <> notation in Vim, you have to make sure the '<'
flag is excluded from 'cpoptions' (when 'compatible' is not set, it already is
by default).
 :set cpo-=<
The <> notation uses to escape the special meaning of key names. Using a
backslash also works, but only when 'cpoptions' does not include the 'B' flag.
Examples for mapping CTRL-H to the six characters "":
 :imap \
 :imap Home>
The first one only works when the 'B' flag is not in 'cpoptions'. The second
one always works.
To get a literal "" in a mapping:
 :map lt>
For mapping, abbreviation and menu commands you can then copy-paste the
examples and use them directly. Or type them literally, including the '<' and
'>' characters. This does NOT work for other commands, like ":set" and
5. Modes, introduction *vim-modes-intro* *vim-modes*
Vim has six BASIC modes:
 *Normal* *Normal-mode* *command-mode*
Normal mode In Normal mode you can enter all the normal editor
 commands. If you start the editor you are in this
 mode (unless you have set the 'insertmode' option,
 see below). This is also known as command mode.
Visual mode This is like Normal mode, but the movement commands
 extend a highlighted area. When a non-movement
 command is used, it is executed for the highlighted
 area. See |Visual-mode|.
 If the'showmode' option is on "-- VISUAL --" is shown
 at the bottom of the window.
Select mode This looks most like the


Get Record Id and Object API Name in Lightning Web Component
Get Record Id and Object API Name in Lightning Web Component
Last Updated on July 10, 2022 by Rakesh Gupta
Big Idea or Enduring Question:
 - How do you access the Id of the current record, current object API Name, and component region's width when using the lightning web component?
Objectives:
After reading this blog, you'll be able to:
 - Access the current record Id in the lightning web component
 - Access the current object API name in the lightning web component
 - Access current recordId and object API name when using lightning web component in experience builder sites
 - Access the component's regions width when you add a component to a region on a page in the Lightning App Builder
 - and much more
In the past written a few articles on Lightning Web Component. Why not check them out while you are at it?!
 1. Check User Permissions for Logged-In User in Lightning Web Component
 2. Add Lightning Web Components in Mobile and Lightning Experience as Tabs
Business Use case
Janel Parrish is working as a Junior Developer at Gurukul on Cloud (GoC). Janel wants to learn how to access and display the current record Id, object API name, and the component's regions width when you add a component to a region on a page in the Lightning App Builder.
Access Record, Object Context and Component Width-Aware When Component Used on a Lightning Record Page
If a lightning web component with a recordId property is used on a Lightning record page, then the page sets recordId to the 18-character ID of the record. Create a public recordId property by declaring it using @api decorator.
If a lightning web component with an objectApiName property is used on a Lightning record page, then the page sets the API name of the object associated with the record being viewed. Create a public objectApiName property by declaring it using the @api decorator.
If a lightning web component with a flexipageRegionWidth property is used on a Lightning record page, then the page pass the region's width to the component. Create a public flexipageRegionWidth property by declaring it using @api decorator
@api flexipageRegionWidth;
Access Record, Object Context When Component Used in Experience Builder Sites
Unlike lightning record pages Experience Builder Sites do not automatically bind the recordId and objectApiName to the component's template.
To access the record Id of the current record you have to add recordId and objectApiName in an expression in the component's *.js-meta.xml file.
<?xml version="1.0" encoding="UTF-8"?>
<LightningComponentBundle xmlns="_URL_
 <apiVersion>55.0</apiVersion>
 <isExposed>true</isExposed>
 <targets>
 <target>lightningCommunity__Default</target>
 <target>lightning__RecordPage</target>
 </targets>
 <targetConfigs>
 <targetConfig targets="lightningCommunity__Default">
 <property
 name="recordId"
 type="String"
 label="Record Id"
 description="Pass the page's record id to the component variable"
 default="{!recordId}" />
 <property
 name="objectApiName"
 type="String"
 label="Object Name"
 description="Pass the page's object name to the component variable"
 default="{!objectApiName}" />
 </targetConfig>
 </targetConfigs>
</LightningComponentBundle>
Automation Champion Approach (I-do):
Now it's time to create a lightning web component to access the current Record Id, Object API Name, and Flexipage Region Width on a record page.
miscRecord.html
To reference a recordId, objectApiName, and flexipageRegionWidth in a template, use {property} syntax, which is the same syntax we use to reference any JavaScript property.
<template>
 <lightning-card title="Display Record ID and Object API Name">

Record ID: {recordId}

Object API Name: {objectApiName}

Component Region's Width: {flexipageRegionWidth}

 </lightning-card>
</template>
miscRecord.js
This sample JavaScript code uses the @api decorator to create a public recordId, objectApiName, and flexipageRegionWidth properties.
When the lightning web component is invoked in a record context in Lightning Experience or the mobile app, it will populate the value to public properties we define in the Javascript, as mentioned below
 1. The recordId is set to the 18-character ID of the record.
 2. The objectApiName is set to the API name of the object associated with the record.
 3. The flexipageRegionWidth property receives the width value of the region that the component resides in on the page.
import { LightningElement, api } from 'lwc';
export default class MiscRecord extends LightningElement {
 @api recordId;
 @api objectApiName;
 @api flexipageRegionWidth;
}
miscRecord.js-meta.xml
A lightning web component can be used to build custom pages for Lightning Experience and the Salesforce mobile app quickly with point-and-click tools. Make sure to add the right target for it.
This configuration file makes the component available for Lightning record page but restricts support on desktops
<?xml version="1.0" encoding="UTF-8"?>
<LightningComponentBundle xmlns="_URL_
 <apiVersion>55.0</apiVersion>
 <isExposed>true</isExposed>
 <targets>
 <target>lightning__RecordPage</target>
 </targets>
</LightningComponentBundle>
Proof of Concept
Formative Assessment:
I want to hear from you!
What is one thing you learned from this post? How do you envision applying this new knowledge in the real world? Feel free to share in the comments below.
Have feedback, suggestions for posts, or need more information about Salesforce online training offered by me? Say hello, and leave a message!
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text:
How does the auto-reverse safety feature work on car windows?
Jam protection is the term used by the manufacturers when discussing this safety feature. All power windows have a few parts in common.
Others, like one that has the auto-reverse feature, will have a few others.
The window motor is the workhorse of the system and provides the motion that roles your window up and down. It consists of a worm gear and a reduction gear that only allows the motor to move the window. A worm gear is a long shaft like gear that drives a much larger diameter round gear similar to what you would see on a bike, the reduction gear. This gear system cannot be moved by forcing the window up or down. Only the motor, which turns the worm gear, can move the window. Any force placed on the window simply binds this gear system more and more as you apply more force.
It is not unusual for the regulator and motor to be replaced as an assembly. The motor and the regulator can be replaced independent of each other as well. The regulator is the part that holds the fragile glass in the door. The motor is attached at a central part of the regulator and when the motor turns, the regulator swings a single arm or multiple arms that move the glass up and down.
Not all power window systems utilize a module in the door. Some will use only the BCM. Either way the programming methods used to determine the position of the window and whether or not there is an obstruction are the same. Beyond a computer, there is one essential component that allows the auto-reverse function to exist, that is the pulse switch.
The pulse switch is more of a sensor than a switch. It is a device that creates a small voltage when it passes through a magnetic field. This property of electronics is know as induction. Mounted on the worm gear in your window motor is a magnet. As the magnet spins on the worm gear, it passes by the pulse switch inducing a voltage. Each time a voltage is created, the window module receives this voltage signal that is counted as one pulse. Each time the window module receives a pulse, it measures the amount of time it takes for the next pulse to occur. The longer the time between each pulse, the slower the motor is turning. This method of measuring a rotational speed is utilizing a method referred to as a pulse width.
Let's break down what a pulse width is by defining each word. A pulse is a signal created by the pulse switch that a computer can count. The width of the pulse is the amount of time that passes before the next pulse. The term width is used to describe the pattern created when the voltage signals are graphed.
Terminology aside, the only important thing to understand is the window module/computer is simply measuring the amount of time that passes between each pulse. Each pulse can represent one rotation or the 360° of a rotation can be divided into smaller pieces. In the end, all that is happening is the comparison of the time between pulses.
Ok great, you're probably wondering what this has to do with an auto-reverse function. As the window motor rotates, the window module has learned what the normal speed is by measuring the amount of time between pulses. If the amount of time between pulses increases indicating the rotation of the motor has slowed, the window module is programmed to reverse its rotation.
Your window switch simply allows a voltage signal to pass through to the BCM and or window module. The module then powers the up or down relays depending on the direction you requested by depressing the window switch.
The up and down relays convert low voltage signals from the window modules into the twelve volts that the battery supplies. The window modules receive signals from the window switches that direct it to power the up or down relay accordingly.
If you run into any problems with your windows and need servicing, feel free to reach out to a certified mechanic who can diagnose and ensure the proper function of all of your windows components.
Our certified mechanics come to you ・Backed by 12-month, 12,000-mile guarantee・Fair and transparent pricing


text:
Inpatient mental health facilities play a crucial role in providing comprehensive care and support to individuals seeking treatment for mental health disorders. Located in the heart of New Jersey, these specialized facilities offer a safe and nurturing environment for individuals who require intensive treatment and monitoring. With a focus on holistic approaches, these state-of-the-art facilities aim to address the unique needs of each patient, promoting their mental wellness and overall well-being. Staffed by a team of experienced psychiatrists, psychologists, nurses, and therapists, the inpatient mental health facility in New Jersey strives to deliver evidence-based treatments, including therapy sessions, medication management, and various therapeutic activities. The compassionate and dedicated professionals work closely with patients to develop personalized treatment plans that cater to their specific symptoms, while also addressing any underlying factors contributing to their mental health concerns. By combining specialized care, a supportive environment, and an emphasis on long-term recovery, these facilities are dedicated to empowering individuals on their journey towards mental health stability and improved quality of life.
- Inpatient mental health facilities in New Jersey provide comprehensive care for individuals experiencing severe mental health conditions.
- These facilities offer 24/7 supervised treatment and support for individuals who require a higher level of care than outpatient services can provide.
- Inpatient mental health facilities in New Jersey typically have a multidisciplinary team of mental health professionals, including psychiatrists, psychologists, nurses, and social workers, who work together to create personalized treatment plans.
- Inpatient care can include a range of therapeutic interventions such as individual and group therapy, medication management, holistic approaches, and activities designed to promote healing and recovery.
- What is the process for admitting someone to a mental hospital in New Jersey?
- In New Jersey, what is the maximum duration for which a mental hospital can detain an individual?
- What is the number of mental hospitals in New Jersey?
- Exploring the Benefits of Inpatient Mental Health Facilities in New Jersey: A Comprehensive Analysis
- New Jersey's Cutting-Edge Inpatient Mental Health Facility: Revolutionizing Mental Healthcare within the State
- Comprehensive and specialized care: Inpatient mental health facilities in New Jersey provide comprehensive and specialized care for individuals with mental health issues. These facilities have trained professionals and psychiatrists available around the clock to provide personalized treatment and support.
- Safety and stability: Inpatient mental health facilities offer a controlled and secure environment. This ensures the safety of patients, especially those who might be a danger to themselves or others. The structured setting also promotes stability and encourages individuals to focus solely on their mental health recovery.
- Multidisciplinary approach: Inpatient facilities utilize a multidisciplinary approach to mental health care. This means that professionals from various fields, such as psychiatrists, psychologists, nurses, and therapists, work together to develop individualized treatment plans. This collaborative approach ensures a holistic and comprehensive approach to addressing mental health issues.
- Intensive therapy and support: Inpatient facilities in New Jersey provide intensive therapy and support, offering a wide range of evidence-based treatments. These may include individual therapy, group therapy, family therapy, psychoeducation, and medication management. The availability of diverse therapeutic options within the facility enhances the chances of successful recovery.
- Limited privacy: Inpatient mental health facilities in New Jersey often have shared living spaces, with individuals having limited privacy. This lack of personal space can be distressing for some patients, limiting their sense of autonomy and comfort.
- Restricted outside interaction: Patients in inpatient mental health facilities often have limited or no contact with the outside world, including family and friends. This isolation can contribute to feelings of loneliness and hinder the patient's emotional healing process.
- High cost of care: Inpatient mental health facilities in New Jersey can be quite expensive, making it difficult for individuals with limited financial resources to access essential mental health services. The high cost of care may restrict the availability and affordability of these facilities for individuals in need.
- Stigma and social implications: Seeking treatment in an inpatient mental health facility can unfortunately still carry negative social implications and stigma. This can affect both the patient and their families, as they may face judgment, discrimination, or misunderstandings from friends, colleagues, or society, potentially hindering their overall recovery and mental well-being.
What is the process for admitting someone to a mental hospital in New Jersey?
The process for admitting someone to a mental hospital in New Jersey involves several requirements. Firstly, the individual must be mentally ill. Secondly, their mental illness must pose a threat to themselves, others, or property. These criteria are defined specifically by NJSA §§ 30:4-27.2(h) and -27.2(i). Lastly, it is necessary to determine that appropriate facilities or services are not available for the treatment of the individual. This ensures that involuntary commitment is utilized only when necessary and under specific circumstances.
In New Jersey, the process of admitting someone to a mental hospital requires the individual to meet certain criteria. Specifically, they must be mentally ill and their mental illness must pose a threat to themselves, others, or property. Additionally, it must be established that suitable facilities or services for their treatment are not available, ensuring that involuntary commitment is only used when absolutely necessary and under specific circumstances.
In New Jersey, what is the maximum duration for which a mental hospital can detain an individual?
In New Jersey, the maximum duration for which a mental hospital can detain an individual is 72 hours. This time period starts from the moment a psychiatrist screens them or issues a screening certificate. However, if the hospital or emergency department obtains a temporary court order, they can extend the detention for an additional 72 hours. This restriction ensures that individuals receiving psychiatric care have appropriate rights and protections while seeking treatment in the state of New Jersey.
In New Jersey, individuals seeking psychiatric care can only be detained in a mental hospital for a maximum of 72 hours. This duration begins once a psychiatrist screens them or issues a screening certificate. However, if a temporary court order is obtained by the hospital or emergency department, the detention can be extended for an additional 72 hours. These measures guarantee that individuals in need of psychiatric treatment have their rights and protections upheld in New Jersey.
What is the number of mental hospitals in New Jersey?
New Jersey is home to a dedicated system of four inpatient psychiatric hospitals operated by the Department of Health. With a strong emphasis on patient-focused care and a commitment to wellness and recovery, these facilities strive to provide high-quality mental healthcare to those in need. These hospitals play a vital role in addressing the mental health needs of the state, offering a specialized and comprehensive approach to treatment and support.
In the state of New Jersey, there exists a well-established network of four psychiatric hospitals under the Department of Health. These facilities prioritize patient-centered care and aim to promote wellness and recovery by delivering top-notch mental healthcare services. They serve a crucial role in addressing the mental health needs of the state through their specialized and comprehensive treatment approach.
Exploring the Benefits of Inpatient Mental Health Facilities in New Jersey: A Comprehensive Analysis
Inpatient mental health facilities in New Jersey offer a comprehensive approach to treat individuals suffering from mental illnesses. These facilities provide a safe and controlled environment where patients can receive round-the-clock care from a multidisciplinary team of experts. In addition to providing medications and therapy sessions, inpatient facilities also offer various therapeutic activities and support groups, fostering an inclusive community and promoting social interaction. Furthermore, these facilities provide a structured daily routine, ensuring patients receive the necessary structure and stability to improve their mental health. Overall, inpatient mental health facilities in New Jersey play a crucial role in promoting recovery, providing a wide range of benefits for individuals in need of intensive care.
In New Jersey, inpatient mental health facilities offer a comprehensive approach to treating mental illnesses. They provide a safe environment with round-the-clock care from experts, medications, therapy sessions, therapeutic activities, and support groups. A structured daily routine ensures the necessary structure and stability for patients to improve their mental health and promote recovery.
New Jersey's Cutting-Edge Inpatient Mental Health Facility: Revolutionizing Mental Healthcare within the State
New Jersey's state-of-the-art inpatient mental health facility is spearheading a revolution in the way mental healthcare is provided within the state. With a cutting-edge approach, this facility aims to transform the traditional model of care by implementing innovative therapies and advanced technologies. By combining compassionate and personalized treatment plans with evidence-based practices, patients can expect enhanced outcomes and an improved quality of life. This forward-thinking facility is dedicated to combating the stigma surrounding mental health while providing the highest standard of care for individuals in need.
In New Jersey, a state-of-the-art mental health facility is revolutionizing the way care is provided. Through cutting-edge therapies and advanced technologies, this facility is transforming the traditional model by offering personalized treatment plans and evidence-based practices, ultimately improving patient outcomes and their quality of life. Additionally, it aims to combat the stigma surrounding mental health while providing top-notch care to those in need.
The establishment of inpatient mental health facilities in New Jersey has significantly contributed to the improvement of mental healthcare services in the state. These facilities offer a safe and secure environment for individuals struggling with various mental health disorders to receive the necessary treatment and support. The dedicated team of professionals, including psychiatrists, psychologists, and therapists, provide personalized care and evidence-based therapies tailored to each patient's needs. Additionally, the integration of holistic approaches, such as art therapy, yoga, and mindfulness, further enhances the healing process. The availability of inpatient mental health facilities not only helps decongest overcrowded emergency rooms but also reduces the burden on outpatient services by providing more intensive and comprehensive care. By investing in the expansion and improvement of these facilities, New Jersey continues to prioritize the mental well-being of its residents, fostering a healthier and more resilient community.


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Exporting FE Mesh in DXF
Tips & Tricks
In RFEM, you can use the export function to export the generated FE mesh in DXF as a result. For this, open the export dialog box in the program and select 'ASCII Format - Results'. In addition to a result, for example isolines, you can select the FE Mesh in the 'Results - Isolines (.dxf)' tab. After the export, the mesh in DXF is available in the DL‑FE‑MESH layer.
Do you have questions or need advice?
Contact our free e-mail, chat, or forum support or find various suggested solutions and useful tips on our FAQ page.
Structural engineering software for finite element analysis (FEA) of planar and spatial structural systems consisting of plates, walls, shells, members (beams), solids and contact elements


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Discover our older world
the best way to participate in the understanding of our heritage.
an association of volunteers, created en 2012, whose interest revolves around historical and archaeological knowledge as heritage preservation. She has the quality of: "association d'intérêt général". Its purpose is to promote archaeological research, to bring together in a structure professional or amateur archaeologists, volunteers or students interested in terrestrial, underwater or underwater archeology, to contribute to the safeguarding of the archaeological heritage and in particular disseminate and respect the legislation on archaeological excavations, develop archaeological activity in agreement with the Regional Archaeological Services (SRA) and the Department of Underwater Archeology and Underwater Research (DRASSM) and consistent with the legislation in force, to organize archaeological research activities, to put the technical means of the association in the service of operators or other associations, to organize colloquiums or round tables on the subjects concerning mainly archeology (prehistory and history), to promote the publication of the results of archaeological excavations.
Its geographic reach extends mainly to the BOURGOGNE – FRANCHE-COMTE – RHONE ALPES regions
Inventory survey – an instrumentation search was organized with the means of a side scan sonar, a sounder and an underwater magnetometer. Indeed the mass of accumulated sediments did not allow a visual propection.
Strong of the numerous anomalies detected by instrumentation, and taking into account the accumulation of sediments, the research can be considered only by an underwater boring survey at "Lac d'Antre"
THE VILLARDS OF HERIA (39) OCCUPATION OF THE TERRITORY, CONTINUITY and EVOLUTION
knowledge sharing associated with mastery of skills will move us forward.


less than the threshold (τ), then it realizes that there may be one or more misbehaving nodes in its cluster. So it sends a vote request message about the suspect nodes to the CAFM module. In addition, the detection engine module makes a decision in cooperating with ICLA based on the number of vote response messages gathered by CAFM module. According to the results of voting, the node Mis a well-behaving one and should be rewarded or it is a misbehaving one and should be punished.
 1. Phase 3
CAFM module of the cluster-head will gather all the vote responses about suspect node M. CAFM module then sends the number of gathered vote response messages (Vm) to the detection engine module. According to the number of voting for the suspect node's authenticity, a decision is made as follow:
 - If more than 80 percent of the participating nodes in the voting give a positive vote to suspect node M, then this node will be exclude from participating in the routing. Moreover, neighbor nodes of Madd node Mto their black lists.
 - If less than 80 percent and more than 50 percent of the participating nodes in the voting give a positive vote to suspect node M, then this action will be penalized by learning automata residing in the node Nwith b=0.2according to LR-Plearning algorithm.
 - If less than 50 percent and more than 30 percent of the participating nodes in the voting give a positive vote to suspect node M, then this action will be penalized by learning automata residing in the node Nwith b=0.4according to LR-Plearning algorithm.
 - If less than 30 percent of the participating nodes in the voting give a positive vote to suspect node M, then this action will be rewarded by learning automata residing in the node Nwith a=0.6according to LR-Plearning algorithm.
Intrusion Response Module
The Intrusion Response Module efficiently penalizes misbehaving nodes based on updated statistics which are created and sent to intrusion response module by learning automata. The intrusion response module performs the following actions according to received statistics. First, it receives the updated STBvalues (equation 5) from the second layer and saves them in STBtable. Second, if the specific node is a cluster-head node, the intrusion response module sends the order of penalization or dismissal of the suspected node to all cluster nodes. Therefore, misbehaving nodes won't be permitted to participate in routing process.
4.4. Evaluation the Proposed Protocol
In this section, we have implemented the proposed protocol by MATLAB and Glomosim simulator, a scalable discrete event simulator developed by UCLA.
Simulation settings
The network area size is 2000*2000 (in m2). The mobility model is the random waypoint model. The minimum speed is 5 m/s, and the maximum speed is 15 m/s. We have used the IEEE 802.11 for distributed wireless sensor networks as the MAC layer protocol. The number of nodes varies from 1000 to 3000 nodes. Radio bandwidth is 250000(in bps). Initial energy level of each node is 5(mW) and radio transmit power is 10 (in dBm). The size of all data packets is set to 512 bytes. The duration of each simulation is 1800 seconds. The values of γ1 and γ2 are considered 0.5 in our simulations.
Simulated Attacks
In our simulation, we have implemented and used the following attacks:
 - Black-hole attack: In this attack, a misbehaving node uses the routing protocol to advertise itself as having the shortest path to the node whose packets it wants to intercept. The attacker will then receive the traffic which is destined for other nodes, and then it can drop or modify the packets.
 - Denial of Service: A node prevents itself from receiving and forwarding data packets to their destinations.
 - Malicious Flooding: In this attack, the misbehaving node pumps a great deal of useless and garbage packets to the network. In this way, it corrodes the resources of the network such as bandwidth and energy.
 - Packet dropping: A node conditionally or randomly drops data packets which are supposed to be forward.
Simulation Results
The results of simulation in figure 14 show the percentage of detection rate with variation of misbehaving nodes' percentage. In this simulation, the number of nodes is 100 and the number of clusters is 10. Obviously, at first, the percentage of detection rate in all attacks has decreased, and afterwards with increase of misbehaving nodes' percentage the detection rate has increased either. The important reason for this behavior is the application of ICLA. In voting process, gathered information of neighbor nodes is increased which have participated in voting. In fact, the system learns abnormal behavior by increase of gathered information of learning automata from its environment. Therefore, the misbehaving nodes will be detected accurately. Because of using the energy and behavior factors for detecting the malicious nodes in black-hole attack, the results for black-hole attack are detected accurately. Consequently these results are better than that of other attacks with higher population of misbehaving nodes.
Figure 14.
Detection rate vs. percentage of misbehaving nodes
Figure 15 shows the false positive rate with variation in percentage of the misbehaving nodes. In this simulation, the number of nodes is 100 and the number of clusters is 10. In this figure, first, the percentage of false positive rate has increased and then the false positive rate has decreased with increasing the percentage of misbehaving nodes. The learning automaton in each node gathers the information from the environment and this causes detection of misbehaving nodes to be performed properly. So the percentage of false positive rate has decreased after obvious quantity of 40%.
Figure 15.
False positive rate vs. percentage of misbehaving nodes
In figure 16, we have shown the results of simulation and have discussed the detection rate with variation in number of clusters. In this simulation, detection rate will be decreased with increasing the number of clusters. Because of the constant total number of nodes in the network and the increase of clusters' number, the number of nodes in each cluster will be decreased. Therefore, the action probability vector in each cluster-head will be decreased, and this causes the detection rate to decrease in each cluster. As it is shown in this figure, after a specific number of clusters (10), the learning rate has increased, and, thus the detection rate has increased too. In this state, ICLA performs very well.
Figure 16.
Detection rate vs. number of cluster
In figure 17, the simulation results of false positive rate in variation with number of clusters are illustrated. At first, false positive rate increases with increase of clusters' number, because as number of clusters increases, number of nodes inside each clusters decreases. Therefore, the length of action probability vector in cluster-heads' learning automata decreases, but after specific number of clusters (10) the false positive rate decreases due to increasing of learning rate increases. This decrease for denial of service attack has been more noticeable than the other attacks because of ICLA application in detecting attacks and nodal behavior.
In the next simulation, we have evaluated the effects of mentioned attacks on energy consumption of network in our method. Figure 18 shows the average energy consumption with variation in number of nodes. For all attacks, energy consumption has increased with increase of nodes' number. Moreover, average energy consumption for malicious forwarding attack is lower than black-hole attack, and the average energy consumption of black-hole attack is lower than other attacks. These results were predictable, because the proposed method uses the energy level of each node for detecting malicious flooding and black-hole attacks. In addition, the proposed protocol uses each node's behavior for black-hole attack and this causes the energy consumption to increase.
Figure 17.
False positive rate vs. number of clusters
Figure 18.
Average energy consumption in the network vs. number of nodes
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5. Conclusion
In this Chapter, we have disscussed Cellular Learning Automata which has standard assumption of a rectangular grid structure. Then we have represented Irregular Cellular Learning Automata which are the models cause to develop tools that allow us use both rectangular and even irregular grids within one and the same Cellular Automata modeling framework. Of course, we are aware that the regularity of the grid structure is but one of a number of idealizations used in Cellular Automata modeling. For example, it has been discussed controversially whether and under what conditions a simple influence dynamics similar to our model of spatial collective action can be robust with respect to variation in simultaneous vs.
We applied these tools to intrusion detection protocols which is an application from sensor networks. This is a novel approach which used of Irregular Cellular Learning Automata to detect suspect nodes by using and analyzing nodes' behavior during routing process and nodes' energy level. It also implements Irregular Cellular Learning Automata to detect abnormal behaviors. Afterwards, our method starts its voting process in which it decides to reward or penalize suspect node based on learning automata reports. The simulations show that our proposed method not only has a proper detection rate but also is an energy-aware protocol in detecting malicious nodes.
References
 1. 1.AbolhasaniS. M.MeybodiM. R.EsnaashariM.2007LABER: A Learning Automata Based Energy-aware Routing Protocol for Sensor NetworksIKT conference, Tehran, Iran.
 2. 2.Al-KarakiJ. N.KamalA. E.Routing techniques in wireless sensor networks: a survey.IEEE Wireless Communications62811
 3. 3.AnkitM.ArpitM.DeepakT. J.VenkateswarluR.Janakir


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Evaluation of three portable NIR instruments for quantifying MBZ polymorphs.Comparative study to NIR benchtop instrument for quantifying MBZ polymorphs.Performance of calibration transfer between benchtop and portable instrument.Method is a flexible, easy, cheap and fast way for quantifying MBZ polymorphs.This work presents an evaluation of the analytical performance of three different portable near-infrared (NIR) instruments (denominated Port.1, Port.2 and Port.3) for quantifying mebendazole polymorphs (A, B and C) in pharmaceutical raw materials using multivariate calibration models. The performance of the portable instruments was compared with a benchtop one (FT-NIR Frontier spectrometer). In addition, calibration transfer between the benchtop and one of the portable instruments was also performed. For polymorph A, the Port.1 presented the lowest RMSEP value (1.01% w/w) even when compared to the FT-NIR instrument. For polymorphs B and C, the same Port.1 instrument presented RMSEP values of 2.09% w/w and 2.41% w/w, respectively, which were statistically similar to those obtained with the benchtop instrument. The LOD ranges (3.9–5.5 for polymorph A, 3.6–5.1 for polymorph B and 5.7–7.7 for polymorph C) obtained with the Port.1 was higher than those achieved with the benchtop NIR instrument, with high spectral resolution, signal-to-noise ratio and better wavelength reproducibility. Calibration transfer was performed between the benchtop NIR and Port.1 instruments. According to the results, the transferability of models is possible. The results obtained for complete recalibration of the portable instrument and those for the benchtop are comparable. The methods developed demonstrated a flexible, easy, cheap and fast way for quality control of MBZ polymorphs in incoming material, mainly in pharmaceutical laboratory chains.


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- 77% of participating schools noted an improvement in brain function and learning in pupils after exercise
- Exercise improved mood of all children in the study
- Brain speed improved by up to 19% after exercise
- Improved mood led to improved brain speed after exercise – most notable for boys
- Not having breakfast resulted in poor memory
Researchers from Loughborough University looked at the impact of physical activity on behaviour and classroom achievement among primary youngsters from 17 schools across the UK.
All of the children, aged between 10 and 11 years old, were taking part in a joint BBC and Premier League exercise and education programme, called Super Movers.
They found that 77% of the schools that took part in the scheme reported an improvement in brain function and learning in their pupils after exercise.
The mood of the children also improved after physical activity.
Professor Eef Hogervorst, of the School of Sport, Exercise and Health Sciences at Loughborough University, said: "We tested the Super Movers exercise programme and compared it against normal classroom activities in 17 schools.
"The study showed that the Super Movers programme improved brain speed – up to an average of 19% – and mood, from okay to feeling very good, significantly in children.
"This has a big impact on their learning and other activities in the classroom.
"What is good for the heart is good for the brain.
"However, one other thing we found is that not having breakfast resulted in poor memory."
The school children were split into two groups - a group that exercised and a group that did not.
The exercise group completed 50 minutes of physical activity - including circuit-style training and choreography copied from Super Movers active classroom resources - and then performed a series of cognitive tasks to establish if the exercise helped boost their attention span and improve their learning, compared to their classmates who did no physical activity.
Findings from the study indicated that brain speed, the ability to process information and apply it to tasks, increased by up to 19% after exercise.
Physical activity also significantly improved mood in all the children who exercised, with twice as many boys in the exercise group showing a clear link between improved mood and increased brain speed compared to the non-exercise control group.
Prof Eef Hogervorst said: "The nationwide experiment has yielded some really encouraging results and shows that with less than an hour of enjoyable physical exercise in a day, we can see some real improvements to children's learning.
"It has long been established that exercise can boost brain function, but to see such significant results across the board confirms that fun exercise, like the Super Movers resources, can make a real difference."
Super Movers is a BBC and Premier League initiative which helps teachers inspire primary school children to get more active and boost their learning throughout their school day.
The schools that took part were:
- Fairfield Road Primary School and Button Lane Primary School, Manchester
- Eastfield Primary School, Hull
- Green Lane Primary and Nursery School, Kingston
- Tweedmouth Community Middle School, Berwick-upon-Tweed
- St John's CE (VA) J & I School, Huddersfield
- Bantock Primary School, Wolverhampton
- St Peters C of E Primary School, Bristol
- Balfour Primary School, Brighton
- St. James' Church of England Primary Academy, Bournemouth
- Linn Primary School, Larne
- St Patrick's Catholic Primary School, Southampton
- Forest Lodge Academy, Leicester
- Plantation Primary School and Nursery, Liverpool
- Mount Florida Primary School and Nursery Class, Glasgow
- Radnor Primary School and Herbert Thompson Primary School, Cardiff


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Considering the fact that half of you reading this right now are probably wearing one, It's only right to start this week off with the most commonplace of all acronymic items– the OCBD (oxford cloth button down.) While the latter half is attributed to the shirt's button down collar, Oxford Cloth itself has a far less straightforward explanation. As the last remaining fabric from a series of four, Oxford cloth's story is one of inexplicable survival. In the late nineteenth century a Scottish Mill designed and produced four cloths, one for each of the world's most distinguished universities. While Harvard, Yale, and Cambridge all had their respective cloths lost to history, for reasons unknown Oxford endured becoming one of the most widespread fabrics in the world. Oxford cloth is created by weaving together two yarns that are of the same color but just a shade different, giving it a marled texture that breaks from the ordinary aesthetic of a solid dress shirt.
Oxford Cloth shirts were originally perceived to be a piece of formal wear and were exclusively worn as part of a suit. This all began to change in 1896, when John E. Brooks, (the grandson of Henry Sand Brooks, the founder of Brooks Brothers') went to England and noticed that polo players were wearing shirts with button down collars to keep them secured during games. Brooks brought the design back to the states, and Brooks Brothers combined the button down collar with oxford cloth to create the OCBD. They remained a relatively formal shirt until the 1930′s, when tennis and polo players began wearing Oxford cloth button downs during their games. While these were still unequivocally upper class sports, they nonetheless placed the Oxford shirt in an entirely new context, and by the 50′s Ivy League undergrads were wearing OCBD's. For the students, and their limited wardrobes, the versatile shirts were a major asset. OCBD's could not only be worn untucked on weekends, or with a jacket when going out, the shirts relaxed basket weave also allowed them to be worn pretty much year round. Today, practically every company produces their version of the OCBD, and they're somewhat of a collectors item, not because they're rare but because you can never collect too many.

source: HuggingFaceFW/fineweb-edu


Taper reamers, machine
SHELL REAMERS are usually large in diameter, running as much as 8 inches. These reamers are hollow. The inside hole is tapered to fit the taper of a specially made arbor, the opposite end of which fits the taper in a drilling machine chuck. Two square driving blocks fit corresponding notches in the shell reamer. Many different sizes of reamers will fit the same arbor. See Fig. 53.
Shell reamers are made either fluted or rose type, and the cutting action is exactly the same as for the smaller sizes.
Fig. 53
Fig. 53
THE FLUTED REAMER is used where great accuracy is not required. The teeth are spaced fairly close together and the reamer cuts fast enough for an ordinary job. The cutting is done along the sides of the teeth, which are separated by the flutes. See Fig. 54.
Fig. 54. Tapeer shank fluted reamer. Cuts on the edges of the teeth for the full length. Fluted reamers are made either straight or sprial.
Fig. 54
THE ROSE REAMER cuts only on the end. The teeth are shaped to cut ahead of the body of the reamer. The flutes allow the chips to get out of the hole and also provide a way for the lubricant to get into the cutting end. The rose reamer is not expected to cut a very smooth hole, and it is made a few thousandths under-size, so that the hole may be finished out accurately with a hand reamer. Rose reamers are sometimes used to make a flat bottom hole for a stud. See Fig. 55.
Fig. 55
Fig. 55
HAND REAMERS are made to exact sizes and may have either spiral teeth or straight teeth. The spiral-tooth reamer cuts much more smoothly than the straight tooth. For a very smooth, accurate job the spiral reamer is the better one to use. See Fig. 56.
Fig. 56, Has a square on the end of the shank for the reamer wrench or handle. A spiral taper hand reamer is shown here. Hand reamers may be either straight or sprial.
Fig. 56
THE HAND EXPANSION REAMER is made especially for close work. The reamer has slits along the body and a tapered hole through the center. A taper plug is closely fitted to the taper hole in the reamer, and by means of a screw the reamer teeth can be swelled out to a barrel-like curve, causing the reamer to cut a few thousandths over size. The reason for the expansion feature of the reamer is to provide for its longer usefulness. Any wear is taken up by the taper adjustment. See Fig. 57.
Fig. 57
Fig. 57
TAPER REAMERS are made for hand and machine use. When hanging brass operating-rod ends on a deck-stand, the upper and lower collars are secured in the correct location on the rod with taper pins. A taper reamer is used to ream the hole to the correct size. See Fig. 58.
When two holes do not line up exactly in steel plates that are being riveted or temporarily bolted together, a machine taper reamer may be used to cut the opposite edges of the two holes enough to slip a bolt or rivet through.
Fig. 58, A straight taper reamer is shown here. These reamers are made for hand and machine use.
Fig. 58
Throwing reamers around carelessly, using a reamer for a hammer, leaving a reamer in the drill chuck after using, or anything else that will allow the reamer teeth to become damaged or broken, is not good practice.
Reamers are high-grade tools, very expensive, and sometimes hard to replace. A reamer may be sharpened by grinding in the tool room, but the nicks and broken places cannot be repaired.
Do not allow reamers to get rusty, and do not return them to the tool room dirty.
Be careful to use the correct size holder on a hand-reamer square. If a wrench is used, be sure it fits the square tightly.
Accidents happen with tools. Report broken or damaged tools immediately. This will give the leader a chance to do something about replacements. Do not let the job be held up for lack of planning.
1. Name two reasons for reaming a hole.
2. What is the principal difference between hand and machine reamers?
3. Explain the advantage of a spiral reamer as compared with a regular reamer.
4. Why are expansion reamers constructed so that the diameters may be adjusted?
5. Where is the cutting edge on a rose reamer?
6. What is meant by a shell-reamer arbor?
7. Name the type of reamer used to ream a hole for a taper pin.
8. State what type of reamer to use and what to do when two holes are out of line so that a rivet or bolt will not go through.
9. How may the teeth of reamers be ruined?
10. Name a few items of what to do before returning a reamer to the tool crib.
11. What should be done in the case of a broken or damaged reamer?
12. Where is the square on a hand reamer and for what is it used?
Reaming Through Holes
Reaming a hole is done to bring the hole to an exact size. For example: When fitting a straight pin to a hole where a snug fit is necessary, first drill the hole 1/64" to 1/32" smaller than the pin, and then
use a hand reamer which is the size of the pin. See Fig. 59, "a". An expansion reamer (Page 47) is often used to ream a straight hole to fit a pin.
It is always necessary to use a taper reamer to fit a tapered pin. (Fig. 60). The hole is first drilled about the size of the small end of the tapered pin and a taper reamer is then used to taper the hole to fit the pin. Use the same number taper reamer as the pin number. See Fig. 59, "b". Care must be used when reaming with a taper reamer or the hole will be reamed too large. A taper reamer is not like a straight reamer in one respect: One turn with a taper reamer can mean the difference between a good fit and a spoiled piece of work. For this reason it is safer to use a hand reamer on such jobs.
Fig 59, Reamed Hole For Rod 1 1/8 inch Diameter.
Drill first.
Ream to fit taper pin.
Fig. 59
standard taper pin
Fig. 60
Never try to bring a hole to "position" with a hand reamer. The reamer follows the drilled hole. Trying to change the direction of the hole by leaning the reamer or applying more pressure on one side will be useless and may possibly break the reamer.
Great care must be used when reaming very small holes by machine. The air machine is heavy, and the operator cannot easily get the "feel" of a small reamer to an extent which will prevent breakage. This is not so likely to happen with larger reamers. The job may be done much more quickly by using the air machine. Use a small machine for a small job.
When reaming with the air machine, keep the reamer "in line". Wobbling around on the start will affect the size of the hole. After the reamer has entered the hole, it must be kept in line to prevent breaking.
When the depth of the reamed hole is very great, more care must be taken. Reaming holes for dowel pins, or reaming holes through unit bases and foundations for fitted bolts calls for careful handling of the air machine and reamer.
The general procedure for reaming holes through a base and foundation is as follows:
NOTE: A generator base frequently has 7/8" drilled holes in the corners when it is delivered by the manufacturer. The other holes in the base are about 1" drilled and not reamed, and a black iron bolt of the proper size is used to bolt the unit at these places.
Fig 61
Fig. 61
1. With the proper size drill in the "corner air drilling machine" drill the foundation on the corners, using the drilled hole in the base of the unit as a guide. See Fig. 61.
NOTE: A corner air drilling machine (Fig. 62) is an air or electric motor driven device made especially for drilling in close corners.
2. If the corner hole is 7/8" diameter, run a 15/16" reamer through, after drilling the 7/8" hole.
Fig. 62
Fig. 62
3. Now run a 1" reamer through, which will remove 1/32" stock on a side.
4. Mike the hole and order from the machine shop the right number of fitted bolts,.00025 per inch larger than the hole. This allows just the right amount for a drive fit.
NOTE: On some heavy installations the corner holes are reamed to 1.500 diameter, and the bolts are made 1.503" for a snug fit. In those cases a bushing is placed in the
drilled hole in the base and a 3/8


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Use division to perform parameter optimization for fixed-point net slope computation with Fixed-Point Designer™. You can perform net slope computation using a rational approximation of the net slope. This results in an integer multiplication and/or division when simplicity and accuracy conditions are met, and this optimization can improve numerical accuracy and lead to more efficient code generation.
You can also select a web site from the following list:
Select the China site (in Chinese or English) for best site performance. Other MathWorks country sites are not optimized for visits from your location.


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Report answers the question 'Who owns teacher-created digital content?'
Schools and districts are increasingly urging teachers to use digital content for instruction, with many teachers taking innovative steps by creating their own digital content. But when it comes to copyright, ownership, and sharing, that's where it gets tricky.
"In the era of digital publishing, which includes teacher-created, -refined, and –remixed materials, an important question has arisen: who owns this digital content?" asks a policy brief from the State Educational Technology Directors Association (SETDA), titled "Clarifying ownership of teacher-created digital content empowers educators to personalize education, address individual student needs."
According to the brief, the confusion over who owns teacher-created content is due to three main reasons: 1) Lack of clarification in terms, 2) vague wording in The Copyright Act of 1976, and 3) Lack of specifications outlined by state and district leaders (including the state educational agency, state board of education, legislature, and/or governor).
(Next page: 3 must-knows about teacher copyright)


India's first indigenous jet was left to die young
India's first indigenous jet was left to die young
India's first indigenous jet was left to die young
India's first fighter plane Marut didn't get the boost it deserved.
Today, 50 years later, the IAF has no indigenously built aircraft of any worth. The enthusiam that was associated particularly with Marut died a natural death because of a combination of two factors: import pressures in general and under-powered engines for the aircraft.
Retired IAF officers told Deccan Herald that neither Air Headquarters nor the Ministry of Defence pursued the indegenisation programme beginning with Marut manufactured by the then Hindustan Aircraft Ltd, later christened as Hindustan Aeronatics Ltd (HAL), with gusto. According to Wg Cdr (retd) Praful Bakshi, Marut's "Achilles heel" was its engine.
"After the GNAT started flying, Kurt Tank (a German who had earlier designed the Focke-Wolf) designed the HF-24" which was a "remarkable aircraft but fell short because of the lack of a proper engine".
After the aircraft was commissioned, three squadrons were formed and some of them saw action during the 1971 Indo-Pak war in which it took a lot of hits, as one retired IAF officer said.
At the manufacturing stage, Rolls Royce agreed to make an engine for the Marut at a cost of Rs 7 lakh per engine. But after the company's factory in Egypt was bombed by the Israelis in an air attack the IAF re-designed the aircraft, fitting two GNAT engines on it.
"This did not help because the frame was designed for Mach 2-3 speed and the engines were grossly under-powered," another retired IAF officer said, adding that with no significant help from western countries in developing the Marut's engine, the plan to manufacture more of the HF-24 was dropped.
According to Wg Cdr Bakshi, "the Marut was the only aircraft which flew supersonic without an afterburner, an aspect which "our planners never gave importance to.
Besides, the defence establishment "never thought that this was a great tactical advantage. Senior personnel did not want to fly this aircraft because the worksmanship of HAL was not up to the mark," he notes.
The IAF was "happy because nobody wanted an indigenous programme" even though the Marut could do 640 knots, fly low level with four tanks" (comparable to the American F-22).
Most retired IAF officers Deccan Herald spoke to faulted the Marut's engine whose under-performance was the main reason why production of the aircraft was grounded.
"Imagine what a Rs 4-crore investment could have done to the aircraft", Air Marshal (retd) S K S Ramdas said, adding: "Some of the aircraft had not even clocked 10-12 hours on the log and there was one which had logged only three hours. Only a very rich country like ours could afford such a colossal waste," he said.
Another retired Air Marshal said that several test pilots lost their lives because of a combination of mehcanical faults, including a below par engine. The fighter plane's reputation was marred by technical glitches, including fuel leakages and a problem with the canopy, which eventually took the life of Group Capt Suranjan Das.
After the Indo-Pak war, the government virtually stalled the IAF's programme tilting to the seductive appeal of imports which included the procurement and operationalisation of the Russian MiG-21s which subsequently suffered because of the availability of spare parts.
Now, the aircraft lies all across India in various airfields and the authorities at Air Headquarters and HAL here look the other way because it was a source of embarrassment.


text: Background: Physical education (PE) can be considered the centrepiece of school physical literacy (PL) programs, but ineffective lessons or an absence of PE across the public primary school system has raised concern. This study aimed to evaluate the implementation, acceptability and impact of teacher delivery of PE as part of a multicomponent Physical Education Physical Literacy (PEPL) approach, designed to improve classroom teachers' provision of PE and PL opportunities within a cluster of suburban primary schools. Method: Within a pragmatic randomised cluster-based trial with mixed methods, a PEPL coach was appointed to seven schools for one school year, with another seven schools continuing their usual practice as the control group. The coach's role was to support and professionally develop classroom teachers to teach PE and to create opportunities that develop PL inside and outside the school environment. Focusing on Grade 5 teachers, the implementation, acceptability and teacher impact were assessed using direct observations of PE teaching style, a daily log kept by the coach and interviews with principals and teachers. Results: The PEPL coach visited each school on average once a week for the 33 available weeks of the school year. There were several positive effects for teachers and schools. With no classroom teacher initially taking PE or classroom physical activity breaks, all seven teachers regularly introduced a PE lesson and activity breaks into their weekly schedule. PE class instructional time increased (intervention; +4.8 vs. control; −3.5 min/lesson; β = 1.69; SE = 0.76; p =.05), with lessons of greater duration (intervention; +8.6 vs. control +1.9 min/lesson; β = 1.14, SE = 0.58, p =.05) and moderate and vigorous physical activity increased 5.7 min in intervention classes (p <.05). The PEPL coach introduced regular physical activities before and after school and linked the schools with a national sports coaching scheme. Interviews indicated that the PEPL approach was both valued and well-accepted by staff, that classroom teacher confidence to teach PE increased and that principals perceived a shift toward a school 'culture' of physical activity. Conclusions: Well-received by classroom teachers and principals, the PEPL approach resulted in classroom teachers introducing both PE and activity breaks into their weekly teaching program and schools were linked to external sport coaching programs. These effects suggest that the PEPL approach enhanced opportunities for the development of physical literacy in this suburban primary school setting. Trial registration: Australian New Zealand Clinical Trials Registry identifier: ACTRN12615000066583.


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The letters at the end of a number sequence in HP cartridges signify the cartridge's ink volume. Many HP cartridges, as well as some other manufacturers, have a long sku, a short part number and, sometimes, even an alternative part number. For example, HP's #56 cartridge is also known as the 56A C6656, C6656A and C6656AN. These are all the same product and have the same ink volume, but are displayed using various shortened versions of the full part number, which is C6656AN. Most HP cartridges are available with different ink volumes. HP cartridges with different ink volumes are identified by a different letter at the end of the number sequence. For example, HP cartridge 51645G and 51645A are identical cartridges, but have different ink volumes. The "G" is the free starter cartridge that comes with a printer and the "A" is the regular high volume cartridge that is sold in stores. When our house-brand cartridges are manufactured, they are always filled completely. So, regardless of the letter at the end of the HP part number, or the letter at the end of the HP cartridge that you normally order, you will always get a cartridge with a high-ink volume from LD.
Articles in this section
- Why is my new ink cartridge not printing?
- How can I get dried ink out of my inkjet print head so I can continue to print?
- Why am I getting an error message when I install my new cartridge?
- Why does it say my cartridge is empty when I install it?
- Is it normal for my cartridge to read low or empty?
- Why does the cartridge I received look bigger than the one that's already in my printer?
- Will my warranty be voided if I refill my cartridges?
- Why don't you carry Epson refill kits?
- Does the letter at the end of the HP inkjet cartridge part number matter?
- Some cartridges come in big sets for example, 4 black and 2 of each color. Can the cartridges be mixed around within the set so that we can get more of one color than others?


piano keyboard sheets – Propuesta Indecente
Latin pop music made easy with letter notes.
The last couple of years have shown a significant rise of Latin music. Remember Enrique Iglesias or Ricky Martin? It's amazing how history comes full circle even in music! Today we'll get to meet Mr. Romeo Santos, who has been musically active since 1997. His song "Propuesta Indecente" is a hit song from 2013 and carries the Latin vibe very beautifully. If you want to learn playing this song on and keyboard instrument, just follow our letter notes.
"Propuesta Indecente" is a beautiful pop song, which has something uncommon. It has a lot of live instruments instead of synthesizers and synthetic drum beat. The composition is very good but also quite tricky. However, if you are motivated enough, you will learn it in a blink of an eye. With Easy Letter Notes, you'll be able to speed up your learning process.
Easy tutorial for beginner keyboard and piano players.
F# F# F#
F# F# D C# C# B B F# F# G G G
F# F# G F#
F# F# D C# C# B B F# F# G A
E E F# G G G B B B D D D F# F# F# F# E
A A D F# E D D B D F# E D D A A D F# E D E E
Now you can pick up some songs for free
for two hands, with recordings and tips
Try it for free
Order Piano Letter Notes Set
with recordings, chord chart, guide and bonuses
see special offer
Thanks to the learning methods we've developed, you should not have any difficulties. First of all, grab a set of our stickers and put them on your keys for faster reaction while playing. Then try to playing the right letter notes from the letter note sheet we've prepared. Remember to play in correct octaves. Different colors indicate different octaves but that's something you will get in a second. Last but not least is an instructional video we provide for every lesson. It shows you how to perform the song and master the rhythm. You can practice along to it and slow it down if it's too hard.


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Our last day of term had a distinctly 'Roman' feel as the pupils had been studying the Romans as their topic this term. Our fantastic cook, Ann, very kindly (and creatively) produced a 'Vesuvius' sausage and mash which went down a storm with the pupils! Pupils then had a Roman feast where they reclined in their togas and enjoyed some of the foods the Romans might have eaten including: olives, fish, grapes, cheese, breads, salads, nuts, honey and olive oil. Ann also brought in her photographs of a visit to Pompeii to share with pupils.
Dates for your Diary


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Definition of evidence
< Middle English < Old French < Latin evidentia ("clearness, in Late Latin a proof") < evidens ("clear, evident"); see evident.
- Facts or observations presented in support of an assertion.
- (law) Anything admitted by a court to prove or disprove alleged matters of fact in a trial.
to evidence (third-person singular simple present evidences, present participle evidencing, simple past and past participle evidenced)
- (transitive) To provide evidence for, or suggest the truth of.
She was furious, as evidenced by her slamming the door.
The law of evidence governs the use of testimony (e.g., oral or written statements, such as an affidavit) and exhibits (e.g., physical objects) or other documentary material which is admissible (i.e., allowed to be considered by the trier of fact, such as jury) in a judicial or administrative proceeding (e.g., a court of law).
In every jurisdiction based on the English common law tradition, evidence must conform to a number of rules and restrictions to be admissible. Evidence must be relevant - that is, it must be directed at proving or disproving a legal element.
However, the relevance of evidence is ordinarily a necessary condition but not a sufficient condition for the admissibility of evidence. For example, relevant evidence may be excluded if it is unfairly prejudicial, confusing, or cumulative. Furthermore, a variety of social policies operate to exclude relevant evidence. Thus, there are limitations on the use of evidence of liability insurance, subsequent remedial measures, settlement offers, and plea negotiations, mainly because it is thought that the use of such evidence discourages parties from carrying insurance, fixing hazardous conditions, offering to settle, and pleading guilty to crimes, respectively.
Exclusion of evidence
Under English and Welsh law, evidence that would otherwise be admissible at trial may be excluded at the discretion of the trial judge if it would be unfair to the defendant to admit it.
Evidence of a confession may be excluded because it was obtained by oppression or because the confession was made in consequence of anything said or done to the defendant that would be likely to make the confession unreliable. In these circumstances, it would be open to the trial judge to exclude the evidence of the confession under Section 78(1) of the Police and Criminal Evidence Act 1984 (PACE), or under Section 73 PACE, or under common law, although in practice the confession would be excluded under section 76 PACE.
Other admissible evidence may be excluded, at the discretion of the trial judge under 78 PACE, or at common law, if the judge can be persuaded that having regard to all the circumstances including how the evidence was obtained "admission of the evidence would have such an adverse effect on the fairness of the proceedings that the court ought not to admit it."
- Wiktionary. Published under the Creative Commons Attribution/Share-Alike License.


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Live voice Typing App us
Live Transcribe is an accessibility application designed for the deaf and hard of hearing.
With Google's state-of-the-art automatic speech recognition technology, live transcription of text and speech on your screen is transliterated so that you can more easily participate in conversations around the world. You can also continue the conversation by typing your response on the screen.
Using Live Transcribe requires these additional steps in pixel 3 and above:
1. Open the Setting app on your device.
2. Tap 'Accessibility' and then 'Live Transcribe'.
3. Tap 'Use service' and accept the permissions.
4. An accessibility button will now appear in the lower-right corner of your screen next to the Home button. Tap the Accessibility button or use the gesture.


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List of smallest cell in human bodysmallest cell in human body. Which cell is smallest in human body.
IQ FAQ HUB Latest Questions
Biology projects for class 12 CBSE on cancer PDF, Discpriction of human cancer cell, Difference between healthy and cancer cell, cancer cell division, Cause of cancer, symptom or prevention of cancer cell, cancer treatment. These all topics are a must.


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The imperative mood expresses direct commands, requests, and prohibitions. In many circumstances, using the imperative mood may sound blunt or even rude, so it is often used with care.
whether there are direct or indirect object pronouns
Positive formal commands.
To form postive formal commands, start with the form of the verb that goes with the pronoun "yo" (e.g., abro, muevo, vengo, etc.). Then take the "-o" off of that verb ending. If the verb is an AR verb, replace the "-o" with "-e." If the verb is an ER or IR verb, replace the "-o" with "-a." If the command is given to more than one person, the endings are "-en" and "-an" respectively. If the verb is reflexive, put the reflexive pronoun "se" after the verb form. If there are object pronouns (it, them) put them after the verb too. The following examples help to clarify.
INFINITIVE "YO" FORM SINGULAR PLURAL
acostarse "to lie down" me acuesto acuéstese acuéstense
calmarse "to be calm" me calmo cálmese cálmense
escribir "to write' escribo escriba escriban
explicar "to explain' explico explique expliquen
sentarse "to sit down' me siento siéntese siéntense
Note: There are some irregular forms as well because the "yo" form does not end in an "-o" as follows:
INFINITIVE "YO" FORM SINGULAR PLURAL
dar "to give" doy dé dén
estar "to be" estoy esté estén
irse "to go away" voy váyase váyanse
saber "to know" sé sepa sepan
ser "to be" soy sea sean
Negative Formal Commands.
The negative formal commands are similar to the positive ones. The difference is that the word "no" goes before the verb and reflexive pronouns and object pronouns also go before the verbs.
No se calme.
No se vaya.
Given the difficulty and the variety of direct command forms, one solution is to use indirect command forms. These are easier to form and do not involve as many choices. There are three phrases that are helpful in giving indirect commands: "hay que..." (one must), "favor de..." (please do the favor of...) and "usted tiene que...." (you have to...). Each of these phrases is followed by a verb in the infinitive. As such, it is not necessary to know the verb conjugation. Be aware, however, sometimes the regular command form sounds much better.
Hay que escucharme primero.
You must listen to me first.
Hay que explicar todo.
You must explain everything.
Hay que levantar el pie.
You must raise your foot.
Favor de mostrarme los papeles.
Do the favor of showing me the papers.
Favor de ayudarme con esto.
Do the favor of helping with this.
Usted tiene que sacar las manos.
You have to take your hands out.
Usted tiene que dejarlo aquí.
You have to leave it here.
Usted tiene que salirse ya.
You have to go away now.
Direct Commands in Spanish (Imperatives)
Let's start our discussion of commands, which are sometimes called "imperatives",y by dividing them into two groups. We know that when we speak with someone in Spanish, we have to decide which form of "you" to use. When we know someone well enough to call him/her by the FIRST NAME, we use the word "tú". If we feel that it is proper to use a title and the last name (for example: Mr. García, Mrs. Fernández, Senator González, President Fujimori), out of respect for the persons age or social position, we use the word "usted". This same distinction must be kept in mind when we use commands. Remember, when we give a command to someone, since it is the person with whom we are speaking directly, the subject of the command is "you". When we say, "Do this," what we really mean is, "I want you to do this".
Now, let's assume that we are talking with someone in a more formal way. We want someone to do something. We have studied "influence" sentences for a long time now. Do you remember what we have to do with the verb in an "influence" sentence? I hope that you recall that we have to use a different form of the verb. For verbs in the "A" category, we change to "e", and for verbs in the "E" category, we change to "a". We have to do this in sentences in which we express how someone feels about what someone else does or will do. Now just think about it for a moment. A command is just a very direct way of expressing our feelings about what we want someone else to do. We could say that it is a direct "influence" sentence. Look at the following example:
Señor García, quiero que usted estudie el documento.
If we just take away the first part, "Señor García, quiero que usted...", we are left with, "estudie el documento". This is exactly what we would say in order to make a direct command in Spanish. The verb form which we are using is the subjunctive, just like we use in "influence" sentences. Really, there is nothing new here. We have used the same verb form. This is because in a command we are expressing our feelings about him doing something, not actually giving information about what he is really doing. Remember, it's feeling, not fact that we are dealing with here.
We can do the same thing with the negative, however in this case we are going to put the negative word "no" in front of the command directly. Here is an example:
Señor García, no quiero que usted firme el documento.
Notice that we have put the negative word "no" in front of "want", so that we are saying, "I don't want you to sign ("firmar") the document." When we make the negative command, we will move the word "no" right in front of the command itself. That would give us the following:
Señor García, no firme el documento.
I hope that you can see that up to this point, it isn't really very complicated. We are just using the same forms that we used before. We are just using them in a different way, so that they tell the person directly what we want him to do, rather than telling him indirectly.
One thing that you may have noticed which is important is that in these command's the verb is the same for the negative command and for the positive command. It doesn't matter whether I say, "do it" or "don't do it". The verb will be the same in both cases.
Mande la carta.>No mande la carta.
If we talk with someone that we know well, the situation is going to be different. Remember that in this case we must use "tú",not "usted". For the negative command with "tú", we will use the subjunctive verb form, just like we did with "usted". However, you should realize than with "tú" there will be an "s" on the end of the verb. For example:
Juan, no mandes la carta.
John, don't send the letter.
When we have a positive command using the "tú" form, the situation changes. In this case we use the "positive informal command", which is in most cases the same thing as the present tense forms for "él" or "ella". That is, for "A" verbs we will just have the first part of the verb, followed by the letter "a". For "E" verbs, we would have an "e" on the end. There is no change of the vowel, like we do with the other commands. Look at the following example:
Juan, manda la carta.
John, send the letter.


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Very First Computer Game is as Old as Your Mom
Does anyone want to venture a guess as to when the first computer game was invented? And no – its not Pong.
This year marks the 50th anniversary of Spacewar, the very first computer game ever created. The game, a distant relative to what would eventually be known as Asteroids, puts the player in control of a spaceship that is buoyed by the gravity of a star in the city of the screen that shoots down rockets. It was originally developed at MIT by four students for the bulky PDP-1 minicomputer which more like a radar machine than it does a contemporary computer.
The classic game is still being updated to work on the latest browsers. If you can get past the dated graphics and obscene difficulty then give it a try here.
This means people have been vegging out, playing video games and yelling at computer screens since the early 60′s. Wow, what a long way man has come.
[via Daily Mail]


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Scientific nameThe soap aloe is highly adaptable and is naturally found in a wide range of habitats across Southern Africa, from Zimbabwe in the north, to the Cape Peninsula in the south. Specifically, it is native to southern and eastern South Africa, south-eastern Botswana and Zimbabwe. The juice of the leaves were traditionally used as soap.
We are in need of this species! Can you help? Maybe you have this species at home, or perhaps you can collect seeds or cuttings (if applicable) from friends or from a public space. If so, why don't you help establish this species in areas where it is much needed!
This species was selected because it has various important characteristics.
Suitable for sandy soil
It provides food for:
Southern double-collared sunbird